Research>Grants FY10

                                                  Quality Matters FY10 Research Grants

Project Title: Linking Course Design to Learning Processes Using the Quality Matters and Community of Inquiry Frameworks

Researcher:  Karen Swan, James J. Stukel Distinguished Professor of Educational Leadership, University of Illinois Springfield

Findings:

1. Results indicate no differences on the CoI survey, but differences approaching significance on the outcome measures.  On average, students in the spring 2010 class outperformed students in the fall 2009 classes on both the final exam  and the research proposal, and their overall grade point averages were slightly higher .  None of these differences were statistically significant as measured by independent samples t-tests, but differences in scores on the research proposal approached significance (p=.053).  
2. Findings suggest that revising course around stated objectives resulted in better student outcomes related to them, especially concerning the ability to write a research proposal.  Although there may be a ceiling effect operating with respect to outcome measures as well, the authors believe that greater numbers (from summer and fall 2010 sections of EDL 541) may yield significant results.  (study is on-going).
3. Researchers suggested that student performance may have improved because the QM revision led instructors to focus on objectives and the mapping of objectives to outcomes, and that such focus translated into their activity in the course.  This possibility will be explored further through qualitative means.  
4. Finally, it should be pointed out that findings concerning course outcomes support the notion that the QM and CoI frameworks are orthogonal in nature. The linking of online course design to implementation and learning processes to course outcomes is long overdue in distance education.  This ongoing study is not only a first step in that direction but it employs what are probably the two most commonly used theoretical frameworks in online education in the process. 

Project Title:  Quality Matters Rubric as ‘Teaching Presence’: Application of Community of Inquiry Framework to Analysis of the QM Rubric’s Effects of Student Learning  

Researcher:  Anna A. Hall, PhD, Delgado Community College

Findings:

1. QM Rubric Implementation as New “Design and Organization”:
2. Increases Teacher and Teaching Presences
3. Reduces Direct Management on DB/ “personalizes” Management by moving it to Teacher domain (personal e-mail)
4. Reduces Student “self-management” (i.e. “Group Concerns”) on DB, thus, indirectly reducing “Student Social Presence”
5. Has a positive effect on Student Higher-Order Cognitive Presence via higher Teaching Presence
6. Teacher Presence, Student Social Presence, and QM positively affect course Satisfaction
7. QM and Higher-Order Cognitive Presence positively affect DB Grades

Project Title: The Impact of Quality Matters Standards on Student Perception of Online Courses 

Researcher:  Evelyn Knowles, Park University

Findings:  Differences when survey before/after by students and QM master reviewer

1. The certified master reviewer found that both courses did not meet many of the standards. However, the vast majority of students disagreed and concluded that the course met the standards.  Yes, Yes, Yes answers on survey
2. Discussion – why the surprising differences? Since the students scored all of the QM standards positively on both the initial and redeveloped courses, this may indicate a discrepancy in their level of expectations when compared to the certified master reviewer’s expectations.  Perhaps, students did not access or read the content items necessary to meet the QM standards. Another possibility during the teaching function of delivery that the “instructor” contributed clarifying statements and directions

Project Title: Maricopa Quality Matters Program Review

Researchers:  Christy Alarcon, Jennifer Strickland, Shelley Rodrigo; Maricopa Community Colleges

1. Survey and a focus group conducted by Maricopa Center for Leaning and Instruction of 20  of 67 QM certified faculty and administrators for baseline data on impact of QM participation and dissemination throughout the expansive Maricopa Community College system (10 colleges, 4,000 faculty, 250,000 students).
2.  Knowledge gained during QM training was shared informally through conversations (100%).  A majority of responders reported sharing QM information at department committee meetings (75%), at college-wide meetings (60%), and by distributing the QM Rubric to colleagues (65%). 
3. Alignment between learning objectives, outcomes/competencies, and course materials was the area that had the most impact due to the QM training.   Most faculty and administrators realized that alignment was the key thing to make the course design effective.    
4. A prominent theme that emerged was that the biggest obstacle for faculty to develop online and hybrid courses is funding by their respective colleges.  Our data has shown that the colleges with the most success with QM were those that implemented a funding model structure, which compensated faculty for mandatorily going through the QM process in order to develop their courses.  
5. The creation of EDUlearning Community at MCC allowed faculty to become familiar with the QM process before deciding to submit their course for an official QM review.  This is a department initiative that creates a sense of community among online and adjunct faculty.  

Project Title: QM Standard 8 Pilot Project

Researcher:  Ed Bowen, Dallas TeleCollege

Recommendation: Accessibility is as much about the user as it is about the course. Student involvement in accessibility efforts is strongly suggested. This project was designed to gather student input on thoughts and ideas about accessibility.

Research:

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