Keynote presentation, Quality Matters Program 2nd Annual Conference, June 11, 2010, Chicago, IL

1. Do quality standards matter to students? Penny Ralston-Berg The Quality Matters Program 2nd Annual Conference June 11, 2010 http://www.slideshare.net/plr15

2. From their fingertips to our ears 2300+, 31 institutions, 22 states Qualitative, preliminary survey Throw light on how students perceive quality Snapshot of trends Not trying to predict behavior Lay groundwork for future quantitative studies

3. Instrument Converted existing quality elements to student-centered language How important are these features to success in an online course? 0 - Not at all important - does not contribute to my success 1 - Important 2 - Very important 3 - Essential – could not succeed without it (Ragan & Sax, 2005)

4. Demographics Range in age from 18 to 65+ Range from 0 to 9+ courses completed Most comfortable or very comfortable with technology Most have experienced only cohort-based or combo of cohort and some self-paced 57% female 59% employed full or part time 64% taking at least 2 courses

5. 25 Areas of study Agriculture Architecture, Engineering, and Drafting Arts, Visual and Performing Business and Finance Community and Social Services Computers and Math Construction and Extraction Education, Museum Work, and Library Science Environment Health Care Support, Diagnosis, Treatment, or Technology Humanities Installation, Maintenance, and Repair Law and Government Management Media and Communications Life and Physical Science Office and Administrative Support Personal Care and Culinary Services Production Protective Services Sales Social Science Sports and Fitness Technical Transportation

6. Agenda How do students see quality? Are QM standards important to students? What do students say about quality? What else should we consider? Topics for more study

7. Quality online course?

8. Quality online course?

9. Holistic View of Quality Outside Course

10. Holistic View of Quality

11. Holistic View of Quality

12. Holistic View of Quality

13. Holistic View of Quality

14. Holistic View of Quality

15. Yes, quality matters Agree – QM rubric items are important Many QM 2,1 items => QM 3 items Known effective course design practices Add value Contribute to quality Relevance and alignment more important than specific media, tool, delivery mode

16. QM: Course Overview and Introduction

17. QM: Learning Objectives

18. Clear expectations What’s due when -- and how to do it; “no surprises” Don’t assume we know how to do it Concise instructions with links to more detailed instructions Realistic, reasonable workload Expectations for instructor

19. QM: Assessment and Measurement

20. Opportunities to enhance learning

22. Supplement with audio / video

23. Share expertise

24. Share alternate perspectives

25. Supplement with experts other than instructor

27. Access to tutor prior to assignment due date

28. Instructor answers questions about materials

29. Study group reviews materials

30. Feedback on draft assignments

31. Able to review example / exemplary assignments

33. Time to think between posts

34. Discuss work with instructor and peers

36. Feedback on graded activities

37. Practice online exam (for comprehension and technical practice)

38. Resubmit assignments to improve grade based on detailed feedback

40. See results of online exams

42. Learning materials Materials accessible prior to course start Materials designed specifically for course Direct links to online resources – not generic site / list of articles / page of reserves Too many resources can dilute focus / clarify required vs. FYI

43. Learning materials Tutorials, examples, explanations; multiple ways to grasp the concept Expert opinions other than instructor / multiple sources of research Relevant, thorough, important, up-to-date Draws in current events; related to real world

44. QM: Resources and Materials / Media

45. QM: Learner Engagement - Activities

46. Course design activities More than just reading and writing Activities: Challenging Promote deeper understanding Analysis Critical thinking Application to real world activities Don't assume student is already working in field

47. QM: Learner Engagement - Instructor

48. Instructor Alters teaching style for online course As active as students – “don't phone it in” Willing to answer questions immediately; relates materials to real world Strong computer / technical skills New instructors receive mentoring from more experienced instructors Brings out the best in students

49. Instructor is not the author Students notice when an instructor: Doesn’t appear in videos, etc. Doesn’t have handle on grades / assignments Not familiar with materials Not familiar with CMS Don’t appreciate, “Don’t blame me – I didn’t write this course.”

