Conference Presentations

The presenters will discuss a study of the relationship between online course content developed implementing/not implementing Quality Matters Standard 5, the students’ level of interaction with the instructor, and academic performance as measured by students’ grade, online engagement, sense of community, and quality of online posts when considering students’ age, ethnicity, gender, number of on-campus courses enrolled, number of online courses enrolled, and number of online courses taken in the past.

Finding ways to increase faculty collaboration for the QM course review process is invaluable.

"Changing the Game" means interacting with students in an imitation of a hybrid format to enhance learning.  Using Adobe Connect sessions gives insight on common problems the professor has seen in past courses.  Rubrics are used to teach the students how they can directly affect their grade by checking for all requirements using the same "tool" the professor use to grade.  My courses start with a welcome video and Adobe Connect sessions for credit.  The Adobe Connect sessions feature talking points so that students get an interactive overview of the course purpose and structure.

In this session, participants will hear how one economics professor overcame more than 10 years of his resistance and skepticism and finally embraced on-line course design and delivery for his classes.

Sometimes students’ learning experience is off course from the syllabus or course outline. Quite often faculty are not course designers, but subject matter experts navigating through unchartered territory called course design. Chart a course to quality student learning by mapping course and module objectives to learning activities and assessments. In this session, learn how college faculty use a performance-based course design model and tool to ensure a quality learning experience for their students.  

The chief online officer is gaining influence in schools where online learning is becoming a mainstream activity. This session will compare CHLOE Survey results with the experience of a panel of four chief online officers regarding their management role and involvement in online quality assurance.

Management of online programs? Revenue generation? Resource allocation? The faculty role? Quality certification? Stability versus innovation? Where does your institution fit? A review of CHLOE 2017 and 2018 results sheds light on prevailing patterns and trends.

LX design has become a major, innovative player when it comes to addressing the educational needs, demands, and skill gaps of today’s students and tomorrow’s workforce. Competency-based education (CBE) is a big part of this trend. CBE experiences—especially in online settings—continue to gain traction in learning environments throughout K–12 and higher education and in professional development and training programs. At the same time, the demand for instructional design and instructional technology professionals is also on the rise.

At many institutions, closed captioning in online courses is provided on an as-needed basis in response to an accommodation request. Given recent litigation, growing student diversity in higher education, and the potential benefits to all learners when instructors employ universal design methods, closed captioning should, in our estimation, be a standard feature in online courses.

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For many small universities, collecting, assessing, and applying information from QM course reviews can be equated to hunting for mythical creatures such as Bigfoot, Mothman, and the Gremlin. This presentation will explore cost effective and user friendly methods to make the hunt for these data analysis monsters more successful.

Demonstration of cost effective, user-friendly, and streamlined methods to capture the elusive data analysis monster. From arming your faculty with the tools they need, to forming alliances across campus, these methods are sure to aid your hunting party.

Metacognition plays an important role in student achievement and retention of knowledge. See examples and ask questions about how the QM Rubric steers use of asynchronous interaction to measure student engagement, facilitator coaching, and assessment strategies of K-12 metacognition.

Instructional design coaching is at the heart of a partnership between Gateway Community and Technical College and TiER1 Performance Solutions. Through this coaching model, Gateway faculty have received not only formal professional development but individualized coaching to guide them in the design of high quality online courses. The instructional design coaching model ensures faculty are applying foundational principles as well as incorporating problem-based learning into their course content.

Providing professional development for blended and online learning that creates the opportunity for connection and personalization is our goal. We recently launched our professional development model called Coffee and Course Design. In this session will share how our newest endeavor of providing an active learning space that enables the participants to connect, share, and design for their online or blended learning environment using Quality Matters as our framework while having coffee, donuts, and conversation with their colleagues.

Please see attached powerpoint for the poster session.

Learn how to initiate a collaborative self-evaluation process based on Quality Matters and accreditation standards that can result in the development of tools that form the basis for policies, procedures, and new online program development.