1. Can Existing Quality Guidelines
Inform Faculty Participation in
Online Course Design?
Melissa A. Venable, PhD - @Melissa_Venable
Amy J. Hilbelink, PhD - @Ahilbelink
The Sloan Consortium International Conference on Online Learning
Orlando, FL – 2013 - #aln13

3. How can we know
our courses are
high-quality?
Instructional Technologist
Dean of Curriculum and Online Programs
Director of Academic Strategies and
Development
What are the
components of a
high-quality
course?
Instructional Designer
Online Course Developer
Adjunct Online Instructor
Curriculum/Project Manager

4. Importance of Quality
• According to the Babson Survey Research
Group's 2012 survey of more than 2800
academic leaders, "the proportion of [those]
who say online learning is critical to their
long-term strategy is at a new high of 69.1%."
• As higher education institutions increase their
online learning offerings, the process of
creating an online course can be
underestimated.

5. Familiar Scenarios?
• Instructional design teams working with
faculty member subject-matter-experts
• Faculty development groups creating
“training” for faculty members who are
required to teach their courses online
• Faculty members without institutional support
who want/need to create online courses
• Creating a standard course format for a range
of disciplines, students, degree levels …

6. Familiar Restrictions & Challenges?
• We need it now, or next week at the latest, last
week would have been better.
• We don’t have a budget for this.
• Students are already enrolled!?
• Resistance to online delivery.
• Unfamiliar with instructional design process.
• Standardized course design process and products.
• Faculty members “on staff” vs. contracted “from
the outside.”

7. How do YOU define and measure
quality in online course design?

8. • “The goal of accreditation is to ensure that
education provided by institutions of higher
education meets acceptable levels of quality.”
– U.S. Dept. of Education
• Observations from around the Web … quality
metrics as:
– “Common sense checklists”
– Overemphasis on what can be easily documented
and observed
– A general starting point, a framework
– Needing benchmark data – online and on-campus
sections

9. How do others define and measure
quality in online course design?
Subjective or Objective
Informal or Formal
In-house standards, policies, reviews
And …

10. How do others define and measure
quality in online course design?
Established criteria:
Quality Matters Rubric
Quality Scorecard
Cal State – Chico’s Rubric for Online Instruction
http://www.csuchico.edu/roi/
iNACOL Quality Standards (K-12)
http://www.inacol.org/resources/publications/nat
ional-quality-standards/

11. Two Large-Scale Approaches
Quality Matters (QM) Rubric
https://www.qualitymatters.org/rubric
• 8 General Standards / 41 Specific Standards
• Focus on COURSE-level decisions, evaluation
• Concept of alignment
• Teams of reviewers

12. Two Large-Scale Approaches
Quality Scorecard (QS)
http://sloanconsortium.org/quality_scorecard_o
nline_program
• 9 categories, 70 indicators
• Focus on PROGRAM-level decisions,
evaluation
• Designed with online administrators in mind

13. Quality Matters (QM)
Quality Scorecard (QS)
Course Overview and Introduction
Institutional Support
Learning Objectives / Competencies
Technology Support
Assessment and Measurement
Course Development and Instructional Design
Instructional Materials
Course Structure
Learner Interaction and Engagement
Teaching and Learning
Course Technology
Social and Student Engagement
Learner Support
Faculty Support
Accessibility
Student Support
Evaluation and Assessment

14. Quality Matters (QM)
Quality Scorecard (QS)
Course Overview and Introduction
Institutional Support
Learning Objectives / Competencies
Technology Support
Assessment and Measurement
Course Development and Instructional Design
Instructional Materials
Course Structure
Learner Interaction and Engagement
Teaching and Learning
Course Technology
Social and Student Engagement
Learner Support
Faculty Support
Accessibility
Student Support
Evaluation and Assessment

15. Quality Matters (QM)
Quality Scorecard (QS)
Course Overview and Introduction
Institutional Support
Learning Objectives / Competencies
Technology Support
Assessment and Measurement
Course Development and Instructional Design
Instructional Materials
Course Structure
Learner Interaction and Engagement
Teaching and Learning
Course Technology
Social and Student Engagement
Learner Support
Faculty Support
Accessibility
Student Support
Evaluation and Assessment

16. Implementing Quality Measures in
Online Course Design
Are faculty involved in discussions
and decisions about quality?

17. Quality and Faculty Support
“The greatest concerns about e-learning are the
adequacy of staff and the technological knowhow of faculty.” – EDUCAUSE: ECAR State of ELearning in Higher Education, June 2013
“Faculty Concerns in Adopting Online Teaching”
include Professional Development, Workload,
Recognition, Change, Support from
Department. – Hwu and Talab, April 2013

18. Implementing Quality Measures in Online
Course Design - Faculty Participation
Knowledge areas:
- Whole program curriculum: Provide access to other
courses, sequence (QS)
- Outline set of tasks, requirements, and deadlines for
course project (QM)
- Tech required to complete their part of the process (Word,
Google Drive, Skype …)
- Single point of contact for questions about process and
quality standards
What quality standards/framework used by
school/program? Set expectations for use in design
process.

19. Implementing Quality Measures in Online
Course Design - Faculty Participation
Strategies:
• Present QM and QS as third-party experts in the
process
– Research-based instruments
– Testimonials, mentorship from in-house faculty members,
other schools using the standards
• Invite to participate as part of a lean team with a
project management approach
• Encourage experimental atmosphere within chosen
quality framework
• Provide SME/Faculty Designer/Instructor training
resources, incentives

20. How can we (will
you) move forward?
• Common concerns
– Time, Buy-in, …
• Need to stay flexible –
keep context in mind
• Who is leading your
online quality?
• Who should be involved
in your online quality
effort?

21. Thanks for contributing to the
discussion! Keep it going …
Contact us!
Melissa A. Venable, PhD
– OnlineColleges.net
– melissa.a.venable@gmail.com
– www.linkedin.com/in/melissavenable/
Amy J. Hilbelink, PhD
– Ultimate Medical Academy
– ahilbelink@gmail.com
– www.linkedin.com/in/amyhilbelink/
… and enjoy the conference!

22. References
• Changing course: Ten Years of Tracking Online Education in the United
States
http://sloanconsortium.org/publications/survey/changing_course_2012
• Quality Matters Higher Ed Program Rubric
https://www.qualitymatters.org/rubric
• A Quality Scorecard for the Administration of Online Education
Programshttp://sloanconsortium.org/quality_scoreboard_online_program
• Overview of Accreditation, U.S. Department of Education
http://www2.ed.gov/admins/finaid/accred/accreditation.html
• The State of E-Learning in Higher Education: An Eye toward Growth and
Increased Access
http://net.educause.edu/ir/library/pdf/ers1304/ERS1304.pdf
• Concurrent Instructional Design: How to Produce Online Courses Using a
Lean Team Approach http://itforum.coe.uga.edu/paper56/paper56.htm
• Assessing Faculty Concerns in Adopting Online Teaching: Lessons Learned
at the University of Alaska Fairbanks
http://sloanconsortium.org/conference/2013/et4online/assessing-facultyconcerns-adopting-online-teaching-lessons-learned-univer

23. Image Credits – Flickr, CC:BY
• Slide 2: clockwise from top left: JD Hancock,
wetwebworks, KB35, Aoife
• Slide 6: Raymond Bryson
• Slide 15: dbrekke
• Slide 19: Scott McLeod