Students’ perceptions of quality across four course development models

Abstract

Four course development models were compared over a 3-year period, based upon student perceptions of the integration of the Quality Matters (QM) Standards, course structure, and quality. Points of comparison included (a) faculty training, (b) instructional designer supported, (c) additional QM training course, and (d) no training or support used. Students were randomly selected from online courses from each of the categories to receive a survey that measured their perceptions about the courses. Students were asked about the design of the courses in terms of the integration of the QM Standards, structure, and quality. Significant results were found across all eight standards, course structure, and quality for the instructional designer supported course model as compared with the other course design models.