Quality Matters is one of the most widely regarded standards for online course design. Due to the COVID-19 pandemic, many instructors have needed to quickly convert face-to-face classes into an online environment. However, many instructors do not have online education expertise. Standards such as Quality Matters can help guide the creation of quality online course environments. This paper aims to provide a research-based and pragmatic approach for creating QM-informed online courses.
The Quality Matters Standards Rubric consists of eight General and 42 Specific Review Standards. Each standard was analyzed to determine the ease of implementation and implementation approach for a Quality Matters-informed online course template.
Of the 42 specific review standards, 16 (38%) are easily achievable, 20 (48%) are achievable, but required some intervention, and six (14%) are difficult to achieve through a course template.
This study provides guidance for implementing Quality Matters-informed online course design. As many instructors without an instructional design or online education background now need to conduct online classes, Quality Matters provides structure and guidance to assist with creating high-quality learning environments. As receiving formal Quality Matters certification is time-consuming and requires peer-review, this research provides guidance to create Quality Matters-informed online courses in a timely manner.
This study is particularly timely due to the COVID-19 pandemic and will help prepare instructors for any second-wave scenarios. Furthermore, through providing guidance on the creation of Quality Matters-informed online course design, this paper will help instructors have a greater chance of instructional success for online course delivery.
This work was supported by an Indiana University-Purdue University Center for Teaching and Learning, Curriculum Enhancement Grant.
This article is part of the special issue, “A Response to Emergency Transitions to Remote Online Education in K-12 and Higher Education” which contains shorter, rapid-turnaround invited works, not subject to double blind peer review. The issue was called, managed and produced on short timeline in Summer 2020 towards pragmatic instructional application in the Fall 2020 semester.
Murillo, A.P. and Jones, K.M.L. (2020), "A “just-in-time” pragmatic approach to creating Quality Matters-informed online courses", Information and Learning Sciences, Vol. 121 No. 5/6, pp. 365-380. https://doi.org/10.1108/ILS-04-2020-0087
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