Internet Learning Volume 4, Number 1, Spring 2015 | Page 67

Internet Learning Journal – Volume 4, Issue 1 – Spring 2015
The main limitation of this study was that some factors were not taken into account
that could have influenced the dependent variables. For example, faculty members at this
particular higher education institution are also required to participate in a BlackBoard
training program in order to teach an online course. Yet, it is optional for faculty members
who have already obtained the certificate to decide whether or not to participate in training
on the BlackBoard platform--which incorporates course technologies such as discussion
boards and wikis. Compared with Quality Matters training, Blackboard training may have a
stronger effect on the course technology variable. The exclusion of such a more direct cause
may explain why the corresponding hypothesis (i.e. H5) was not supported. In future
studies, control variables like this may be included to provide deeper insights with more
sophisticated statistical analyses (e.g. regression and structural equation modeling).
Nevertheless, the results provide supporting evidence for most of the research
hypotheses. Thus suggesting that Quality Matters training does indeed help instructors
improve the quality of online courses that they teach. In particular, the training enhances
learner interaction in the virtual environment. This is likely related to the fact that Quality
Matters training emphasizes the role of facilitators rather than lecturer for online instructors.
Online education is often criticized for the lack of interactions compared with face-to-face
education. The results of this study suggest that Quality Matters training is effective in
addressing this concern.
Additionally, the findings suggest that the Quality Matters training enhances online
course design in terms of learning objectives, outcome assessments and instructional
materials. Compared with learner interactions, these aspects are more course-specific. That
is, they also depend on other factors such as subject area and instructor expertise. This may
explain the marginal effects of Quality Matters training on these dependent variables.
Although the Quality Matters training program may not be sufficient on its own with regard
to those aspects, the program remains very helpful to instructors who teach online courses.
The findings in this study also provide some practical implications at the institutional
level. It is worth the effort and resources for administrators to provide faculty members
online teaching training programs, especially using Quality Matters standards.
Administrators may even consider offering some incentives to faculty members to
participate in such training programs. On the other hand, faculty members should seek every
opportunity to attend such a training program in order to enhance their online teaching. For
those involved in an online program, in particular, it is highly recommended that they
participate in training to enhance the consistency and quality of different courses in the
program.
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