DOES QUALITY MATTER? A LOOK AT QUALITY MATTERS IMPACT ON ONLINE DOCTORAL STUDENTS OF QUALITY ASSURANCE

Purpose The purpose of this qualitative study was to analyze doctoral online students’ perceptions of doctoral online learning to ascertain if student views aligned with the Quality Matters (QM) standards. The surveys and interviews that were conducted for this study were used to extrapolate and analyze the views from these online students of the implementation of the Quality Matters rubric to determine whether there was a level of quality assurance. Methods With the implementation of both a survey and conducting interviews, the data helped comprehend the participants perception towards online learning. The participants interviews were recorded, transcribed, and analyzed. A cluster analysis was implemented to determine emerging themes from the experience of the participants. Findings To seek if quality assurance is present amongst online learning in accordance with the QM rubric, eight participants were interviewed to examine their perception of said quality assurance. This study discovered the most vital components that students feel are fundamental to their learning process. Overall, these doctoral education online students collectively thought that their spring 2020 online course was designed and developed with high quality. They conferred their thoughts about the importance of detail with course learning objectives, the use and access of instructional materials in the course, and having that relationship with their fellow students and the instructors in the course establishing a high level of communication. Future research should look at examining faculty perception of the QM rubric to determine if they perceive it to be positive. Also, examining other rubrics that measure quality of online learning.

Author dc:creator

• Bellard, Quentin J

Contributors dc:contributor

• Price, Debra
• Creghan, Frank

• Quality Matters
• Student perception
• Quality assurance
• Online learning

Language dc:language

en

Handle dc:identifier.uri

https://hdl.handle.net/20.500.11875/2918

OAI identifier oai:identifier

oai:tdl-ir.tdl.org:20.500.11875/2918