1. Quality Matters Jennifer Strickland, PhD, jennifer.strickland@mcmail.maricopa.edu jennifer.strickland@mcmail.maricopa.edu

2. What is it anyway?  Quality Matters (QM) is a faculty-centered, peer review process designed to certify the quality of online and hybrid courses and online components  A faculty-driven, collaborative peer review process  Committed to continuous quality improvement  Based in national standards of best practice, the research literature and instructional design principles  Designed to promote student learning and success 2

3. Peer Course Review Feedback Course Course Meets Quality Expectations Course Revision Instructional Designers Institutions Faculty Course Developers National Standards & Research Literature Rubric Faculty Reviewers Training Quality Matters Course Peer Review Process

4. QM Certified Peer Reviewers  QM-Certified Peer Reviewers  How to interpret the standards (with examples and annotations)  How to evaluate a course (hands-on with sample course)  Reviews are conducted by teams of three peer reviewers  Master Reviewer/Chair  Peer reviewer (external)  Peer reviewer (SME)

5. Quality Assurance  700+ faculty trained to review online courses using the rubric  individuals from 158 different institutions in 28 states  More than 2,500 faculty and instructional design staff participated in Quality Matters workshops

6. The Rubric is the Core of Quality Matters  40 specific elements across 8 broad areas (general standards) of course quality  Detailed annotations and examples of good practice for all 40 standards  http://www.qualitymatters. org/FIPSE.htm http://www.qualitymatters. org/FIPSE.htm

7. Course Alignment  5 of the 8 general standards should align: 1. Course Overview and Introduction 2. Learning Objectives 3. Assessment and Measurement 4. Resources and Materials 5. Learner Interaction 6. Course Technology 7. Learner Support 8. ADA Compliance 7 Key components must align

8. Standards  1.1 Instructions make clear how to get started and where to find various course components.  2.1The course learning objectives describe outcomes that are measurable.  3.1 The types of assessments selected measure the stated learning objectives and are consistent with course activities and resources.

9. Common Areas for Improvement (2006-2007, based on 95 reviews) 1. Learning objectives at module/unit level (II.2): 45% 2. Self-check/practice with quick feedback (III.5): 42% 3. Instructions to students on meeting learning objectives (II.4): 40% 4. Alternatives to auditory/visual content (VIII.2): 39% 5. Clear standards for instructor availability(V.3): 37% 9

10. Maricopa Quality Matters  Maricopa/MCLI is the statewide consortium lead  Ten QM Maricopa Colleges  Other online Course Evaluation Resources  67 faculty members, instructional designers and technologists are certified peer reviewers  College-Based Steering Team

11. Impact on Faculty Support  Nationally, 89% of respondents would recommend the QM review process to others  Sample comments  I was too close to see what could be improved.  Provides a great way to get an objective view of your course.  It made all of my online courses better.  It provides a view from a more student-oriented perspective.  It provides a look into potential student problems areas for course completion.  Many elements that might contribute to a student withdrawing can be eliminated. 11

12. QM is about course design Not teaching; QM is about peer review Not evaluation QM is about improving Student Success online Through effective and consistent course design