@article{trivedi_deuser_zheng_2023, title={Impact of Applying Quality Matters Essential Standards in an Animal Science Physiology Course.}, volume={101}, ISSN={["1525-3163"]}, DOI={10.1093/jas/skad068.134}, abstractNote={Abstract
               Quality Matters (QM) program consists of a stringent course quality peer-review process designed to give faculty feedback on the structure of online/hybrid courses which results in the national certification by the QM organization (Lynch and Gaston, 2020). The objective of this pedagogical study was to quantify student perceptions of online learning experience by utilizing 8 specific standards of course quality in a QM-certified, 3 credit hour, Physiology of Domestic Animals course. A total of 46 students out of 114 enrolled, completed an anonymous Qualtrics survey at the end of the course in Spring 2022 (IRB 24779). The survey consisted of 21 questions broken into the 8 general standards of Course Overview and Introduction (2 questions) Learning Objectives (5 questions), Assessment and Measurement (3 questions), Instructional Materials (2 questions), Learner Interaction and Engagement (3 questions), Course Technology (2 questions), Learner Support (2 Questions), Accessibility and Usability (2 Questions). Each question used a Likert Scale from 0 to 4 for responses; 0 (Strongly Disagree), 1 (Disagree), 2 (Neutral), 3 (Agree), and 4 (Strongly Agree). A multivariate data analysis using principal component analysis (PCA) was conducted to summarize perception of the studnets on QM standards that had the most impact on their online learning experience. About 81.16% of the data variance was explained by the first five PCs together where we retained Eigen values greater than 1. Students strongly agreed that Course Overview & Introduction, Learning Objectives, Instructional materials, Learner Support and Course Technology were a critical part of their online learning in the course. Over 8.7% students disagreed and strongly disagreed to Assessments and Measurement being a key part of their hybrid learning experience. The results clearly indicate that applying QM standards to a content heavy, required core course for animal science students significantly improved the student learning experience at NC State University.}, journal={JOURNAL OF ANIMAL SCIENCE}, author={Trivedi, Shweta and Deuser, Kylie and Zheng, Yaxin}, year={2023}, month={May} }
 @article{deuser_sanchez_mendoza-moran_winzeler_zheng_trivedi_2023, title={Student perceptions of the impact of quality matters essential standards in an animal physiology course}, volume={7}, ISSN={["2573-2102"]}, DOI={10.1093/tas/txad112}, abstractNote={Abstract
               As online learning becomes increasingly popular in higher education, the quality of courses that utilize this modality is becoming a focus of inquiry. Quality Matters (QM) is a leading quality assurance organization that reviews online and hybrid (partially online, partially in-person) courses for standards of pedagogy and instructional design and certifies courses that sufficiently meet these standards. In this study, we examine student perceptions of course quality in a hybrid three-credit-hour animal science course that has been certified by QM. The class met twice a week for 1.25 h with one class period online and one in person. It consisted of 11 modules, each of which included learning content, learning activities, and assessments. Upon completion, 46 of 114 students completed a survey in which they rated the course on each of the 21 QM essential standards (Fifth edition). Descriptive analysis revealed that for 19 of the 21 specific review standards, 75% to 91% of students agreed or strongly agreed that the course reflected the best practice described in the standard. For the other two standards, over half of students (72%, 63%) agreed or strongly agreed that best practices were reflected in course design. Another way to examine the data is to collapse specific review standards into eight general review categories as specified by QM; the collapsed data revealed that 75% to 88% of students agreed or strongly agreed that the course design reflected the eight general course design standards. The percentage of students disagreeing that the course reflected each best practice was 11% or lower. Cronbach analysis to examine the internal consistency of the QM questionnaire (0.96), indicated instrument reliability and stability. A principal component analysis of the data conducted to further examine features and patterns of student responses revealed four primary factors that students rated highly (learning objectives, learner interaction and engagement, accessibility and usability, and clarity) that explained 78% of the data variance. This study demonstrates that the high quality of course design and delivery in a QM-certified course is clear to students. and provides justification for the investment in high-quality online and hybrid course design. In the future, we plan to compare student perceptions of course quality in a course that has not been QM-certified with one that has, as well as the impact of those revisions on student outcomes.}, number={1}, journal={TRANSLATIONAL ANIMAL SCIENCE}, author={Deuser, Kylie and Sanchez, Rebecca P. and Mendoza-Moran, Arlene and Winzeler, Bethanne and Zheng, Yaxin and Trivedi, Shweta}, year={2023}, month={Jan} }