Title: Effects of using the quality matters (QM) programme as an intervention for online education

Authors: Xiaopeng Ni; Salvatore Diomede; Sarah R. Rutland

Addresses: Center for eLearning, Cleveland State University, 2121 Euclid Avenue, Cleveland, OH 44115, USA ' Center for eLearning, Cleveland State University, 2121 Euclid Avenue, Cleveland, OH 44115, USA ' Center for eLearning, Cleveland State University, 2121 Euclid Avenue, Cleveland, OH 44115, USA

Abstract: The study employed a mixed-method and used questionnaires and institutional documents to answer the research questions. Two comparison groups, QM recognised online courses and regular online courses, were examined in terms of students' attrition rate and achievement score. The study also surveyed the experiences and perceptions of online students representing more than 14 subject areas from both regular and QM recognised online courses. While this study found no significant difference in attrition rates and attitude ratings between QM recognised courses and the control groups, students in QM recognised courses had a tendency to earn a slightly lower grade. Student-reported data indicated five elements (creating a clear course layout, modularising course content, integrating live interaction, connecting to real-world learning, and increasing teachers' presence) that merit further consideration in order to help online learners develop more successful learning experiences and achieve better learning outcomes. Future research efforts should investigate the impact of course design and teacher presence in online education.

Keywords: online learning; e-learning; electronic learning; quality matters; course management systems; student experiences; student perceptions; attrition rates; ratings; learning outcomes; course design; teacher presence; modularisation; modular courses; live interaction; quality assurance; QA.

DOI: 10.1504/IJSMILE.2013.051657

International Journal of Social Media and Interactive Learning Environments, 2013 Vol.1 No.1, pp.93 - 105

Received: 19 Sep 2012
Accepted: 20 Sep 2012
Published online: 28 Feb 2014 *

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