| Citation |
Year |
Overview |
Methods |
Sample |
| Adair, D. (2017). Developing an international pool of quality reviewers. The American Journal of Distance Education, 31(3), 154-159. |
2017 |
This article provides an overview of the history and certification process associated with QM. It also discusses the potential to scale QM and how to better engage faculty in the process. |
Commentary |
N/A |
| Legon, R. (2015). Measuring the impact of the Quality Matters rubric: A discussion of possibilities. American Journal of Distance Education, 29(3), 166-173. |
2015 |
This article addresses the question of learning outcomes generated by applying the QM rubric by arguing that one must first understand that rubric itself. Unintended outcomes can arise from institutions dialoguing about the consistency of their online course design. |
Commentary |
N/A |
| Marlos Varonis, E. (2014). Most courses are not born digital: An overview of the QM peer review design process for online course design. Campus Wide Information Systems, 31(4), 217-229. |
2014 |
This paper discusses the benefits and challenges of online learning and describes QM as a method to ensure the quality of online courses. |
Review |
N/A |
| Budden, C., & Budden, M. (2013). A look at an implementation of the Quality Matters program in a collegiate environment: Benefits and Challenges. Contemporary Issues in Education Research, 6(4), 381-384. |
2013 |
This article presents benefits and challenges to implementing the QM program based on the experience of one US postsecondary institution. Faculty provided their thoughts and experiences of QM certification and how it impacted their teaching. |
Survey |
1 institution, n=7 business faculty members |
| Roehrs, C., Wang, L., & Kendrick, D. (2013). Preparing faculty to use the Quality Matters model for course improvement. MERLOT Journal of Online Learning and Teaching, 9(1), 52-67. |
2013 |
This article summarizes the experiences of faculty participants with different kinds of QM training, self-evaluation of a course, and updating of a course. Main findings relate to using the QM rubric, including making changes without help, working with instructional designers, and needing time in faculty workload to review courses. |
Mixed methods descriptive study |
n=6 faculty who participated in a QM training course |
| Ali, R., & Wright, J. (2017). Examination of the QM process: Making a case for transformative professional development model. International Journal of eLearning, 16(4), 329-347. |
2017 |
This study explores the extent to which the use of an industry standard, quality assurance rubric for online course evaluation generates any noticeable transformation in the instructional practices of college faculty members. |
Qualitative document analysis |
n=32 online courses at 1 US university |
| Cowan, J., Richter, S., Miller, T., Rhode, J., Click, A., & Underwood, J. (2017). Building a sustainable Quality Matters community of practice through social network analysis. The American Journal of Distance Education, 31(3), 160-172. |
2017 |
This article describes how the use of the community of practice framework engaged a campus-wide network of individuals in adoption of the Quality Matters rubric, training, and review process to advance distance education support and online course development. |
Survey |
n=54 participants from a workshop on Quality Matters implementation |
| Dietz-Uhler, B., Fisher, A., & Han, A. (2007). Designing online courses to promote student retention. Journal of Educational Technology Systems, 36(1), 105-112. |
2007 |
This article explores whether online course design contributes to student retention. They report on how Quality Matters is used in one psychology and statistics course that experiences a retention rate of 95%. |
Commentary |
n=1 course |
| Hollowell, G., Brooks, R., & Anderson, Y. (2017). Course design, Quality Matters training, and student outcomes. The American Journal of Distance Education, 31(3), 207-216. |
2017 |
This article describes the impact that the training and application of the Quality Matters course design rubric had on student outcomes for an introductory biology course over four terms |
Quantitative comparison of student scores |
n=1 course |
| Lowenthal, P., & Hodges, B. (2015). In search of quality: Using Quality Matters to analyze the quality of massive open online courses (MOOCs). International Review of Research in Open and Distributed Learning, 16(5), 83-101. |
2015 |
This article investigated the quality of MOOCs by using the Quality Matters framework. They present the results alongside the implications of the findings on the practice of designing other online courses. |
Quantitative comparison of QM scores |
n=6 MOOCs |
| Schwegler, A., & Altman, B. (2015). Analysis of peer review comments: QM recommendations and feedback intervention theory. The American Journal of Distance Education, 29, 186-187. |
2015 |
This article examines peer reviewed comments in comparison to the QM standards for writing effective recommendations. Result of the study are applied to inform future training and peer review implementation. |
Qualitative document analysis |
n=37 courses from 1 institution |
| Swan, K., Matthews, D., Bogle, L., Boles, E., & Day, S. (2012). Linking online course design and implementation to learning outcomes: A design experiment. Internet and Higher Education, 15, 81-88. |
2012 |
This paper reports on preliminary findings from ongoing design-based research being conducted in the fully online Master of Arts in Teacher Leadership program at a small US university. Researchers are using the community of inquiry and QM frameworks to guide the iterative redesign of core courses in the program. |
Quasi-experimental pre/post design |
n=1 course in 1 program at 1 university |
| Young, M. (2014). Integrating Quality Matters into hybrid course design: A principles of marketing case study. Journal of Marketing Education, 36(3), 233-243 |
2014 |
This article describes a case study of a hybrid Principles of Marketing course that implemented a comprehensive redesign based on design principles outlined in the QM program |
Case study |
n= 1 course |
| Adair, D., & Shattuck, K. (2015). Quality Matters: An educational input in an output design-based research project. The American Journal of Distance Education, 29(3), 159-165. |
2015 |
In this article, the authors describe QM as an ongoing design-based research project and an educational input for improving online courses |
Commentary |
N/A |
| Gibson, P., & Dunning, P. (2012). Creating quality online course design through a peer-reviewed assessment. Journal of Public Affairs Education, 18(1), 209-228 |
2012 |
This paper explores the incorporation of Troy University’s quality assurance intitiative, based on the QM principles, to conduct a peer-reviewed evaluation and subsequent improvement of online course design within the Master of Public Administration program |
Case study |
n=1 school |
| Hoffman, G. (2012). Using the Quality Matters rubric to improve online cataloguing courses. Cataloguing and Classification Quarterly, 50, 158-171. |
2012 |
This article discusses the potential of the QM rubric to improve online cataloguing courses. It expands on the benefits and challenges of using QM to evaluate a course. |
Case study |
n=1 class |
| Martin, F., Ndoye, A., & Wilkins, P. (2016). Using learning analytics to enhance student learning in online courses based on Quality Matters standards. Journal of Educational Technology Systems, 45(2), 165-187. |
2016 |
This article explores how QM standards guide the identification and analysis of learning analytics data to monitor and improve online learning. Potential new analyses are identified based on knowledge and practice in the field of learning analytics. |
Quantitative comparison of QM scores and responses |
n=15 students in 1 course |
| Newby, J., Eagleson, L., & Pfander, J. (2014). Quality Matters: New roles for librarians using standards for online course design. Journal of Library and Information Services in Distance Learning, 8, 32-44. |
2014 |
In this paper, the authors demonstrate how academic librarians involved with online courses can adopt QM to build capacity for designing online courses as well as using this expertise to evaluate newly developed online courses throughout the university. |
Case study |
n=1 course |
