Online Quality Course Design vs. Quality Teaching: Aligning Quality Matters Standards to Principles for Good Teaching

IntroductionIn an online teaching and learning environment, quality course design impacts the quality of teaching. Much research has been completed on the Quality Matters (QM) Program, which is an international organization working to improve the design of online and blended courses. QM rubrics have been created to assist in the design of quality online courses. Research has also been conducted on Chickering and Gamson's (1987) seven principles for good practice in undergraduate education (Chickering & Gamson, 1999). Combining research on both quality design and quality teaching in the online environment is essential to assist faculty in helping students achieve set learning outcomes.Chickering and Gamson (1987) reviewed the literature to investigate good principles of teaching. The following resulted from their research as the seven principles for good practice in undergraduate education. Good teaching practice does the following:1. encourages contact between students and faculty,2. develops reciprocity and cooperation among students,3. uses active learning techniques,4. gives prompt feedback,5. emphasizes time on task,6. communicates high expectations, and7. respects diverse talents and ways of learning.The seven principles for good practice in undergraduate education have been recognized as an effective method for the evaluation of teaching and course design. Although originally used to establish the best practices for the face-to-face (F2F) environment, the seven principles have been applied to online teaching. Ritter and Lemke (2000) noted the use of the Internet can faciliate good educational practices. Students believed the use of email encouraged student-faculty contact and prompt feedback was facilitated with the use of the Internet. Students also noted Internet materials allowed for more efficient use of time and enhanced learning.Newlin and Wang (2002) encouraged "the application of the seven principles of good practice in undergraduate education to guide the design and implementation of Web-based courses" (p. 325). Good design was recognized as important to good teaching as research found the development of good online courses was guided by pedagogical practice instead of simply being driven by technology. McCabe and Meuter (2011) also found effective learning environments can be created when aligning course design and development with the seven principles.Sowan and Jenkins (2013) noted the quality of hybrid courses can be improved by applying the seven principles of good practice in undergraduate education to course design and delivery. This practice emphasizes that a connection can be drawn between course design and delivery (teaching) and student mastery of course content and the achievement of learning outcomes. The connection between course design and delivery was reemphasized as an important concept during the review of research for the development of the 2011-2013 QM Higher Education Rubric. Swan (2003) analyzed student perceptions and found clear and concise course design, interaction with instructors and active discussions with peers, were some of the major factors in the creation of learning communities.PurposeThe purpose of this research was to align the QM higher education rubric standards to the seven principles of good practice in undergraduate education. Through this process, it is a secondary goal that instructional design and delivery are emphasized and connected to good teaching.Research QuestionsThe research was guided by the following questions:1. How do the 2013 QM higher education rubric standards align with the seven principles for good practice in undergraduate education? 2. What additional principles may be necessary for good undergraduate education? Review of LiteratureQuality Matters (QM) was started by MarylandOnline, Inc. through a Fund for the Improvement of Post-Secondary Education (FIPSE) grant project in Fall 2003; the goals were to develop an "inter-institutional quality assurance and course improvements in online learning" (QM, 2013a, para. …