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Maricopa Quality Matters: Improving Online and Hybrid Education

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Maricopa Quality Matters: Improving Online and Hybrid Education

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    1. Maricopa Quality Matters: Improving Online and Hybrid Education VERONICA DIAZ, PHD Maricopa Center for Learning and Instruction MARICOPA COMMUNITY COLLEGES

    2. Topics Covered Quality Matters Overview Quality Matters Principles The Quality Matters Rubric Quality Matters as a Component of Quality Assurance http://www.qualitymatters.org Q & A http://www.slideshare.net/drvdiaz/maricopa-quality-matters

    3. What is it anyway? Quality Matters (QM) is a faculty-centered, peer review process designed to certify the quality of online and hybrid courses and online components. Originating from a FIPSE grant, Quality Matters is now a self-supporting organization offering institutional subscriptions and a range of fee-based services including Quality Matters-managed course reviews and an array of trainings.

    4. Original Project FIPSE Grant from: 9/03 – 8/06 Collaboration among 19 MarylandOnline schools to develop and test standards Engage limited involvement of non-MOL institutions Develop a sustainable quality assurance process Create a replicable process for institutions and consortia

    5. Project Success Early presentations generated widespread interest MarylandOnline began to receive recognition for QM WCET Outstanding Work (WOW) Award, 2005 USDLA 21st Century Best Practice Award, 2005 Maryland Distance Learning Association (MDLA) Best Program Award, 2005. Peer reviewer training spread far beyond Maryland: 700+ faculty trained to review online courses using the rubric individuals from 158 different institutions in 28 states

    6. The first 18 months More than 110 institutions subscribed to Quality Matters More than 2,500 faculty and instructional design staff participated in Quality Matters workshops The QM Program received the Sloan Consortium’s 2007 Faculty Development Award

    8. Subscribers and Other Institutions* Using QM American Public University System, West Virginia Baker College California U. of Pennsylvania Capella University Chippewa Valley Technical Col. Dallas Telecollege Consortium Gateway Technical College, WI Kentucky QM Consortium – KVC, Louisville, Morehead State, Western Kentucky Louisiana Board of Regents and 20 campuses Maryland Online Consortium (15 community colleges & 4 universities) Metropolitan CC – Kansas City Minnesota Colleges and Universities Online (pending) Oachita Technical College, Arkansas Ohio Learning Network (pending) Oregon Distance Learning Consortium (14 campuses) Park University, Missouri Penn State University World Campus Pennsylvania Virtual Community College Consortium -- Bucks & Northampton Texas Tech University Texas Women’s University Tulsa CC, Oklahoma Sloan Consortium* (partnership) UNC -- Charlotte* University of Illinois Global Campus University of Maine System University of Pittsburgh (pending) University of Wisconsin – Whitewater & Stout Valencia CC -- Florida Wyoming Distance Learning Consortium (4 campuses)

    9. Quality Matters Principles

    10. The QM toolset and process are a faculty-driven, peer review process, a collaborative process among faculty peers committed to continuous quality improvement based in national standards of best practice, the research literature and instructional design principles, and designed to promote student learning Courses do not have to be “perfect” but QM aims at better than just “good enough.”

    12. A Collaborative Process Faculty course developer works with peer review team Rubric standards serve as the basis for dialog and sharing of experience, expertise and know-how Common goal is to improve online learning

    13. Peer Reviewers Peer Reviewers receive full-day training to learn How to interpret the standards (with examples and annotations) How to evaluate a course (hands-on with sample course) Reviews are conducted by teams of three peer reviewers Chair Peer reviewer (external) Peer reviewer (SME)

    14. Alignment with Accrediting Best Practices

    15. What the process is not Not about an individual instructor Not about faculty evaluation Not a win/lose or pass/fail test It’s about the course design It’s about course quality It’s a diagnostic tool to facilitate continuous improvement of online/hybrid courses

    16. Quality Matters Rubric

    17. The Rubric is the Core of Quality Matters 8 key areas (general standards) of course quality 40 specific review standards Including 14 essential standards Detailed annotations and examples of good practice for all 40 standards

    18. Course Alignment 5 of the 8 general standards should align: Course Overview and Introduction Learning Objectives Assessment and Measurement Resources and Materials Learner Interaction Course Technology Learner Support ADA Compliance

    19. Some essential standards A statement introduces the student to the course and the structure of the student learning Navigational instructions make the organization of the course easy to understand. Learning activities foster interaction: instructor-student content-student student-student (if appropriate) Clear standards are set for instructor response and availability

    20. Essential Standards that Relate to Alignment A statement introduces the student to the course and the structure of the student learning Navigational instructions make the organization of the course easy to understand. Learning activities foster interaction: instructor-student content-student student-student (if appropriate) Clear standards are set for instructor response and availability

    21. Other Essential Standards Assessment strategies should provide feedback to the student Grading policy should be transparent and easy for the student to understand Implemented tools & media should support learning objectives and integrate with texts and lesson assignments The course acknowledges the importance of ADA compliance

    22. Quality Matters Outcomes

    23. Overall Course Review Results Upon initial review: 53% meet expectations 22% do not meet expectations - missing at least one essential 3-point element(s) 25% do not meet expectations - missing at least one essential 3-point element(s) and a minimum of 68 points

    24. Impact on Faculty Support 89% of respondents (n=47) would recommend the QM review process to others Sample comments I was too close to see what could be improved. Provides a great way to get an objective view of your course. It made all of my online courses better. It provides a view from a more student-oriented perspective. It provides a look into potential student problems areas for course completion. Many elements that might contribute to a student withdrawing can be eliminated.

    25. Impact of Review on Courses Survey of faculty whose course was reviewed indicates that 91% of respondents (n=47) made changes in the course as a result of the review 89% of respondents (n=47) felt that the quality of course design improved as a result of the review

    26. Common Areas for Improvement 2006-2007 (based on 95 reviews)

    27. Other QM Uses Examples of expanded use of the QM Rubric: Internal review processes Broader online education quality assurance programs Guidelines for online course development Checklist for improvement of existing online courses Faculty development/training programs Institutional distance learning policies An element in regional and professional accreditation

    28. Maricopa Quality Matters Pilot: 2008-2009 9 colleges are participating Initial QM peer reviewer trained team Spring 2008 reviews ENG 102 COM 110 CIS 118AB Steering Team Fall 2008 QM peer reviewer training Fall 2008 review

    29. Questions?

    30. Contact Info Veronica Diaz, PhD Maricopa Center for Learning and Instruction veronica.diaz@domail.maricopa.edu 480-731-8300

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