Impact of Quality Matters Professional Development on Course ...

Impact of Quality Matters Professional Development on Course ...

Impact of Quality Matters Professional Development on Course Design and Student Evaluations Dr. Sheri Conklin; Erika Hanson, Ginu Easow & Zach Morgan

Quick Check! At UNCW UNCW APPQMR

Course Design Research Question(s) Research Questions 1) Does QM professional development have

an impact on course design? 2) What types of changes are made as a result of developing expertise with the QM approach? 3) How does course design impact student evaluations?

Research Design Participants 65 potential participants 15 peer review

6 viable participant 3 final participants Exploratory Case Study Application of QM workshop to course design Course design

1 2 3

Data Collection Content Analysis Quick Check!

Quality Matters Clusters Eight QM Clusters 1. Clarity of Purpose 2. Ease of Use 3. Course Alignment

4. Learner Engagement 5. Accessibility Standards 6. Knowledge Acquisition 7. Compliance 8. Learner Support Legon, R. (2015). Measuring the impact of the Quality Matters Rubric: A discussion of possibilities. American Journal of Distance Education, 29(3), 166-173.

Quality Matters Clusters Learner Support QM Specific Standards 1.8 Self-introduction 1.9 Learner introduction

3.5 Opportunity to track progress 5.2 Active learning 6.2 Tools promote engagement 6.3 Variety of technology Cluster Index

Cluster Index=Initial Cluster Score Cluster Score Post Revision Data Collection

Content Analysis Instructor interviews Student Evaluations

QM Clusters and Student Evaluations Learner Support Student Evaluation Crosswalk Alignment Student Evaluation Crosswalk

Q1 Found ways to help students answer questions Q9 Encouraged use of multiple resources Q20 Encouraged student-instructor interaction

Q6 Made it clear how each topic fit into the course Q10 Explained course material clearly and concisely

Limitations Limitations Exploratory case study Small sample Variation in student evaluation response rate

Natural disaster Update from 5th to 6th edition of QM rubric Student evaluation classification to QM clusters What We Found?

Course One Findings Spring 2015 Spring 2016

Spring 2017 . . . gives you a little more clarity, understanding how the course looks from the student point of view and tweaking it to make it clearer. My goal is to get almost no emails about little confused things, confusing about the assignment . . .

Course One Findings Course One Findings Course One Findings

2015 - I feel that this course is definitely in need of some streamlining. The assignments were listed in an illogical, unnecessarily complicated way. 2017 -[Professor] has done an excellent job designing this course. . . Course Two Findings

Spring 2017 Spring 2018 Fall 2018

. . . I made some changes that I can make quickly before a ... you know, I don't particularly like to make huge changes right before a semester. But if I have time, I'll change what I can. I typically, when I redo bigger courses, or need to do a larger overhaul, I'll do it during the summer. Course Two Findings

Course Two Findings Course Two Findings Spring 2017 - I appreciate the clarity and the depth with which he

teaches Spring 2018 - . . . always responding to emails and questions in a timely manner. Course Three Findings

Spring 2017 Fall 2017 Fall 2018

It's just forced me, I think, to really think of ways to meet those requirements, those kind of transparent things, but also not make it too, frankly, off-putting. In doing that, I think it's forced me to reexamine what I teach and how I teach because I've been doing it for a really, really, really long time, so in that sense, it was nice to get a refresh. . . . Course Three Findings

Course Three Findings Course Three Findings Spring 2017 - Communicates well and responds to emails quickly.

Fall 2018 - . . . was very organized and helpful throughout the course. Conclusions Research Question 1

Does QM professional development workshops have an impact on course design? Research Question 2 What types of changes are made as a result of developing expertise with the QM approach?

Ease of Use, Learner Engagement, and Learner Support Minimal changes to Knowledge Acquisition Research Question 3 How does course design impact student evaluations? QM revisions not directly linked to student evaluations

No patterns among courses with student evaluations Qualitative data from Student Evaluations referenced instructor social presence Quick Check!

Next Steps Next Steps Expand current study Application of QM workshop to course design Course design

75 potential faculty Next Steps Incorporate Community of Inquiry (CoI) into research study

Cognitive Presence Social Presence Teaching Presence

Next Steps QM Research aligning with student outcomes Questions Brinkley-Etzkorn, K. E. (2018). Learning to teach online: Measuring the influence of faculty development

training on teaching effectiveness through a TPACK lens. The Internet in Higher Education, 38, 28-35. Chen, K., Lowenthal, P. R., Bauer, C., Heaps, A., & Nielson, C. (2017). Moving beyond smile sheets: A case study on the evaluation and iterative improvement of an online faculty development program. Online Learning, 21(1), 85-111. Kearns, L., & Mancilla, R. (2017). The impact of Quality Matters professional development on teaching across delivery formats. American Journal of Distance Education, 31(3), 185-197.

Legon, R. (2015). Measuring the impact of the Quality Matters Rubric: A discussion of possibilities. American Journal of Distance Education, 29(3), 166-173. Roehrs, C., Wang, L., & Kendrick, D. (2013). Preparing faculty to use the Quality Matters model for course improvement. Journal of Online Learning and Teaching, 9(1), 52-67. Shattuck, J., Dubins, B., & Zilberman, D. (2011). MarylandOnlines interinstitutional project to train higher education adjunct faculty to teach online. International Review of Research in Open and Distance Learning,

12(2), 40-61. Yang, D. (2017). Instructional strategies and course design for teaching statistics online: Perspectives from online students. International Journal of STEM Education, 4(34), 1-15.

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