Internet Learning Volume 4, Number 1, Spring 2015 | Page 60

Internet Learning Journal – Volume 4, Issue 1 – Spring 2015
The Quality Matters review process of online courses requires additional faculty
development and training (Shattuck, 2010). Such training programs not only familiarize
online instructors with a comprehensive set of standards, but also lead to smooth transitions
from in-class lecturing to online teaching in terms of general philosophy as well as specific
methods. However, few studies have investigated the effects of faculty Quality Matters
training on student online learning experiences. In particular, it is not clear whether the
participation in Quality Matters training helps instructors to improve online course quality.
The ultimate criteria for the evaluation of online course quality should be based on direct
feedback from students. As the “consumers” of online education, students are what matters
in the end. Thus, it is necessary to assess the effectiveness of Quality Matters training from
the student perspective.
At the institutional level, researchers have discussed and examined the role of faculty
training and support in online education. For instance, Covington, Petherbridge and Warren
(2005) proposed a triangulated approach to assist faculty’s transition from face-to-face
lecturing to online teaching with a) administrative support, b) professional development and
c) peer support. Administrative support and professional development are closely related to
faculty training. For Quality Matters training in particular, an institution’s administration is
encouraged to adopt the standards, and provide some incentives for faculty members to
attend the training programs.
At the individual level, researchers have been largely focused on the effectiveness of
training programs from faculty perspectives. Based upon the responses from faculty
participants who attended an online pedagogical training program, Gold (2001) found that
such programs may significantly change teachers’ perceptions of online instruction, as they
are potentially more participatory and interactive than face-to-face instruction. The results of
some case studies suggest that faculty development programs eases instructors’ transitions
from face-to-face lecturing to online teaching (Kim & Bonk, 2006). Based upon survey
results from one-thousand faculty members, Shea, Pickett and Li (2005) found that faculty
development programs on online course development directly affect faculty satisfaction and
acceptance of online education.
Notwithstanding, few studies have examined the direct impact of faculty training
programs on different aspects of online course quality as perceived by students. Based on
the review of empirical studies on faculty development using different methods (quantitative
and qualitative), McQuiggan (2007) identified nine topics related to online teaching training
effectiveness, but none of them consider the student perspective. Nevertheless,
Wiesenmayer, Kupczynski & Ice, (2008) found correlations between faculty support and
student satisfaction in online programs. Meanwhile, new e-learning technologies have the
potential to change the nature of pedagogy to meet the needs of students in a knowledge
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