Keeping the Focus on Quality in the Digital Learning Environment

Brief Abstract

In 2011, the Online Learning Consortium, known for the Five Pillars for Quality Online Education, introduced the Quality Scorecard for the Administration of Online Programs to support institutions looking for a research-based tool that could be used to comprehensively assess the effectiveness of an online program. Since launching the scorecard (and updating it in 2014), hundreds of higher education institutions across the country (and around the world) have used the tool to quantify measures of quality. Recognizing a need to take a deeper dive into critical indicators, the OLC has recently introduced more resources in the Suite of Quality Scorecards to evaluate course design, faculty engagement, and other areas Educational institutions can use these free tools to effectively evaluate and validate the quality of an online or blended learning program to accreditors, regulators, and other stakeholders. Using the research-based, Quality Scorecard also provides institutions with best practices from experts in the field that can be used when building a new program or sustaining an existing one. Participants will learn how these resources can be implemented at their own institution.

Presenters

Jennifer Mathes, Ph.D serves as the Chief Executive Officer at the Online Learning Consortium. In this role, she provides the strategic direction for the organization and supports the development of key projects and programs to support OLC members. Dr. Mathes has 25 years of experience in both public and private education where she has continuously supported digital learning initiatives. In addition, Dr. Mathes is the author of the ICDE Report Global Quality in Online, Open, Flexible and Technology Enhanced Education: An Analysis of Strengths, Weaknesses, Opportunities and Threats (2019) and co-editor of the OLC Quality Scorecard Handbook: Criteria for Excellence in Blended Learning Programs (2017). She continues to write and present on key topics in online, blended and digital learning.

Extended Abstract