Quality Matters Initiative

This week the topic of Blended Learning came up in several faculty conversations. So, we would like to share a 2013 article by Roehrs, Wang and Kendrick on Preparing Faculty to Use the Quality Matters Model for blended and online Course Improvement. Quality Matters is based on peer review of courses by faculty members who are trained and certified to assess the design of online courses. The authors revisit the research indicating that a major factor shown to influence effective blended learning is intentional course design. This research summarizes a mixed-methods descriptive study focused on the experiences of faculty participants with different kinds of QM training, self-evaluation and updating of the course.

The authors share that using the Quality Matters rubric can identify and make needed changes, and identify specific assistance from instructional designers. Rubric attributes include Course Overview and Introduction; Learning Outcomes; Assessment and Measurement; Resources and Materials; Learner Engagement; Course Technology; Learner Support; and Accessibility. Several themes were identified from the data. First, the process of course review and revision was valuable to faculty members. It supported their personal goals for improving the educational experiences of students. Also, participants found the materials helpful, the training sessions useful, and the peer comments detailed and instructive. Variables identified for this study, included available time, faculty culture, faculty motivation to update courses, and current skills of faculty members for instructional design, reward and recognition, as well as funding.