Last month, much of higher education was caught off guard as we were asked to quickly pivot classroom-based courses to remote delivery. As the situation moves from an emergency response to one of acclimating to our new learning methods and modalities, we now have better opportunities to discuss options moving forward, as well as contingency planning considerations for the future. This session is appropriate for administrators, faculty, QMCs, and instructional designers/DL staff, as we come together to discuss workable solutions based on institutional context and goals.
Based on faculty recommendation, the Quality+ Program at Idaho State University incorporates a mini student review. Come learn about the process (and templates) and help generate ideas to improve training in applying Specific Standards.
Tired of the "post once, and reply to two others" instructions in online discussions? Can you still meet QM Standards with an alternative? Come explore alternative discussion structures with specific learner instructions and grading criteria.
Students’ learning needs are not monolithic and have posited that inclusivity in online education should be multi-dimensional in order to break away from a one-size-fits-all model (Clow & Kolomitro, 2018). Therefore, we need to rethink the QM rubric to be inclusive of the course delivery component vs only looking at the design. Moreover, Hollingshead and Carr-Chellman (2019) argued that as a result of the change in student demographics, there is an amplified need to create opportunities for student engagement through instruction and instructional design utilizing UDL.
Discussion threads can be tedious for students and instructors. Lengthy responses, required participation minimums, and failure to connect with lived experience may result in discussion chore vs. discussion engagement. Photovoice offers an alternative by challenging students to visually respond to discussion prompts and explore the course content through each other's "lens." This interactive session provides a framework for implementation along with practical constraints.
This session is a follow-on session from Dr. Melody Buckner's keynote address. Join us for a discussion with several online learning leaders to share stories and tips for reaching the next level of leadership in distance/online learning.
Designing a quality online course can be time consuming and often leave you feeling overwhelmed. Discover how you can design a quality online course in half the time using design resources and standards supported by research and application. Participants will walk away with tools that have helped several faculty produce quality online courses, enhance the teaching/learning experience, and were awarded institutional recognition and national certification.
The Online Campus at California State University East Bay has increasingly built a culture of quality assurance for effective online teaching and learning. This session will look at the data analysis in relation to its QM implementation and the positive student outcomes that are correlated with the use of QM.
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.
This presentation describes the quality assurance (QA) efforts at Sacramento State to establish systematic support of faculty in designing and delivering high quality online and hybrid courses and developing infrastructures to sustain and institutionalize support. Using a logic model and training data, the QA team determined critical inputs and outputs to achieve their goals. A 3-tiered approach was implemented to meet the needs of novice, moderately-experienced, and highly-experienced faculty.
