1. LET’S PLAY! ACHIEVING
ALIGNMENT IN ONLINE
COURSES
PRESENTED BY: PROF. MARIA GAMBA AND DR. PATRICIA ABELS
INSTITUTION: THE UNIVERSITY OF FINDLAY
2. BACKGROUND
Ensuring high quality online courses is a continuing goal of
online education at The University of Findlay. The intent of
this presentation is to focus on achieving alignment of
course objectives, module or chapter objectives, reading or
course materials, and module activities using the guidelines
of Quality Matters TM (QM).
3. ABOUT THE PRESENTERS
• Together, we have over 30 years of experience in online
teaching. We also teach face-to-face sections of courses
in the fields of accounting, economics, and management.
We are full-time tenured faculty members in the College of
Business.
• For the purpose of this presentation, we are using Patti’s
MBA670 (Accounting for Managers) and Maria’s BSAD350
(International Business) for illustration.
4. DISCLAIMER
The examples designed by the presenters intend to show
how alignment can be achieved, but in no way is a
guarantee that the QM Review Team will unanimously agree.
Both presenters are also in the process of redesigning their
courses according to QM Rubric. Maria is a Certified Higher
Education QM Peer Reviewer.
5. BRIEF OVERVIEW OF QM
• Quality Matters (QM) is an international, U.S.-based, non-profit
organization specializing in standards, processes, and professional
development for quality assurance in online and blended learning.
• Website: https://www.qualitymatters.org/
• The Quality Matters Higher Education Rubric centers on course
design rather than course delivery and course content.
• An online or blended course certified by QM would mean the course
has met all 3-point essential Standards, and that the review results
end in a total overall score of 85 or higher out of 100 points.
10. ALIGNMENT
6 of the 42 Specific Review Standards are considered critical
course components to achieve alignment. These
components intend to align several parts of the course
design to ensure support of the course learning objectives.
11. ALIGNMENT
• SRS 2.1: The course learning
objectives, or course/program
competencies, describe outcomes
that are measurable.
• SRS 2.2: The module/unit-level
learning objectives or competencies
describe outcomes that are
measurable and consistent with the
course-level objectives or
competencies.
• SRS 3.1: The assessments measure
the achievement of the stated
learning objectives or
competencies.
• SRS 4.1: The instructional materials
contribute to the achievement of
stated learning objective or
competencies.
• SRS 5.1: The learning activities
promote the achievement of the
stated learning objectives or
competencies.
• SRS 6.1: The tools used in the
course support the learning
objectives or competencies.
12. REMEMBER….
• Alignment must take place throughout the course.
• However, for the purpose of this presentation, we are going to
point only a few parts of our course to demonstrate the
required alignment of QM.
13. BSAD 350 INTERNATIONAL BUSINESS
Course: International Business
Level: Undergraduate
Delivery Mode: Asynchronous Online
Students: Sophomore-Junior
Textbook: Gaspar, J. E., Bierman, L., Kolari, J. W., Arreola-Risa, A., Hise, R. T.,
& Smith, L. M. (2017). Introduction to global business: understanding the
international environment and global business functions (2nd ed.). Boston:
Cengage Learning.
14. BSAD 350 INTERNATIONAL BUSINESS
SRS2.1
Course Objectives:
CO1: Learners will be able to recognize and describe theories and concepts
relevant to international business through quizzes and written assignments.
CO2: Learners will be able to demonstrate ability to apply concepts in
international business in different scenarios through written assignments.
SRS2.2:
An Objective in Module 8 states:
MO3: Articulate tax issues faced by multinational corporations and explain how
tax issues reflect on the decision making of MNCs. MO3 aligns with CO2.
15. BSAD 350 INTERNATIONAL BUSINESS
SRS 3.1:
Assessment: Learner will compose an essay answering this
question: Why do you think government expenditures as a
percentage of GDP have increased in the U.S. and other
countries? Why do you think a lower corporate income tax rate
would be associated with more favorable economic activity such
as an increase in GDP? If you were a CEO making a decision upon
where to locate future business operations, would you locate in a
low-tax or high-tax country, all other factors being equal? As a
practical matter, why is this a complicated decision?
