The research

Considering the adoption of HOQAS/QM as the standards by which technology-enabled courses were reviewed, research questions and sub-questions were developed to explore the impact of revisions made to courses as a result of HOQAS reviews on students. In the Spring semester of 2017, however, in response to—and in consideration of—feedback received from faculty members and chairs, the HOQAS review process was put on hiatus: while in-progress reviews were completed, no new courses were accepted for review. Thus, the research questions below have been adjusted to reflect that little data would exist to enable a pre-/post-review design, and instead, we would be relying on student perceptions of the state of the courses when they were reviewed:

1. What is the impact of adopting HOQAS/QM on students in technology-enabled courses?
   1. Are the standards assessed by HOQAS/QM reviews reflected in students’ perceptions of the quality of these courses?
   2. How do the standards assessed by HOQAS/QM reviews relate to course usability, student engagement, and satisfaction?
   3. How do students perceive the impact of adopting HOQAS/QM?
2. What is the impact of adopting HOQAS/QM on faculty members teaching technology-enabled courses?
   1. What is the experience of faculty members on the adoption of HOQAS/QM?
   2.  How do faculty members perceive HOQAS/QM reviews of their courses?
   3. How does HOQAS/QM influence faculty members’ interpretation of course development? (e.g. with respect to course design, navigation, interactivity, student engagement)