New Mexico State University provides professional development for instructors who are new to online teaching. We will discuss how this program was used to transition a F2F course to a flipped format.
Are you considering implementation of QM? Is your leadership or faculty questioning the significance of QM? In three years New Mexico State University Alamogordo has gone from having no courses designed around the QM Standards to 100% of its courses designed around the QM Standards. Hear what the impact of QM has been for online students, for face-to-face students, and for the institution as a whole. The team responsible for the success will share the distance education picture before QM and the picture now that QM is fully implemented. Quantitative and qualita
This session shares the results of a mixed-methods research study on the impact of Quality Matters professional development workshops on facuty's pedgogical practices in online, face-to-face, and hybrid modalities.
Come hear our preliminary data and take away ideas for developing your own institutional specific research on the implementation and effectiveness of the QM Standards in higher education courses.
In this presentation, we will demonstrate how to enrich the experience in online courses using collaborative learning objects. This includes promoting active learning via learner interaction, and using materials that allow multiple means of access.
The Information Literacy Project is a collaborative effort between librarians and instructional designers to increase undergraduate students' ability to retrieve, evaluate, and use information with proficiency. The project is comprised of six, self-paced online learning modules that are used to supplement learning experiences in online, blended, and on-ground courses. This session will showcase the project, describe the design process, highlight challenges and solutions in addressing QM, and explain significant changes that were made to improve the design.
New course projects require a great deal of skill to manage adeptly and efficiently. For many design teams, instructional designers serve as project managers with responsibility for completing the course and for managing a cross-functional team.
The perception of Quality Matters at an institution can be instrumental in how quickly it is adapted. This presentation discusses how one institution integrated Quality Matters into all aspects of faculty mentoring, course design, and professional programming. During this presentation, we will discuss our mentoring philosophy, an Online Course Design Matrix that links course goals and objectives directly to assessment, and the integration of Quality Matters into our professional programming.
For many academic institutions, online learning has become an increasingly integral component of their educational enterprises (Garrett et al., 2022). However, a fundamental question underpins each of these initiatives. How can institutions efficiently and intentionally evaluate the efficacy of their online learning operations and chart a course forward that would maximize the success of their learners? Critical to the conversations addressing this question is the involvement of instructional designers, e-learning administrators, and other institutional online learning professionals.
More frequently, universities are training their faculty to teach online. As the number of quality assurance trainings increase, the need to evaluate its usefulness also increases. One way to assess quality assurance training is to examine faculty perceptions. In this session we will be discussing the results of a qualitative study that looked at these perceptions. It was found in this qualitative study that 96% of those who responded found their training helpful.
Taking online courses is no longer a novelty—it has become the norm for many university students to take their courses online and sometimes a whole degree can be completed online. With the rise of online courses comes a few big questions—Are faculty prepared to teach online and once they get quality assurance (QA) training, how does it affect their teaching? What are their perceptions about the training they received? This qualitative project focused on these questions.
Here a MOOC, there a MOOC. This session features a showcase of MOOCs described by their varying approaches – mini-MOOCs, SPOCs, remedial MOOCs, gateway MOOCs, and hybrid MOOCs. The panelists will introduce their own unique MOOCs and discuss their purpose and use, target audience, course information and delivery platform, design highlights, development models, results, challenges, and next steps.
This session provides ideas for online program leaders to leverage Quality Matters to drive continuous improvements to course design throughout the lifetime of online programs. Learning Outcomes: Identify sources of variability in course design and delivery within online programs. Review a quality assurance framework for online programs. Discuss success and lessons learned from the implementation of QM.
What can you do with an initiative that had an exciting beginning but has sadly stalled since then? That was the question that Yavapai College needed to answer- and quickly!
Once you hear the challenges faced, it will be your turn to imagine how to apply what we learned to your own program!
Learning Objectives
What can you do with an initiative that had an exciting beginning but has sadly stalled since then? That was the question that Yavapai College needed to answer- and quickly!
Once you hear the challenges faced, it will be your turn to imagine how to apply what we learned to your own program!
Learning Objectives
At our university we continue to move toward improving the quality of online courses, using Quality Matters as our quality metric. In order to measure the impact of our efforts to introduce Quality Matters to the institution, we have been formulating new ideas and new way to measure that impact. In the Spring, we adopted the Noel Levitz PSOL survey sponsored by Quality Matters to learn more about our students perceptions about online courses.
Simulation, common in face-to-face environments, is a means to reproduce clinical situations to facilitate critical thinking. This learning strategy in the form of e-simulations, staged video-simulation, and simulation via robotic telepresence can create an equal learning opportunity for distance nursing students. An established departmental (nursing) online course template, aligned with the QM Rubric for higher education, set the standard for the adoption of various simulation entities.
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