Measuring the Effectiveness of Do-It-Yourself Online Course Quality Assurance Training

Abstract

Higher education institutions have worked to ensure that their online courses are of high quality. Previous research indicated that existing frameworks for online course quality assurance focused on common areas. A one-way ANOVA was used to compare quality assurance score data between faculty that were trained via an internally created in-person modality, an internally created online modality, and an online workshop created by a third party. A paired sample t-test was used to compare the student course evaluation scores for courses developed by untrained faculty course developers with those earned by trained developers. Findings from the study indicated that quality assurance training resulted in a statistically significant increase in quality scores; however, a statistically significant difference did not exist between the scores earned based on training modality. Findings also suggest that a statistically significant difference did not exist between student course evaluation scores for courses developed by trained and untrained faculty course designers.