At a glance
The scope of this review
125 fully developed online, asynchronous graduate courses were systematically evaluated against Quality Matters standards and best practices from the instructional design literature.
0
Courses Evaluated
Across graduate programs
0
Colleges
Proportionally sampled
0
Dimensions
Design + Facilitation
0 mo
Strategic Plan
Phased response
Purpose
A longitudinal analysis of online, asynchronous course facilitation and design to evaluate alignment with Quality Matters standards and identify patterns, trends, and areas for improvement over time.
Two Objectives
- Examine facilitation practices against established best practices for effective online asynchronous learning environments.
- Examine instructional design against QM standards and the broader scholarly literature.
College sampling mix
- Biscayne College40%
- School of Business30%
- College of Nursing20%
- College of Science10%
Platform mix
- STU Online42%
- Risepointe (AP)58%
Methodology
Evaluation procedure
01
Random sampling
Between 18 and 24 courses per academic sub-term.
02
Two dimensions
Design + facilitation, scored separately.
03
Best-practice frameworks
QM standards + scholarly literature.
04
Anonymized analysis
Faculty and content identifiers removed.
Assumptions
- • Most coursework has been at least revised through Instructional Design.
- • Courses meet the Carnegie minimum (45 hours per credit).
- • STU Online and Risepointe (AP) share the same instructional staff.
Limitations
- • Limited to graduate-level online, asynchronous courses.
- • Courses restricted to those offered each sub-term.
- • Focused on high-level best practices in design and facilitation.