Internet Learning Volume 3, Number 1, Spring 2014 | Page 118

Internet Learning Volume 3 Issue 1 - Spring 2014
Surveying Student Perspectives of Quality: Value of QM
Rubric Items
Penny Ralston-Berg A
The Quality Matters (QM) Rubric is based on academic research. A national
survey was conducted to compare QM Rubric item numerical rankings with
student rankings of quality elements. Results of the survey are shared.
Keywords: online course, quality, student perspective, QM, Quality Matters,
course design elements
Introduction and Background
This survey builds on previous work
started in 2007 at University of Wisconsin
Extension (Nath & Ralston-
Berg, 2008; Ralston-Berg & Nath, 2008;
Ralston-Berg & Nath, 2009). The Quality
Matters (QM) program offers quality assurance
through a research-based rubric for
online course design. From an instructional
design standpoint, questions arise about
the student perspective. If the QM Rubric is
based on academic research initiated most
often by content experts or others in academia
delivering online content, do online
students – consumers of those courses –
have a differing perspective on what makes
a quality online course? Do students agree
that items presented in the QM Rubric indicate
quality? Are items in the QM Rubric
perceived as contributors to student success?
Method
Data were collected through an online
survey made available through a unique
URL by a contact person at each participating
institution. The URLs were delivered
to students via email, a link posted on
a CMS home page, or in an online course
announcement. Data from each institution
were then compiled into a cumulative dataset.
Three datasets were gathered from 2010
to 2011.
Participants
Participants were currently enrolled
or had taken online, for-credit courses and
were over 18 years of age. Information here
describes cumulative results of all datasets
for a total online sample of N=3,160
students from 31 institutions in 22 states.
Participants ranged in age from 18 to 65+
with the largest group being 26–44-yearolds.
They represented 25 areas of study and
a range of online experience from 1 to 9+
courses completed. Most participants were
enrolled in cohort, for-credit online courses
from a four-year institution. The majority
were enrolled part time (two or more courses)
or full time and reported being comfortable
or very comfortable with technology.
Survey
The instrument contained QM items
from the 2008–2010 Rubric converted to
student-centered language, open response
A Penn State World Campus
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