Uploaded byPenny Ralston-Berg
QM2010Keynote
This document summarizes a presentation on a survey of over 2,300 online students regarding their perceptions of quality in online courses. Key findings included: - Students felt Quality Matters quality standards were important and contributed to their success. Having clear expectations, learning objectives, assessments and instructor engagement were especially important. - Students valued flexibility in due dates and opportunities to enhance their learning through supplemental materials, feedback and opportunities to improve their work. - A quality online course considered the student experience holistically and provided support services and accessibility features for all students. Consistency across courses and programs was also important to students.
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QM2010Keynote
- 1. Do quality standardsmatter to students?Penny Ralston-BergThe Quality Matters Program 2nd Annual ConferenceJune 11, 2010http://www.slideshare.net/plr15
- 2. From their fingertipsto our ears2300+, 31 institutions, 22 statesQualitative, preliminary surveyThrow light on how students perceive qualitySnapshot of trendsNot trying to predict behaviorLay groundwork for future quantitative studies
- 3. InstrumentConverted existing qualityelements to student-centered languageHow important are these features to success in an online course?0 - Not at all important - does not contribute to my success1 - Important 2 - Very important 3 - Essential – could not succeed without it(Ragan & Sax, 2005)
- 4. DemographicsRange in agefrom 18 to 65+Range from 0 to 9+ courses completedMost comfortable or very comfortable with technologyMost have experienced only cohort-based or combo of cohort and some self-paced57% female59% employed full or part time64% taking at least 2 courses
- 5. 25 Areas ofstudyAgriculture Architecture, Engineering, and Drafting Arts, Visual and PerformingBusiness 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. AgendaHow do studentssee quality?Are QM standards important to students?What do students say about quality?What else should we consider?Topics for more study
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- 9. Holistic View ofQualityOutside Course
- 10. Holistic View ofQuality
- 11. Holistic View ofQuality
- 12. Holistic View ofQuality
- 13. Holistic View ofQuality
- 14. Holistic View ofQuality
- 15. Yes, quality mattersAgree– QM rubric items are importantMany QM 2,1 items => QM 3 itemsKnown effective course design practicesAdd valueContribute to qualityRelevance and alignment more important than specific media, tool, delivery mode
- 16. QM: Course Overviewand Introduction
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- 18. Clear expectationsWhat’s duewhen -- and how to do it; “no surprises”Don’t assume we know how to do itConcise instructions with links to more detailed instructionsRealistic, reasonable workloadExpectations for instructor
- 19. QM: Assessment andMeasurement
- 20. Opportunities to enhancelearning
- 21. Opportunities to enhancelearningDon’t repeat text / readings
- 22. Supplement with audio/ video
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- 25. Supplement with expertsother than instructor
- 26. Explain and provideexamplesOpportunities to enhance learningAutomated comprehension check (Do I “get” it?)
- 27. Access to tutorprior to assignment due date
- 28. Instructor answers questionsabout materials
- 29. Study group reviewsmaterials
- 30. Feedback on draftassignments
- 31. Able to reviewexample / exemplary assignments
- 32. FYI resourcesOpportunities toenhance learningGraded activities between exams (I’m on track / learning the material.)
- 33. Time to thinkbetween posts
- 34. Discuss work withinstructor and peers
- 35. Study group debriefof graded activitiesOpportunities to enhance learningStudy guide provided / study group
- 36. Feedback on gradedactivities
- 37. Practice online exam(for comprehension and technical practice)
- 38. Resubmit assignments toimprove grade based on detailed feedback
- 39. Feedback on activitiesreceived prior to assessmentOpportunities to enhance learningGrade as well as detailed feedback
- 40. See results ofonline exams
- 41. Chance to re-learnwhat I didn’t get the first time (Why did I lose points? What do I study to “get it?”)QM: Resources and Materials
- 42. Learning materialsMaterials accessibleprior to course startMaterials designed specifically for courseDirect 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 materialsTutorials, examples,explanations; multiple ways to grasp the conceptExpert opinions other than instructor / multiple sources of research Relevant, thorough, important, up-to-dateDraws in current events; related to real world
- 44. QM: Resources andMaterials / Media
- 45. QM: Learner Engagement- Activities
- 46. Course design activitiesMorethan just reading and writing Activities:ChallengingPromote deeper understandingAnalysisCritical thinkingApplication to real world activities Don't assume student is already working in field
- 47. QM: Learner Engagement- Instructor
- 48. InstructorAlters teaching stylefor online courseAs active as students – “don't phone it in” Willing to answer questions immediately; relates materials to real worldStrong computer / technical skillsNew instructors receive mentoring from more experienced instructors Brings out the best in students
- 49. Instructor is notthe authorStudents notice when an instructor:Doesn’t appear in videos, etc.Doesn’t have handle on grades / assignmentsNot familiar with materialsNot familiar with CMSDon’t appreciate, “Don’t blame me – I didn’t write this course.”
- 50. FeedbackTimelyRelevantDetailed, meaningful, helpfulJustifiesthe 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 interactionOff-topic /open discussionNot 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-faceDon’t like it – other students hold up my progress
- 53. Learner Engagement -Technology
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- 55. Convenient Technology Available24/7 Works with all computer platforms / browsers / media players One password for everythingEmail works inside and outside the courseTools are established (not experimental)Portability; apps for handheld devices; import to calendarReal time text / IM / chat with instructor (to answer questions)Reach the professor at any convenience
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- 57. Support servicesComplete researchonline Contact proxy if instructor isn't available Access tutoring Prepare a job searchAccess the library Contact counselor / advisor / admissions Check status of financial aid Buy booksGet training on how to use course system
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- 59. Accessibility good forallWatch/listen, read online, or printUse handouts or transcripts to take notesReplay or print explanations / directionsFind specific points in video or audioCaptions: better understanding is speaker talks too fast or is difficult to understand
- 60. How do studentssee quality?Beyond course qualityLearning is an organic experienceTied with items inside and outside coursesTied to program and institution
Editor's Notes
- #10 Outside: 3rd party tools not included with cms, guest experts, research, resources, colleagues who have taken the course – anything outside the core design, materials, and instructor experience
- #11 Outside: 3rd party tools not included with cms, guest experts, research, resources, colleagues who have taken the course – anything outside the core design, materials, and instructor experience
- #12 Outside: 3rd party tools not included with cms, guest experts, research, resources, colleagues who have taken the course – anything outside the core design, materials, and instructor experience
- #13 Outside: 3rd party tools not included with cms, guest experts, research, resources, colleagues who have taken the course – anything outside the core design, materials, and instructor experience
- #14 Outside: 3rd party tools not included with cms, guest experts, research, resources, colleagues who have taken the course – anything outside the core design, materials, and instructor experienceOutside program: student communities, LinkedIn, job search resources, professional colleagues
- #15 Outside: 3rd party tools not included with cms, guest experts, research, resources, colleagues who have taken the course – anything outside the core design, materials, and instructor experienceOutside program: student communities, LinkedIn, job search resources, professional colleagues
- #17 QM 1 just as important as QM 3. Introducing myself doesn’t have as much importance.
- #18 Instructions on how to meet the objectives rank higher than the learning objectives themselves.