Internet Learning Volume 4, Number 1, Spring 2015 | Page 43

Internet Learning Journal – Volume 4, Issue 1 – Spring 2015
considered a quality-oriented course are practically significant. Understanding these
differences has the potential to help institutions of higher learning with the development and
promotion of quality course offerings. Further, understanding how students perceive course
experiences can provide suggestions for instructors on how to promote improved learning
outcomes (Rodriguez, Ooms, & Montanez, 2008).
METHOD
Participants
The participants in this study included n = 3,160 students who had taken or were
currently enrolled in online for-credit courses at one of 31 colleges or universities located in
22 states. All of the participants indicated that they were comfortable or very comfortable
with technology. Their ages ranged from 18 to over 65, with the largest group consisting of
individuals between the ages of 26 and 44. The sample was comprised of undergraduates (n
= 1,520), graduate students (n = 711) and some for whom class standing did not apply (n =
300). The participants represented 25 academic disciplines and had varying amounts of
online course experience ranging between 1 and 9 or more completed courses. A majority
of the participants were enrolled in four-year institutions and were attending on a part-time
or full-time (four or more courses) basis.
Survey Instrument
The survey instrument consisted of 43 items derived from the Quality Matters rubric
associated with the 2008-2010 QM Standards. B The items were structured in studentcentered
language and they were designed to allow the participants to rate the extent to
which each course characteristic contributed to student success. C Each course characteristic
was rated as a four-point Likert-type item where: 0 corresponded to being not at all
important – does not contribute to my success; 1 corresponded to important; 2 corresponded
to very important; and 3 corresponded to essential – could not succeed without it. When
providing their rating to each course characteristic question, participants were instructed to
consider only the online course environment. The survey instrument also contained several
demographic items and open-ended questions on course quality, however this information
and associated outcomes will be presented in a separate study.
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B ”Standards and point values of the Fifth Edition of the QM Rubric can be found at
https://www.qualitymatters.org/rubric. The wording and placement of a few standards has been changed from
the 2011-2013 standards used in this study." [for example 6.3.]
C The adaption of the QM Rubric standards into the current study’s survey was previously approved in 2011 by
QM.
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