Available free of charge, view archived recordings of QM-hosted webinar sessions.
See the results from the fifth survey conducted by QM and Eduventures as part of The Changing Landscape of Online Education (CHLOE) project. This was a special installment of the survey aimed at providing insight into how institutions responded to the COVID-19 pandemic and their plans for moving forward.
See the results from the fourth survey conducted by QM and Eduventures as part of The Changing Landscape of Online Education (CHLOE) project. The fourth installment of the multi-year project delved deeper into key online learning topics, including faculty preparation, OPM partnerships, online support services, enrollment trends, course design, and quality assurance practices.
Quality Matters and Eduventures began this multi-year research project to fill a gap in research on online learning. The first-of-its-kind study delves into the postsecondary landscape by surveying Chief Online Officers on a range of topics related to perceptions, funding, priorities, allocation of resources, and more.
For months — or perhaps years — you worked diligently to complete your research. As you wrap up and document your findings, it’s time for the next step — getting your research in front of intended audiences. In this article, we outline various publishing options that provide platforms for your research and walk you through the steps to get started on publishing your work.
In the third and final installment of our white paper series on academic rigor, invited author Andria F. Schwegler, Associate Professor of Psychology at Texas A&M University – Central Texas explores how institutional processes and support impact the application of academic rigor by faculty. Plus, discover what faculty can do to support academic rigor and how their behaviors, expectations, and interactions with students affect student experiences and academic performance.
Our in-depth look at academic rigor continues in this second white paper from author Andria F. Schwegler. After establishing a comprehensive definition for academic rigor in her first paper, Andria advances the conversation in this second piece by examining the contexts needed to operationalize it — to put academic rigor into practice. Explore how elements such as course design, course delivery and the real world affect academic rigor, including how those elements support academic rigor and higher-level learning.
In light of today’s higher education environment — an environment where the value of higher education is being questioned and a focus on degree completion is paramount — it is imperative to improve the quality of the courses and programs being offered. Academic rigor is often a signal for the kind of education that is desirable, but the lack of a clear definition of it can actually erode academic expectations and impede student learning. To begin to address these issues, a comprehensive definition of academic rigor is needed.
Many factors contribute to a student’s online learning experience, including class size. That begs the question — what is the ideal number of students for an online class? As research shows, there is no easy, cookie-cutter answer, but there are some guidelines based on factors such as course design and pedagogy.
See the results from the third survey conducted by QM and Eduventures as part of The Changing Landscape of Online Education (CHLOE) project. The results provide relevant and actionable information on a wide range of topics, including enrollment trends, the structure of online courses, institutional governance practices, and online quality assurance.