eTROY Quality Assurance Process

1. eTROY Quality Assurance Process

2. Quality Matters • The eTROY Quality Assurance process is based on the Quality Matters rubric and eTROY is a member of Quality Matters.

3. Underlying Principles of QA • The QM toolset and process are: • based in national standards of best practice, the research literature and instructional design principles • designed to promote student learning • integral to a continuous quality improvement process • part of a faculty-driven, peer review process • Course does not have to be “perfect” but better than just “good enough.” (Standards met at about 85% level or better.)

4. Underlying Principles of QA • Process designed to ensure all reviewed courses will eventually meet expectations • Collegial review process, not an evaluation process • Review team includes an external peer reviewer • Course faculty or instructor considered part of the review team

5. What is Quality • More than average; more than “good enough” • An attempt to capture what’s expected in an effective online course at about an 85% level • Based on research and widely accepted standards • Take the students’ point of view • Advocate for the student

6. What this process is NOT • Not about an individual instructor (it’s about the course) • Not about faculty evaluation (it’s about course quality) • Not about “win/lose” or “pass/fail” (it’s about continuous improvement in a supportive environment)

7. The Rubric General Standards • Eight standards: • Course Overview and Introduction • Learning Objectives • Assessment and Measurement • Resources and Materials • Learner Interaction • Course Technology • Learner Support • Accessibility The highlighted standards are part of alignment

8. What is Alignment? The critical course elements which work together to ensure that students achieve the desired learning outcomes

9. The Rubric General Standards • Eight standards: • Course Overview and Introduction • Learning Objectives • Assessment and Measurement • Resources and Materials • Learner Interaction • Course Technology • Learner Support • Accessibility

10. How eTROY has implemented the process • The eTROY model is loosely based on the Quality Matters process. • eTROY uses a faculty member for content review and staff in the Quality Assurance unit for the instructional design review. • Faculty being reviewed are notified that their course will be reviewed in the term. The reviews are done anonymously.

11. How eTROY has implemented the process • The QM rubric has been adapted by each college with additional standards relevant to that college. • The reviews are done over a 2-3 week period and the reviews are submitted online. • Reports are generated by the Quality Assurance staff and provided to the appropriate Dean or chair.

12. How eTROY has implemented the process • Courses which meet standards are acknowledged. • In courses not meeting standards the faculty are provided feedback and given a term to make changes to the course. The course is then subsequently re-reviewed. • If the course does not meet standards again, there are number of things that could happen from additional remediation to appropriate academic supervisor makes determination if the faculty member will continue to teach the course online.

13. The Quality Assurance Process Dean selects courses Ed Tech removes SMEs from Blackboard Dean/Dept. Chairs choose SME* QA & SMEs submits online form and QA staff Compiles reports Course QA Process QA* explains the process/presents forms to SMEs QA reviews course design & monitors QA progress Ed Tech enrolls SMEs in blackboard course & provides tech support SME reviews academic content SME* Subject Matter Expert QA* Quality Assurance Staff

14. Feedback from Quality Assurance Reviews

15. Feedback The online instructor is responsible for communicating with and providing feedback to students. Instructor should provide Prompt Feedback. • Instructor should Inform the learner when they can expect a response if the instructor cannot provide a detailed response within 12 hours. • Instructor should provide clear and concise feedback to explain the degree to which the student is achieving the course/lesson outcomes. • Communicate to students when they can expect to receive graded feedback on assignments and exams.

16. Availability The instructor is required to be available to the online learner for the duration of the course. • Regularly access the online course. • Notify students and appropriate administrative units if unable to log in to the course.

17. Technological Competence • The instructor should be proficient with the technologies used in the online classroom. • The instructor should be confident with the technology used in the course.

18. Course Administration • Instructor should revise course content and instruction based on student feedback as appropriate. • Adhere to institutional syllabus policy. • Log-in to the course regularly (preferably on a daily basis) in order to respond to student inquiries, monitor student progress, engage in student activities, etc.

19. Course design based on Quality Matters

20. Course overview and introduction • Provide instructions on how to get started in the course and make sure students understand the purpose of the course • Provide students clear instructions on how the discussion board works and the etiquette expectations for course communications • Do introductions • Provide information on student preparation and minimum technical skills

21. Learning Objectives • Make sure the course objectives are measureable • They need to be stated clearly and written from the students perspective • There should be learning objectives at the module/unit level and be appropriate for the level of the course

22. Assessment and Measurement • The types of assessments selected measure the stated learning objectives and are consistent with course activities and resources • Tell your students how they will be evaluated in assignments and participation. • Be clear on the grading policy and let students know your grading timeframes • Consider practice or “self-check” types of assignments with timely feedback to students

23. Assessing Student Performance • Assignments • Papers • Group projects • Presentations • Class participation • Quizzes and exams • Portfolios • Demonstrations • Simulations • Problem solving exercises • Drill and practice • Case studies • Discussion

24. Resources and Materials • Your instructional materials contribute to the stated course goals and their relationship to the learning activities are clearly explained to the students • The instructional materials have sufficient breadth, depth and currency for the student to learn the subject. • All materials in the course are appropriately cited.

25. Learner Engagement Types of interaction • Teacher to student • Student to teacher • Student to student • Student with content and resources • Provide your students clear standards for instructor responsiveness and availability (turn-around time) and students’ interaction

26. Course Technology • Make sure your tools and media support the learning objectives and are appropriate to deliver the content of the course • The tools and media engage the students to be an active learner • Navigation through the components is logical and consistent • Provide instructions on how to access the resources that are easy to understand.

27. Keep in mind • Learner support – be sure to provide in your syllabus and the course how students can access support, technical, academic, writing, tutoring and other student services • Keep in mind accessibility concerns and alternatives for auditory and visual content, provide alternatives or directions on how to receive accommodations.

28. Questions and Discussion • Deb Gearhart • dgearhart@troy.edu • 334-808-6229