Online Course Improvement Program

What is the Online Course Improvement Program?

The Online Course Improvement Program (OCIP) is a professional development opportunity for faculty who currently teach online and are seeking to build upon their existing knowledge and skills in pursuit of improving one of their online courses. The program model is collaborative, which includes a cohort (group) of faculty peers and OCIP coordinators working together to design a course that meets the nationally recognized standards of the Quality Matters organization.

Who Should Participate?

Full-time faculty currently teaching an online course. There is a five-person maximum for the program. Each participating faculty will choose a specific course to work on.

What Course is Eligible?

Any online for-credit NC State course for which the faculty is the instructor of record and has taught online at least twice.

Program Length and Delivery

OCIP is a 16-week program that will be delivered in a blended format. The total commitment of time expected for the program will be approximately 60 hours. This includes attending face-to-face meetings, participating in online discussions, and designing and applying improvements to online courses with feedback.

Online Asynchronous Training (estimated 12 hours)

Participants will be expected to devote approximately an hour a week to the online portion of the course within Moodle. It will be self-paced with multiple opportunities for interaction, including an online learning community.

Face-to-Face Meetings (16 hours)

There are eight scheduled cohort meetings for a two-hour duration. Participants are required to attend at least seven meetings. These meetings will be used for peer feedback on course improvements, workshopping, and roundtable discussions on current research and trends in online learning.

Individual Progress Consultations (8 hours)

Participants will meet individually with a “course mentor” in DELTA for one hour every other week to review progress and work through improvement challenges. Meetings may be via video conference or face-to-face.

Internal Peer Reviews (estimated 6 hours)

Participants are expected to perform an internal review of another cohort member’s course. In turn, participants also will have their own course internally reviewed by a member of the cohort prior to submission for an official QM review. The feedback from internal reviews will contribute to the improvement of your online course.

Course Design and Preparation (minimum 20 hours)

Participants will need to set aside time (minimum 20 hours) over the course of several weeks to make improvements to their courses. This time will be dedicated to applying the best practices covered in the online training portion as well as feedback from peers and coordinators. Participants will be expected to submit their newly-redesigned online course for an internal course review. Participants will make improvements based on the internal review prior to formal submission to Quality Matters.

Incentive for Program Completion

  • $4,000 award
  • DELTA covers the cost for official Quality Matters course review and certification to be submitted upon program completion (cost $1,000)
  • Aggregated feedback from internal and official peer reviews of the online course
  • National recognition for your course that meets Quality Matters standards

Program Objectives

  1. Apply research-based course design strategies to an existing online, for-credit course at NC State.
  2. Improve an existing course based on the Quality Matters standards which include:
    • Course Overview and Introduction
    • Learning Objectives
    • Assessment and Measurement
    • Instructional Materials
    • Course Activities and Learner Interaction
    • Course Technology
    • Learner Support
    • Accessibility and Usability
  3. Conduct an informal course review of an online course according to QM Sixth Edition 2018 Rubric.
  4. Prepare for an official QM course review of an improved online course.
  5. Evaluate the Online Course Improvement Program’s impact on online course design.
    • Assessment and Measurement
    • Instructional Materials
    • Course Activities and Learner Interaction
    • Course Technology
    • Learner Support
    • Accessibility and Usability