Student Perceptions of the Impact of “Quality Matters” Certified Online Courses on their Learning and Engagement

Abstract

Quality Matters (QM) is one of the most widely adopted sets of standards for best practices in online courses to promote student learning. In this study, we examined student perceptions of the impact of QM-certified courses on students' learning and engagement. Fifty graduate students enrolled in online courses completed a survey developed based on the QM rubric items. The QM framework includes 43 individual standards clustered into eight general categories. Among the eight categories, students rated Course Activities and Learner Interaction to have the highest impact on both student learning and engagement. The exploratory factor analysis revealed that 12 factors explained 88.89% of the variance of the impact on learning, and eight factors explained 85.72% of the variance of the impact on engagement. Clear expectations loaded as the highest factor for both learning (eigenvalue = 12.85) and engagement (eigenvalue = 21.58). These results will help instructional designers and online instructors understand the impact of individual QM design standards from students' point of view to design online courses that effectively contribute to their learning and engagement.

COVID-19 Induced Transition from Classroom to Online Mid Semester: Case Study on Faculty and Students’ Preferences and Opinions

“…Some institutions have adopted the Quality Matters (QM) online design model that provides a rubric and a peer review process to build an online course (QM, n.d.). Sadaf et al (2019) conducted a study that asked students what the most important factors were from the list of QM standards. They rated course activities, learner interaction, and clear expectations as three of the most important factors in course design (Sadaf et al, 2019).…”

“…Sadaf et al (2019) conducted a study that asked students what the most important factors were from the list of QM standards. They rated course activities, learner interaction, and clear expectations as three of the most important factors in course design (Sadaf et al, 2019). Applying the QM rubric to a course helps the instructor look at the course through self-evaluation, and it is an opportunity to solicit student feedback (Woods, 2014).…”

Evaluating the Quality Of E-Courses from The Students Perception and E-course Quality Evaluation Metrics (DAU- EQEM) at Dar Al Uloom University

“…For example, The Commission of Institutions of Higher Education in the USA has developed a framework that includes five components to ensure the quality of e-learning, which are represented by 29 e-learning best practices which cover institutional context and commitment; curriculum and education; faculty support; student support and evaluation and assessment [3]. QM (Quality Matters Organization) is a well-known worldwide organization for quality assurance in online learning [4; 5] QM adopted sets of standards developed based on best practices in online courses to enhance student learning [4]. QM Rubric includes eight standards which is focus on general information for the course, learning objectives, course materials and assessment methods and the e-learning environment [6].…”

Assessment for the Evaluation of E-Learning and Teaching by the Quality Matter Standards Post COVID-19

“…Ghobrini (2020) discussed in his research paper using YouTube and Facebook as teaching technology in E-Learning and E-Teaching in Grammar during COVID-19. Sadaf, A. (2019) the research paper applied the quality matter on the impact of the students in University of North Carolina Charlotte the results help the researcher to develop the learning outcome.…”