50. Feedback Timely Relevant Detailed, meaningful, helpful Justifies the grade Tells me “where I'm at” or “how I'm doing” Constructive, positive “Good or bad - am I on the right track?” Given prior to assessments, future graded assignments

51. QM: Learner Engagement - Students

52. Student interaction Off-topic / open discussion Not simple post / post reply Meaningful, thought provoking questions Discuss what you've learned with someone other an professor “Wouldn't have opportunity to talk to as many people” if the class was face-to-face Don’t like it – other students hold up my progress

53. Learner Engagement - Technology

54. QM: Course Technology

55. Convenient Technology Available 24/7 Works with all computer platforms / browsers / media players One password for everything Email works inside and outside the course Tools are established (not experimental) Portability; apps for handheld devices; import to calendar Real time text / IM / chat with instructor (to answer questions) Reach the professor at any convenience

56. QM: Learner Support

57. Support services Complete research online Contact proxy if instructor isn't available Access tutoring Prepare a job search Access the library Contact counselor / advisor / admissions Check status of financial aid Buy books Get training on how to use course system

58. QM: Accessibility

59. Accessibility good for all Watch/listen, read online, or print Use handouts or transcripts to take notes Replay or print explanations / directions Find specific points in video or audio Captions: better understanding is speaker talks too fast or is difficult to understand

60. How do students see quality? Beyond course quality Learning is an organic experience Tied with items inside and outside courses Tied to program and institution

61. What Else? Everything matches Consistency: Style within a course Across courses Across institution

62. What Else? Planning tools Flexibility Affective considerations Student motivation After the class ends

63. Planning tools Access to full course and assignments from the start of the course Progress checks What should I be working on each day? (not just due dates) Able to monitor grade at all times Measure my own strengths and weaknesses Timeline for instructor grading Access to other courses for future planning

64. Flexibility Opportunity / access to education Flexible due dates; extensions Set my own due dates Finish early, turn in assignments early Windows of time to complete online assessments My objectives may be different than course objectives

65. Affective considerations “Where the instructor was less involved, I felt lost…” Courteous instructors Receive encouragement Fairness Atmosphere of community; camaraderie Accountability Instructor cares about my success Feel instructor's guidance and leadership Gives same sense of satisfaction as in-person class Can be myself in discussions

66. Student motivation Self-discipline Time management Willing to learn and participate “A quality online course is full of people who are there and want to be there and want to participate and learn the most that they can from the experience.”

67. After the class ends Classmates interact outside the course / make connections in industry Application of material learned Degree / certification Satisfaction Sense of accomplishment Learned something that could be used in career

68. Continued study Differences between: Age groups Number of online courses completed Comfort with technology Media choices Others?

69. Do quality standards matter to students? Encourage effective design practices Add value Contribute to quality Materials provide flexibility, choice, convenience; learn in different ways Relevance and alignment more important than specific media, tool, or delivery Yes, solid foundation in holistic system

70. Thank you! Questions? Contact info: PLR15@psu.edu LinkedIn Presentation online at:http://www.slideshare.net/plr15

71. References Garrison, D.R. & Arbaugh, J.B. (2007). Researching the community of Inquiry Framework: Review, Issues, and Future Directions. The Internet and Higher Education, 10(3), 157-172. Legon, R. (2006). Comparison of the Quality Matters rubric to accreditation standards for distance learning. Retrieved January 14, 2008, from http://www.qualitymatters.org/Documents/Comparison%20of%20the%20Quality%20Matters%20Rubric%20-%20Summary.pdf North American Council for Online Learning (NACOL). (2008). NACOL National standards for quality online teaching. Retrieved May 1, 2009, from http://www.inacol.org/resources/nationalstandards/index.php Quality Matters rubric standards 2008-2010 edition with assigned pointvalues. (2008). Retrieved May 1, 2009, from http://qminstitute.org/home/Public%20Library/About%20QM/RubricStandards2008-2010.pdf Ragan, L. & Sax, C. (2005). Defining and implementing quality assurance standards for online courses. Presentation at EDUCAUSE Annual Conference, Orlando, FL.

72. References Ralston-Berg, P. & Nath, L. (2008). What makes a quality online course? The student perspective. Paper presented at Annual Conference on Distance Teaching and Learning, Madison, WI. Research literature and standards sets support for quality matters review standards. (2005). Retrieved January 14, 2008, from http://www.qualitymatters.org/Documents/Matrix%20of%20Research%20Standards%20FY0506.pdf Stodel, E. J. Thompson, T. L. & McDonald, C. (2006). Learners' perspectives on what is missing from online learning: Interpretations through the community of inquiry framework. International Review of Research in Open and Distance Learning, 7(3), 1­24. Universal Design Education Online: http://www.udeducation.org/ Young, A. & Norgard, C. (2006). Assessing the quality of online courses from the students’ perspective. Internet and Higher Education, 9, 107­115.

73. Demographics: Age

74. Demographics: Courses completed

75. Demographics: Comfort with technology