1. Nik Gorman, MPH, EdD Assessment & Accreditation Coordinator, School of Nursing Marsha Orr, MS, RN Faculty Liaison, Distance Education, School of Nursing Su Swarat, MS, PhD Director of Assessment & Educational Effectiveness, CSUF Building a Quality Assurance Network for Online Classes: Early Successes & Lessons Learned

2. Online Learning Characterized by rapid proliferation. – 4.3 million undergrads – 20% of all undergrads Both championed and maligned – The No Significant Difference Phenomenon The No Significant Difference Phenomenon – “when… course materials and teaching methodology were held constant, there were no significant differences ”

3. Online Learning at CSU State of California Assembly Bill 386 – Requires CSUs provide students access to all fully online CSU courses across 23 campuses by Fall 2015 At CSUF, we had 9438 online students in 2013 – 15 online degree programs – 16 online professional development – 2 online degree completion programs – Students enrolled in standalone online courses

4. “Systemwide Program to Support and Enhance Academic Quality in Online Courses” Flexible program – Professional development – Establishing faculty associates – Integrating system-wide services Ex: Quality Matters, QOLT, Wiley Learning Institute $10-20k per grant cycle – Began March 2014 – Currently approaching the third grant cycle

5. Quality Matters What is it? From their website:website – “…A nationally recognized, faculty-centered, peer review process designed to certify the quality of online course design and online components” Scale – 23,000 faculty & instructional design staff

6. F 1.Course Overview & Intro 2.Learning Objectives 3.Assessment & Measurement 4.Instructional Materials 5.Course Activities/Interaction 6.Course Technology 7.Learner Support 8.Accessibility & Usability Quality Matters How does it work? Workshops/Certifications – QM rubric 8 General Standards 43 Specific Standards Alignment – Peer Reviewer – + 17 others Course Reviews – Informal – Official “The QM Rubric is used in course reviews that result in continuous improvement and faculty development”

7. Grant Cycle 2 Fall 2014 – Summer 2015 Our Proposal Grant Cycle 1 Spring 2014 – Summer 2014 Needs Assessmen t QM Training Professional Development Establishing Network QM Certification Replication Grant Cycle 1 Survey distributed to all School of Nursing Faculty to assess: Current Teaching Load Interest in Online Teaching Confidence in Online Teaching Computer Proficiency Knowledge of Software Barriers to Online Teaching Interest in Training Quality Matters workshops completed by 29 faculty/staff: 29 Applying the QM Rubric 2 Peer Reviewers Conference attendance included: 6th Annual Quality Matters AACN Baccalaureate Essentials Annual Online Learning Consortium Needs Assessment & QM Training results were shared during the School of Nursing’s Back to School Faculty Meeting in August 2014 Utilizing QM-trained faculty to support “QM certification ready” redesign of three classes Expanding needs assessments & establishing networks through all eight colleges

8. Activity A challenge to implementing or assessing online courses A solution to another’s posted challenge Step 1: Take… Papers x2 Step 2: Place…

9. Activity Results Challenges to implementing high-quality online courses identified by conference participants: Students Student online readiness (and how to assess) Faculty Tech Literacy/Providing training (Creating videos, Group assignments, Assessment, CMS) Time Course Logistics Finding/motivating faculty to teach Interactivity / Social presence Captioning video Explaining difficult concepts Group assignments / Team-based learning Cyclical tech changes (ex: CMS) Technology Alignment with course needs Academic Integrity Assessment

10. Activity Results ProblemsProposed Solutions Student online readiness (and how to assess) Allowing students to self-select Provide Roadmaps Provide Rubrics Tech Literacy/Providing training (ex: Creating videos, Group assignments, Assessment, CMS) Video (Camtasia, Adobe Captivate) Tech Support Faculty Mentors Instructional Designers Faculty Learning Communities Finding / Motivating faculty to teachStipends Interactivity / Social presencehttps://padlet.com/ Group assignments / Team-based learning Student-created Wikis

11. Needs Assessment

12. Early Successes: Results of Needs Assessment Combined, 47% were interested in trying a new teaching medium

13. Early Successes: Results of Needs Assessment Over half of responding faculty use Adobe Connect, a synchronous technology In contrast, asynchronous tools were rarely used

14. Early Successes: Results of Needs Assessment Among online educators, this is the most popular (83%) Among online educators: 25% Among non-online: 61%

15. Lessons Learned: Crafting QM Certified Courses

16. Lessons Learned Preparing for QM Certification What have we learned so far in preparing our courses for QM Certification? – Time – It (can) take a village – Reimbursement – 508 Compliance

17. Lessons Learned Preparing for QM Certification Time – Meeting 2x/month – In 3 months of work 3/8 of the way through the rubric Note: Course needed substantial content revision, too

18. Lessons Learned Preparing for QM Certification It (can) take a village – One course preparation involving up to 6 people per meeting Graduate Programs Coordinator Concentration Lead Course lead faculty Campus QA Lead 2 QM-trained Faculty Members – Certainly not the case with every review, but has implications for scaling up certifications

19. Lessons Learned Preparing for QM Certification Reimbursement – QM-trained faculty assisting with course reviews reimbursed – Need mechanisms to fund the faculty member revising the course – A larger issue in converting classes to online formats in general

20. Lessons Learned Preparing for QM Certification 508 Compliance – Another issue commonly raised in online learning discussions – Low-hanging fruit Accessible syllabi Course templates – More intensive Transcription Scripting

21. Lessons Learned: Building a Network

22. Lessons Learned Building a Network What new issues have been voiced as we expand our network across all 8 Colleges? – Copyright and intellectual property – Expertise – Quality Assurance or Online Expansion – Sustainability

23. Lessons Learned Building a Network Copyright and Intellectual Property – Who owns the course materials created? – What can a department reasonably ask faculty to share?

24. Lessons Learned Building a Network Expertise – Intrinsic challenge of recruiting field experts to academia – Burden imposed by learning technologies

25. Lessons Learned Building a Network Quality Assurance or Online Expansion – Not all support the online education trend – Creates a balancing act Want all at the table to have a voice Want to ensure uniform quality assurance

26. Lessons Learned Building a Network Sustainability – Fluctuations in grant support – Changes in ideological direction Ex: QM versus QOLT

27. Thank You! Any Questions? Contact Information Nik GormanMarsha OrrSu Swarat ngorman@fullerton.edumarshaorr@fullerton.edusswarat@fullerton.edu