New Directions for the Quality Matters Program
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From its beginnings as a quality assurance tool for online course design, the Quality Matters Program is evolving to address a broader range of online learning quality assurance and faculty development issues.
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New Directions for the Quality Matters Program
- 1. New Directions for the Quality Matters Program Ron Legon, Executive Director Deb Adair, Director Sloan-C International Conference Oct. 29, 2009 Inter-Institutional Quality Assurance in Online Learning © MarylandOnline, Inc., 2009. All rights reserved.
- 8. Quality Matters Subscribers MONTANA WYOMING IDAHO WASHINGTON OREGON NEVADA UTAH CALIFORNIA ARIZONA NORTH DAKOTA SOUTH DAKOTA NEBRASKA COLORADO NEW MEXICO TEXAS OKLAHOMA KANSAS ARKANSAS LOUISIANA MISSOURI IOWA MINNESOTA WISCONSIN ILLINOIS INDIANA KENTUCKY TENNESSEE MISS ALABAMA GEORGIA FLORIDA SOUTH CAROLINA NORTH CAROLINA VIRGINIA WV OHIO MICHIGAN NEW YORK PENN MARYLAND DELAWARE NEW JERSEY CONN RI MASS MAINE VT NH ALASKA HAWAII Current Subscribers Statewide Subscribers PUERTO RICO VIRGIN ISLANDS
- 10. New Challenges
- 16. QM sponsored research Sharing of user impact data Research Agenda: IMPACT
- 24. K-12 Rubric
- 28. Online Learner’s Bill of Right s ©
- 36. Looking Beyond
- 39. Thanks to YOU… Quality Matters! Sloan-C International Conference Oct. 29, 2009 © MarylandOnline, Inc., 2009. All rights reserved.
Notes de l'éditeur
- Marker: Display this on the screen as participants enter the meeting room. Add the institution's name, your name and title if you wish.
- Marker : This section introduces the audience to basic features of the Quality Matters Program and Process.
- Quality Matters provides inter-institutional quality assurance in online learning. This is achieved through a not-for-profit subscription service providing tools and training for quality assurance of online courses.
- The underlying principles of QM are a primary reason for this wide-spread adoption. Quality Matters provides a faculty-driven, peer review process that is…. Collaborative : QM was designed by and for faculty to share expertise and experience relative to the design of a course. Collegial : The course review process is a collegial discussion between faculty peers committed to Continuous quality improvement. It is not an evaluation. Centered in national standards of best practice, the research literature and instructional design principles designed to promote student learning. The underlying principles of QM are a primary reason for this wide-spread adoption. Quality Matters provides a faculty-driven, peer review process that is…. Collaborative : QM was designed by and for faculty to share expertise and experience relative to the design of a course. Collegial : The course review process is a collegial discussion between faculty peers committed to Continuous quality improvement. It is not an evaluation. Centered in national standards of best practice, the research literature and instructional design principles designed to promote student learning.
- The map provides another view of the wide-spread adoption of QM. The color red/rust indicates states where there are QM subscribers and yellow indicates statewide subscriptions.
- This table provides a comparison of the QM program during the FIPSE grant period (2003-2006) and today. A half-million dollar grant from FIPSE funded the initial development of the tools and provided resources to offer free trainings and course reviews. Over the 3-year grant period, individuals from 160 institutions across 28 states had participated. In the Fall of 2006, at the conclusion of the grant, MarylandOnline launched QM as a self-supporting program with only the 19 MOL institutions as charter members. In the first program year after the grant, QM had 86 subscribers with Louisiana becoming the first statewide system to adopt Quality Matters. By the end of year two, in June 2008, the number of subscribers had more than doubled to 186. We now have over 370 institutions that subscribe.
- Marker : This section introduces the audience to basic features of the Quality Matters Program and Process.
- Marker : This section introduces the audience to basic features of the Quality Matters Program and Process.
- The development of the QM rubric was (and continues to be) research supported. It was developed after review of best practices and existing DE research literature. Moving forward, QM’s research agenda intends to contribute to the body of original research and the collection of best practice data by this year’s focus on IMPACT. That is, QM is pursuing a research agenda focused on quality improvement (IMP) and action (ACT) to implement those improvements at the individual, course, program, and institution level. This year’s efforts will culminate in IMPACT data presentation at the Quality Matters conference June 11-13 in Chicago. Kay Shattuck, D.Ed., Director of Research, Quality Matters, 2009 QM Conference
- Faculty developers (those who have had their own courses formally QM reviewed) indicate that they are making more changes to their courses during training and prior to the review than was the case in 2006. Fewer report changes needed to meet standards. 97% of the respondents in 2009 reported they would recommend the QM process to other faculty. Those serving on a QM review team as peer reviewers reported making changes in their own courses as result of participating in the review. Data collected from the end-of-review survey in 2006 and 2008-2009. Outcomes studied: Effect learner-content interaction on engagement, grades, course completion. Effect of course navigation on student satisfaction Impact on student satisfaction and success between QM school and non-QM schools