1. Applying, Improving, Reviewing: A Three Step Plan for QM Implementation Dr. Roxann A. Humbert Statewide Director of Higher Education eLearning West Virginia Higher Education Policy Commission
Ms. Cindy Hart
Director
West Virginia University
Dr. G. H. Budd Sapp Professor
Fairmont State University

2. Background August 2011 – WVVLN/ITFORUM Voted to adopt QM
September 2011 – Began talks with QM about implementation plan
October 2011 – Began to secure funding for implementation and attended the QM Conference
November 2011
WVNET – Statewide Subscription
WVHEPC – $30,000 for training and course review
January 2012 – Subscription began

3. Roll Out Buy-in: Preparation: Implementation:
October, Presentation at fall WVVLN/Meeting
November, 2011 – Presentation at the Joint Academic Affairs Advisory Committee Meeting
Preparation:
October – December, Statewide trainer completed training for f2f and online facilitation
December, 12, Call for Peer Reviewers
95 applications
67 complete (49 – 4 yr. 18 – CTCs)
Implementation:
January 2012 – Implementation began

5. Statewide Implementation Overview
Train one support person from each campus as a means of buy-in
Faculty
Instructional Designers
Dean of Extended Learning
Train all faculty teaching on the WVROCKS portal
Train cohort of peer reviewers
Train cohort of master reviewers

6. Peer Reviewer Selection Process
Call sent out by Vice Chancellor of Academic Affairs
Application process:
Survey in SurveyMonkey
Demographic data
Online teaching experience
Technical and online learning skills
Online teaching techniques
Attempt to select two per campus from a range of disciplines

7. Statewide Training Schedule
Online APPQMR Class for Support Personnel
January 2012
Statewide Peer Reviewers
Two APPQMR online classes
March 2012
June 2012
Two APPQMR f2f classes
One southern part of state – March 2012
One northern part of state – April 2012
PRC Online through QM
F2f class for WVROCKS faculty

8. Online Course Quality Improvement Broadband Grant 2013
Sector – Education
Barrier
Lack of trained faculty to develop online courses
Geographic Range
Institutions – 15 counties
Students – all 55 counties

9. Online Course Quality Improvement Broadband Grant 2013
Partnerships
WVHEPC and WVNET
WVNET and WVVLN Member Institutions
Four year colleges and universities – 7
Two year community and technical colleges - 8

10. Online Course Quality Improvement Broadband Grant 2013
Project Goals
Conduct fifteen one day training sessions for twenty-five faculty on the “Applying the Quality Matters Rubric”.
Train thirty faculty members to be online course Peer Reviewers.
Train fifteen faculty members statewide to become Master Online Course Peer Reviewers.

11. Online Course Quality Improvement Broadband Grant 2013
Number of faculty receiving the “Applying the Quality Matters Rubric” training.
Number of additional Peer Reviewers
Number of additional Master Reviewers
Projected
Actual
375
359
Projected
Actual 30 38
Projected
Actual 15 5

12. Online Course Quality Improvement Broadband Grant 2013
Comments from Faculty
The entire QM Rubric is helpful in the creation of future courses and understanding some of the best practices for distance learning courses.
This is a wonderful program and I think every instructor doing online courses should be required to participate!
The course sessions "flew" by and were highly motivating even after teaching online since I’m looking forward to "tweaking" my two online courses.

13. Online Course Quality Improvement Broadband Grant 2013
Great workshop. I wish we could have worked on our own courses instead of the anthropology class.

14. Improving Your Online Course Broadband Grant 2014
Partnerships
WVHEPC and WVNET
WVNET and WVVLN Member Institutions
Four year colleges and universities – 7
Two year community and technical colleges - 9

15. Improving Your Online Course Broadband Grant 2014
Project Goals
Conduct ten “Improving your Online Course” half- day training sessions for twenty faculty.
Conduct five “Improving your Online Course” online sessions for twenty faculty.

