Presentation Title

Driving Excellence through Course Building

Location

Dogwood

Start

1-17-2018 1:55 PM

End

1-17-2018 3:00 PM

Short Description

The presenters plan to share a research study that investigated four professional development models and the degree to which they are effective in enhancing the students’ learning experience. Students responded to a survey about the design of the courses given the integration of the Quality Matters (QM) Standards, course structure, and quality. The results indicated that the instructional-designer supported development model yielded higher student satisfaction when compared to the other course design models.

Abstract

Introduction

Building quality online courses requires technological and pedagogical skills beyond the training received by most faculty. Professional development is a valuable tool to help faculty make a successful transition from the traditional classroom to the online classroom and become effective distance educators. During a relatively short period, a large research university provided its faculty the option to choose from four different professional development models when transitioning their face-to-face courses to online. This study compared online courses build with one of the following: (a) faculty training, (b) instructional designer supported, (c) additional QM training course, and (d) no training or support. Students from randomly selected online courses received a survey instrument that measured their perceptions about the courses given the QM standards. An Analysis of Variance (ANOVA) was performed to compare the group mean scores.

Results

The study found significant differences between the course design models of course training (CT), instructional designer supported (DS), no training support (NTS), and Quality Matters training (QM). Students’ perceived courses developed with the assistance of an instructional designer as being of significantly greater quality and better course structure (CQ). Students scored courses developed using the Designer Supported model (DS) higher on all Quality Matter Standards. The DS group scored better from the student’s perspective across all standards, CS, and CQ including the QM-certified group.

Session Objectives

With PowerPoint as visual aid, the authors will present the design, research methodology, and results of the study. In addition, the presenters will share various approaches to support faculty in developing high quality online courses. The target audience consists of stakeholders at all levels of education.

Format

Concurrent Session

Institutional level targeted

Higher Ed

Moderator

Maureen McDermott, NSU

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Jan 17th, 1:55 PM Jan 17th, 3:00 PM

Driving Excellence through Course Building

Dogwood

Introduction

Building quality online courses requires technological and pedagogical skills beyond the training received by most faculty. Professional development is a valuable tool to help faculty make a successful transition from the traditional classroom to the online classroom and become effective distance educators. During a relatively short period, a large research university provided its faculty the option to choose from four different professional development models when transitioning their face-to-face courses to online. This study compared online courses build with one of the following: (a) faculty training, (b) instructional designer supported, (c) additional QM training course, and (d) no training or support. Students from randomly selected online courses received a survey instrument that measured their perceptions about the courses given the QM standards. An Analysis of Variance (ANOVA) was performed to compare the group mean scores.

Results

The study found significant differences between the course design models of course training (CT), instructional designer supported (DS), no training support (NTS), and Quality Matters training (QM). Students’ perceived courses developed with the assistance of an instructional designer as being of significantly greater quality and better course structure (CQ). Students scored courses developed using the Designer Supported model (DS) higher on all Quality Matter Standards. The DS group scored better from the student’s perspective across all standards, CS, and CQ including the QM-certified group.

Session Objectives

With PowerPoint as visual aid, the authors will present the design, research methodology, and results of the study. In addition, the presenters will share various approaches to support faculty in developing high quality online courses. The target audience consists of stakeholders at all levels of education.