Adopt and Adapt a Research-Supported Quality Assurance Process to Align with and Support Programmatic and Institutional Accreditation Needs

ID: 54276 Type: Roundtable
  1. Deb Adair, Quality Matters, United States

Thursday, June 27 12:00 PM-1:00 PM Location: De Dam 2 View on map

No presider for this session.

Abstract: The facilitator will introduce a USA-based research-supported approach to quality assurance for online and blended learning at course, program and institutional levels, which can be adapted by higher education institutions to align with and support their programmatic and institutional accreditation needs. Major components of the quality assurance process include: 1) research-supported rubric standards to guide the design and review of online and blended courses; 2) variety of professional development offerings for administrators, faculty and staff; 3) a robust peer-review process for online and blended courses resulting in constructive recommendations for continuous improvement, certification of quality and national recognition; 4) criteria for online program review and certifications in 4 areas: Program Design, Teaching Support, Learner Support, and Learner Success, and 5) Implementation of the quality assurance process on a continuum to program excellence, achievement of institutional goals, and facilitation of accreditation process. The facilitator will share examples and best practices from the community on how different institutions creatively adapt and implement the quality assurance process to align with their accreditation requirements, collect data, showcase accomplishments with their quality assurance initiatives, and meet the needs for their programmatic and/or institutional accreditation or re-accreditation process.

Objectives

Upon completion of this workshop, the participants will be able to: - Describe the underlying principles of a USA-based research-supported quality assurance process - Articulate the major components of the identified quality assurance process - Describe key elements of quality review criteria and requirements for online education - Identify the alignment between accreditation needs and data collected from implementing the quality assurance process - Develop a plan to adopt and adapt the quality assurance process to support programmatic and institutional accreditation needs

Topical Outline

- Introduction of facilitator and workshop objectives - Overview presentation on distance education research and practice focusing on efficacy and academic integrity. Participant Q & A and discussion will be facilitated. - Part 1: Quality criteria/requirements at the institution level. USA-based accreditation examples will be used. Participant interaction will be encouraged to focus on evidence for criteria/requirements to support institutional accreditation needs. - Part 2: Quality criteria at the program level. Four online program review and certifications will be explained and discussed. Participant interaction will be encouraged to focus on how they support programmatic accreditation needs. - Part 3: Quality criteria at the course level. USA-based research-supported quality standards will be shared and illustrated. Participant interaction will be encouraged to focus on how the standards and review process can be adapted to their own practices to improve teaching and learning at course level. - Wrap up with discussion of alignment between levels of quality practices and accreditation needs. - Final Questions & Answers

Prerequisites

This workshop is suitable for all participants from higher education institutions, including administrators, faculty, and support staff. Ideally participants have either online/blended teaching experience, or background in supporting online/blended education in some way, or their responsibility includes overseeing or collecting data for or in some way supporting programmatic or institutional accreditation or re-accreditation process at their own institutions.

Experience Level

Intermediate

Qualifications

With a doctoral degree in curriculum and instruction and a concentration on instructional design and educational technology, Dr. Yaping Gao has over 25 years’ experience in higher education both in China and in USA as faculty, instructional designer, LMS administrator, and online education administrator. Dr. Gao believes quality course and program design supported by research facilitates effective instruction, promotes student engagement and active learning, and lays the foundation for student success, which supports programmatic and institutional accreditation and re-accreditation process. In her current position as Senior Academic Director, Member Services & Partnerships, of Quality Matters, USA, Dr. Gao oversees and leads member services, external collaborations and international partnerships. Prior to joining Quality Matters, Dr Gao served as District Director of Instructional Design, Associate Dean of Online Instructional Resources, Learning Management System Administrator, and Instructional Designer at various USA institutions after leaving her position as Professor of English at Fudan University, Shanghai, to come to USA for her doctoral study. Over the past two decades, Dr Gao has presented at dozens of major national and international conferences on instructional design and quality assurance for online education, and co-authored several books and multiple articles. Dr. Gao earned her doctoral degree in instructional design from Baylor University, Texas, USA, and her Master and Bachelor degrees from Shanghai International Studies University, China.

Topics

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