Essay is submitted in a paper format using either APA or MLA.
16. BSAD 350 INTERNATIONAL BUSINESS
SRS 4.1:
Instructional Materials: Chapter 15 of the textbook. Students are
advised to seek relevant articles as they see fit.
SRS 5.1:
The learning activity in this case is the writing of an essay to meet MO3
and CO2.
SRS 6.1:
Tools: Students will submit their essays using the assignment tool in
Canvas.
17. MBA 670 ACCOUNTING FOR MANAGERS
Course: MBA 670 Accounting for Managers
Level: Graduate
Delivery Mode: Live and Asynchronous Online
Students: Graduate
Textbook: Noreen, E. W., Brewer, P. C., & Garrison, R. H. (2020).
Managerial accounting for managers. New York, NY: McGraw-Hill
Education.
18. MBA 670 ACCOUNTING FOR MANAGERS
SRS2.1:
One of the course objectives state:
CO4: Students will explain why organizations budget and create a master budget to explain
the processes.
SRS2.2:
Objectives in Module 4 state:
MO1: Students will prepare a master budget by creating a production budget, a direct
materials budget, a direct labor budget, a manufacturing overhead budget, a selling and
administrative expense budget, a cash budget, a budgeted income statement, and a
budgeted balance sheet. MO1 aligns with CO4.
MO2: Upon creation of different budgets, students will explain why organizations budget,
and explain the processes used to create master budgets. MO2 aligns with CO4.
19. MBA 670 ACCOUNTING FOR MANAGERS
SRS3.1:
Assessment: Students will read Case 8-33, and address the following
requirements:
Create a master budget for the three-month period ending June 30. Include
the following detailed schedules:
1. A sales budget, by month and in total. (MO1, CO4)
2. A schedule of expected cash collections, by month and in total. (MO1, CO4)
3. A merchandise purchases budget in units and in dollars. Show the budget
by month and in total. (MO1, CO4)
4. A schedule of expected cash disbursements for merchandise purchases, by
month and in total. (MO1, CO4)
20. MBA 670 ACCOUNTING FOR MANAGERS
SRS3.1 Continued:
Assessment: Students will read Case 8-33, and address the following requirements:
Create a master budget for the three-month period ending June 30. Include the following
detailed schedules:
5. A cash budget. Show the budget by month and in total. Determine any borrowing that
would be needed to maintain the minimum cash balance of $66,000. (MO1, CO1)
6. A budgeted income statement for the three-month period ending June 30. Use the
contribution approach. (MO1, CO4)
7. A budgeted balance sheet as of June 30. (MO1, CO4)
8. Write a two-paragraph-essay explaining why organizations budget and explain the
processes they use when creating a master budgets. (MO2, CO4)
21. MBA 670 ACCOUNTING FOR MANAGERS
SRS4.1:
Instructional Material: Chapter 8 of the textbook
SRS5.1:
The learning activities are creating several budgets and writing
an essay.
SRS6.1:
Students will submit their work using the assignment tool in
Canvas.
22. REFERENCES
Gaspar, J. E., Bierman, L., Kolari, J. W., Arreola-Risa, A., Hise, R. T., &
Smith, L. M. (2017). Introduction to global business: understanding
the international environment and global business functions (2nd
ed.). Boston: Cengage Learning.
MarylandOnline, Inc. (2018). The quality matters higher education
rubric (6th edition).
Noreen, E. W., Brewer, P. C., & Garrison, R. H. (2020). Managerial
accounting for managers. New York, NY: McGraw-Hill Education.
Quality Matters. QM overview. https://www.qualitymatters.org/qa-
resources/rubric-standards
23. FINAL WORDS
• Thank you for attending our virtual presentation.
• Please stay healthy.
• We look forward to seeing you in person next year.
Maria Gamba and Patti Abels
Contact us at: gamba@findlay.edu
abels@findlay.edu
