The Quality Matter Standards have been used at our institution to support its efforts regarding designing quality online courses. In this research study, we particularly focus on the QM Standard 5 regarding designing course activities. We examined instructors' perceptions of various course activities fostering active learning in online classes. Data were collected through semi-structured interviews and documentation. Findings and implications will be discussed during the QM presentation.
Two recent surveys, by the University of Rochester and by Quality Matters in partnership with Eduventures, have focused on the role of chief online officer, how that role is being defined at institutions across the U.S., and their perspectives on current institutional practices, priorities, and challenges. Among many responsibilities, these individuals are key to the response of their institutions to accreditation, regulation, and compliance issues.
Moving faculty from teaching in a traditional classroom to teaching online can be a difficult task. Uncovering factors that influence participation in professional development designed to support quality online course development can provide valuable insight. This session will share research results concerning factors impacting faculty participation in Quality Matters professional development at a midwest teaching university.
In the vein of continuous improvement, faculty members and instructional designers who want to ensure that online courses meet Quality Matters (QM) standards should consider participating in this workshop. Attendees will interact with each other to examine at least one unit plan from the online statistic course that was the focus of a recent case study. They will reference the QM Rubric specifically Standards #4, 5, 6, 7, and 8 to make recommendations for course improvement.
In the vein of continuous improvement faculty members and instructional designers, who want to ensure that online courses meet Quality Matters (QM) Standards, should consider participating in this session. Attendees will interact with each other to examine at least one unit plan from the online statistic course that was the focus of a recent case study. They will reference the QM Rubric, specifically Standards #4, 5, 6, 7, and 8, to make recommendations for course improvement.
Are you a faculty member, instructional designer, or administrator who is experiencing difficulty launching and delivering online quantitative based courses? If so, then you are in the right place!
This session will allow you to apply QM Standards while reviewing and redesigning at least one unit of an online statistics course. The big goal is to improve the course materials, technological resources, learning activities, and assessments in an effort to reduce cognitive load and create learning experiences that align to the course objectives.
Improve the quality of your students’ research and writing by embedding a learner support team into your online course. Find out how faculty, librarians, writing consultants and instructional designers at Berkeley College teamed up to accomplish this by applying QM General Standard 7.3. Participants will discover how to structure, implement and assess a team-facilitated online course that puts expert academic assistance at students’ fingertips and improves learning outcomes.
Often, faculty are unfamiliar with instructional design principles and at the same time instructional designers are unfamiliar with course subject matter. As for the students, their question is, "Why am I doing this?" This session will discuss using course maps to help faculty and designers work together to conceptualize goals for instruction, to help students understand the purpose of course goals and instructional materials, and to design instruction that satisfies QM alignment standards (2.1, 2.2, 3.1, 4.1, 5.1, and 6.1).
Often, faculty are unfamiliar with instructional design principles and at the same time instructional designers are unfamiliar with course subject matter. As for the students, their question is, "Why am I doing this?" This session will discuss using course maps to help faculty and designers work together to conceptualize goals for instruction, to help students understand the purpose of course goals and instructional materials, and to design instruction that satisfies QM alignment standards (2.1, 2.2, 3.1, 4.1, 5.1, and 6.1).
This presentation will analyze the student user statistics of lecture videos with the purpose of improving recorded lectures and presentations. We'll analyze real student data to consider how students are viewing lecture recordings and how you faculty might change some design or delivery practices to increase student motivation and engagement.
