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Quality MattersDr. Chris Patti and Dr. John R. Kallis

California University of PennsylvaniaApril 09, 2009

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Background

• Inter-Institutional Quality Assurance– in Online Learning– faculty-centered, peer review process

• designed to certify the quality of online courses and online components

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Background

• Inter-Institutional Quality Assurance– QM is a continuous improvement model

• for assuring the quality of online courses through a faculty review process

• Sponsored by MarylandOnline, Inc– Originating from a FIPSE grant

Fund for the Improvement of Postsecondary Education

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Review Process

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Process

• More than average; more than “good enough”

• An attempt to capture what’s expected in an effective online course at about an 85% level

• Based on research and widely accepted standards

85 %

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ProcessWhat this process is NOT

• Not about an individual instructor it’s about the course

• Not about faculty evaluation it’s about course quality

• Not about “win/lose” or “pass/fail” it’s about continuous improvement in a

supportive environment

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Process

• Inter-Institutional Quality Assurance– California University of Pennsylvania

• One of twenty institutions across the state of Pennsylvania that are part of the QM network.

• A total of 42 states and Canada are involved with this quality assurance.

• Over 4000 faculty and staff trained as QM Reviewers.• www.qualitymatters.org

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Process

• When should a course be submitted for review?…reviews are designed for mature online courses

• Review the checklist– Click the above URL for the review checklist

http://qminstitute.org/home/Public%20Library/Course%20Review%20Information/Preparing%20for%20a%20QM%20Course%20Review.pdf

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Process

A QM Review is• Ongoing

• Focus: course design

• Outcome: course improvement

• Non-threatening• Team approach that

includes faculty• Full disclosure to faculty

A Faculty Evaluation is• Single point in time

• Focus: delivery

• Outcome: decision on performance for promotion/tenure

• Win/lose situation• Confidential/secretive

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Design vs. Delivery

The faculty member is integral to both design and delivery.

Course Design … is the forethought and planning that a faculty member puts into the course.

Course Delivery …is the actual teaching of the course, the implementation of the design.

QM is about DESIGN - not delivery or faculty performance

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Distinguish Between Design vs. Delivery

Example: Discussion Board

Design: A discussion board has been planned into the course; students have been told how they should participate and how they can expect the faculty to participate.

Delivery:How often the faculty member actually participates in the discussion; what the faculty member actually says to students.

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Factors Affecting Course Quality

• Course design QM reviews this• Course delivery (i.e. teaching, faculty performance)• Course content• Course management system• Institutional infrastructure• Faculty training and readiness• Student engagement and readiness

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Criteria

• Peer Course Review Rubric…focuses on the course design and not on course delivery or the

course academic content.

– Eight Standards1. Course Overview.2. Learning Objectives3. Assessment and Measurement4. Resources and Materials.

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Criteria

• Peer Course Review Rubric

– Eight Standards5. Learners Engagement.6. Course Technology.7. Learner Support.8. Accessibility.

2008 -2010 Rubric standards with assigned point values.… continued on the following slides

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Criteria

Course Learning Objectives (II)

Resources, Materials (IV) & Technology (VI)

Assessment and Measurement (III)

Learner Interactions & Activities (V)

Key Sections that Must Align

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CriteriaKey Standards that Must Align

• Objectives – Standard II.1: Measurable outcomes– Standard II.2: The module/unit learning objectives describe outcomes

that are measurable and consistent with the course-level objectives. • Assessment and Measurement

– Standard III.1: Measures objectives; consistent with learning activities

• Learner Interactions and Activities– Standard V.1: Help students achieve the objectives

• Course Materials– Standard IV.1: Deep and comprehensive enough for students to

achieve the objective• Course Technology

– Standard VI.1: Tools and media support the objectives

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Criteria

• Peer Course Review Rubric– Rubric review standards

• Continued on the following slides

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Results

• The QM seal demonstrates to our University and our students that our online courses are quality.

• …sense of satisfaction and accomplishment knowing that your course has met the eight standards.

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Discussion

• What steps are used in the design of your course that helps students have a clear understanding on your course expectations?

• How do you help the novice to online courses to easily navigate through your course?

• How are the course learning objectives defined and explained so that the student learning is maximized?

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Discussion

• Are your learning objectives connected to your assessment instruments correlated and the grading policy is clearly stated?

• What ways do you engage your learners in an online environment?

• Is your course accessible to all students and in what ways?

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Discussion

• What questions do you have about following the QM process?

• The QM rubric is designed to focus on course design not delivery. – How do you see your role in the process to assist the

review team provide you with specific feedback on your course design?

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Discussion

• What advantages do you see to using the standards identified in the QM rubric for the design of your online course?

• The ultimate benefit to QM is to promote student learning. Reflecting on your own online course(s), – what areas would be helpful to describe in more detail

ways to promote student learning?

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The EndDr. Chris Patti and Dr. John R. Kallis

California University of PennsylvaniaApril 09, 2009

Presentation material referenced from Quality Matterspublished materials and website