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Quality Matters Jennifer Strickland, PhD,

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Presentation on theme: "Quality Matters Jennifer Strickland, PhD,"— Presentation transcript:

1 Quality Matters Jennifer Strickland, PhD,

2 Quality Matters  Quality Matters Overview and Principles  The Quality Matters Rubric  Quality Matters as a Component of Quality Assurance  Feedback and Input 

3 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 3

4 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

5 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  Chair  Peer reviewer (external)  Peer reviewer (SME)

6 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

7 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  org/FIPSE.htm org/FIPSE.htm

8 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 8 Key components must align

9 Standards  A statement introduces the student to the course  and the structure of the student learning  Navigational instructions make the organization of the course easy to understand  Learning activities foster interaction:  Instructor-student  Content-student  Student-student (if appropriate)  Clear standards are set for instructor response and availability

10 Standards  Assessment strategies should provide feedback to the student  Grading policy should be transparent and easy for the student to understand  Implemented tools and media should support learning objectives  and integrate with texts and lesson assignments  The course acknowledges the importance of ADA compliance

11 Common Areas for Improvement ( , based on 95 reviews) 11 Area Identified% Purpose explained for ea. course element (IV.3)32% Navigational instructions (I.1)32% Links to academic support, student services, tutorials/resources (VII.2-VII.4) 32-33% Technology/skills/pre-req. knowledge stated (I.6)35% Clear standards for instructor availability(V.3)37% Alternatives to auditory/visual content (VIII.2)39% Instructions to students on meeting learning objectives (II.4) 40% Self-check/practice with quick feedback (III.5)42% Learning objectives at module/unit level (II.2)45%

12 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

13 Alignment with Accrediting Best Practices 13 Best Practices Principles*Quality Matters Principles That education is best experienced within a community of learning where competent professionals are actively and cooperatively involved with creating, providing, and improving the instructional program; QM is a peer review process involving faculty, instructional designers and other support staff in a cooperative effort to continuously improve online instruction. That learning is dynamic and interactive, regardless of the setting in which it occurs; QM treats interactivity and active learning as a critical component of every online course. That instructional programs leading to degrees having integrity are organized around substantive and coherent curricula which define expected learning outcomes; QM treats the alignment of expected learning outcomes with the contents, activities and assessments as a critical element in every online course. That institutions accept the obligation to address student needs related to, and to provide the resources necessary for, their academic success; QM expects every online course to address student access to the academic, technical, and student support services essential to student success.  hat institutions are responsible for the education provided in their name; Adoption of QM standards reflects institutional commitment to online instructional quality, wherever an institution has endorsed the rubric standards.  hat institutions undertake the assessment and improvement of their quality, giving particular emphasis to student learning; The QM standards are based on research and best practices to enhance student learning in online environments. Adoption of the QM review process is a clear demonstration of institutional or programmatic commitment to assessment and continuous improvement.  hat institutions voluntarily subject themselves to peer review. QM is essentially a peer review process involving both internal and external peers in the evaluation of courses. *“Best Practices for Electronically Offered Degree and Certificate Programs” adopted in 2001 by CHEA and 8 regional accreditation bodies.

14 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. 14

15 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

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