16. Improving Your Online Course Broadband Grant 2014
Number of faculty receiving the “Improving Your Online Course” f2f training.
Number of faculty receiving the “Improving Your Online Course” online training.
Projected
Actual
200
177
Projected
Actual
100 60

17. Improving Your Online Course Broadband Grant 2014
Comments from Faculty
The Course Improvement Plan sheet was very beneficial and useful. It helped me focus on specific things that I want to change. This is a wonderful program and I think every instructor doing online courses should be required to participate!
Thanks! This was a great, practical workshop that will improve my online class design and implementation.

18. Improving Your Online Course Broadband Grant 2014
Applying to a real class I am teaching was sooooooooo helpful

19. Numbers to Date APPQMR 984 Peer Reviewers 135 Master Reviewers 11
Internal Reviews 13

20. Institution Perspective
Given the importance of institutional reputation and the competitive nature of the distance learning market, adoption of QM standards has enabled institutions to develop high quality online courses/programs.

21. Institution Perspective
Implementation of Quality Matters standards
Facilitates the development of a rich learning environment to actively engage students.
Use audio to introduce
modules and orient students
to the topic.
One concept which orients,
accommodates different
learning styles, provides
for accessibility.

22. Institution Perspective
Produces clear, measurable goals and objectives.
Aligns objectives, assignments and assessments.
Incorporates learning activities that engage students in active learning.

23. Institution Perspective
Provides students with multiple learning paths to master the content.  
“Interactive Introductions”
for each module: visually
reinforce objectives, engage,
use css enhancements for
accessibility.
Connects to objectives, engages (student-content engagement), models legal copyright use and appropriate citation, accommodates different learning styles, provides accessible option.

24. Institution Perspective
Provides ample opportunities for interaction and communication.
Student student
Student instructor
Student content

25. Institution Perspective
Provides opportunities for students to engage in higher-order thinking, critical-reasoning activities and thinking in increasingly complex ways.

26. Implementation of QM created Faculty Engagement
Brown bag luncheons
Course reviews
Mentoring
Peer to peer discussion
Universal design
Implementation of Quality Matters standards has advanced the quality of online courses/programs to a new level.

27. Faculty Perspective
I feel very fortunate for the opportunity provided to have successfully completed:
Applying the QM Rubric – Rubric
Peer Reviewer Course
Master Reviewer Certification
QM Rubric Update 2014
In addition – I have served as a Peer Reviewer for several courses and Master Reviewer for a course
As a result of these trainings & experiences - I have been able develop an “expertise” related to online course design.
Furthermore – I believe QM has provided me the opportunity to improve my overall teaching and to help others do the same.

28. Faculty Perspective
I am not sure if I received student comments like the following prior to QM training – but I definitely receive them now:
The qualities I look for in an online education course are communication, clarity, helpfulness, understanding; among other things. I think these are all very important because there is no face to face interaction. Everything must be understood from both parties in order for success. So far I believe this is the most in-depth, helpful outline of a course I have ever seen and I am very excited to be a part of this class! 
This is only my second semester of taking online courses but I have already noticed there are some Blackboard setups I prefer better than others, for instance, your courses are set up wonderfully. You make it easy to find which assignments are due and everything is grouped in order together.

29. Faculty Perspective
I am not sure if I received student comments like the following prior to QM training – but I definitely receive them now:
Hello Dr. Sapp,
I am extremely happy you are so thorough with your explanations and expectations. Last semester was my first semester to take online courses and I always had lots of questions because I never completely understood what my teacher wanted. I never realized how important it is for my learning style to see my teacher, and get to know them through body language, voice in fluctuation and so forth. Thank you for making this easier on me.
Have a great day
This, like the majority of my semester, represents my first excursion into the realm of online class learnin'. Surprisingly or not, one finds little uniformity in each online class's setup on blackboard. To what extent, if any, does some template or standard exist for the formation of online classes (regarding their aesthetics/organization)?

30. QUESTIONS?

31. Thank you! Dr. Roxann Humbert humbert@hepc.wvnet.edu Ms. Cindy Hart
Dr. G. H. Budd Sapp