What do online learners say they expect from online programs? Read this summary based on the study, "What Makes a Quality Online Course: The Student Perspective” by Penny Raltson-Berg.

A summary of the proceedings from the 2010 Interaction Summit hosted by QM to discuss the different aspects of interaction in relation to two QM Specific Review Standards from an early version of the Higher Education Rubric.

Explore the plan Springfield Public School District’s dedicated online school — Launch — used to ‘launch” its quality assurance journey and see what lessons you can apply to your own quality assurance program.

Learn from the steps that the International Institute for Restorative Practices took as they began their quality assurance journey.

Can checklists help you with the important work you are doing to deliver on your online promise? In this article, QM Research Colleague Dr. Ericka T. Hollis discusses how to supplement your existing knowledge and support quality course design with a checklists.

Private Companies Boosting Online Enrollment Prompt Questions Over Cost And Quality

The University of Northwestern Ohio (UNOH) tackles two goals that are on the minds of many institutions: data collection for accreditation and improving the learner experience through professional development for faculty. To achieve these two important goals without doubling resources, the University decided to merge their efforts and use Quality Matters Program Reviews to help.

This week, Arizona University, in conjunction with the Boston Consulting Group, released a new study on the benefits of digital learning: Making Digital Learning Work: Success Strategies from Six Universities and Community Colleges.

Questions and answers from the April, 2018 Research Webinar "CHLOE 2 Report Tour" that we didn't have time to answer.

2018 Research Colleague Stella Porto and her Inter-American Development Bank (IDB) colleagues Carolina Suarez and Miriam Campos share the challenges they faced and the solutions they found to make their courses culturally inclusive for all. The co-authored paper provides a discussion of specific examples of cultural differences in the courses offered by IDB and how the authors addressed them in course design.