The Impact of Quality Matters Professional Development on Teaching across Delivery Formats

Autor/inn/en	Kearns, Lorna R.; Mancilla, Rae
Titel	The Impact of Quality Matters Professional Development on Teaching across Delivery Formats
Quelle	In: American Journal of Distance Education, 31 (2017) 3, S.185-197 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-3647
DOI	10.1080/08923647.2017.1301145
Schlagwörter	Online Courses; Faculty Development; Teacher Workshops; Delivery Systems; Program Effectiveness; Teaching Methods; Intermode Differences; Blended Learning; Conventional Instruction; Scoring Rubrics; Educational Quality; Quality Assurance; Mixed Methods Research; Teacher Surveys; Curriculum Enrichment; Educational Practices; Expertise; Educational Change; Online Surveys; Teacher Participation; Teacher Background; College Faculty + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Auslieferung; Teaching method; Lehrmethode; Unterrichtsmethode; Scoring formulas; Auswertungsbogen; Quality of education; Bildungsqualität; Qualitätssicherung; Curriculum revision; Curriculumreform; Curriculum; Lehrplan; Reform; Bildungspraxis; Expert appraisal; Bildungsreform; Fakultät
Abstract	This study explored the impact of professional development workshops for online course design on faculty's pedagogical practices in online, face-to-face (f2f), and blended instructional modes. It specifically focused on trainings offered by the Quality Matters (QM) organization on a rubric for assessing quality in online course development. A mixed-methods analysis of survey data collected from 2,148 participants in QM workshops over a three-year period (2012-2015) demonstrated that, across all three teaching modes, participants revised learning objectives, improved course alignment, and paid greater attention to communication with students. Additional benefits from participating in QM training related to specific modalities. Common online and blended impacts included changes in assessment practices as well as in modifying course materials to be more compliant with accessibility standards. In f2f settings, frequent changes involved redesigning learning activities to increase learner-learner interaction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01