Online Course Quality and Peer Review Adapted from Maryland Online FIPSE Project “QUALITY MATTERS” Inter-Institutional Quality Assurance in Online Learning

Quality Matters: Key Outcomes Create a vision and purpose for intra- and inter-institutional quality assurance (QA) for online courses. Create faculty-centered, peer-reviewed, QA process. Create review tools incorporating nationally recognized standards of best practice.

Quality Matters: Major Themes Assure and improve course quality Positively impact student learning Promote faculty-centered activities Build consensus Replicable, reliable, and scalable processes Foster sharing of materials and expertise Create opportunities for training and professional development

Quality Matters: Review Areas 8 Key Areas for Review Course Overview & Introduction Learning Objectives Resources & Materials Learner Interaction Course Technology Learner Support Assessment & Measurement ADA Compliance & Copyright

Quality Matters: Tools Matrix of Review Standards Standards linked to research Examples of implementation Scoring Rubric Used for review and feedback Instructor Worksheet Used for self-evaluation

Online Course Quality and Peer Review Creating the Process for Lake Superior College

QA Process Overview Review of course by team of 3 faculty members Use rubric based on national standards of best practice Feedback provided for improvement of course quality Instructional design support provided to implement recommendations Certification of course when standards have been met

What the Process is NOT Not about an individual instructor (it IS about the course and the learning) Not about faculty evaluation Not about “winners” and “losers” (it IS about continuous quality improvement in a supportive environment)

Review Teams – Part One Intra-institutional Teams (year one, at least) 1 “master teacher” as team leader 1 faculty member from same or similar discipline/program as course being reviewed 1 faculty member from dissimilar discipline or program

Review Teams – Part Two Inter-institutional Teams (maybe year two) 1 faculty member from home institution, 2 from others 1 faculty member from same or similar discipline/program, 2 from others Mix of representation from 2-year and 4-year schools (NOTE: this process is designed to help ensure transferability of courses between institutions)

Reviewer Selection Faculty Selection Factors Trained and experienced in online teaching Extent and currency of online teaching experience Commitment to the project

Reviewer Nomination Self nomination with letter of interest Attend mandatory training related to using the scoring rubric Return signed letter of agreement

Reviewer Training Training Provided by: Instructional technologist/designers and/or Master online teachers Focus on: Standards of best practice Use of scoring rubric Providing useful and constructive feedback Certification as LSC Peer Course Reviewer for successful completion of training

Benefits to Faculty Improve your online courses Engage in continuous quality improvement Expand professional community while learning from others Evidence of scholarly activity and professional development Compensation: to be determined

Benefits to LSC Provide evidence of a “culture of quality,” think AQIP!! Inform and improve online faculty training processes and courses Positively impact sharing of information throughout Minnesota Online Positively impact course transfer Provide professional development opportunities