TDNet Discover

The purpose of this qualitative content analysis study is to investigate the themes and potential gaps in quality assurance rubrics and scorecards used to evaluate online courses in higher education. For the utility of this study, the themes and potential gaps in quality assurance rubrics and scorecards is generally defined as the recurring patterns and omissions within the criteria used to assess the quality of online courses. This study is grounded in cognitive learning theory, providing a lens for reviewing how the design and delivery of online courses supports the learning processes. This study used a qualitative content analysis of three quality assurance rubrics and scorecards for online courses. The quality assurance rubrics and scorecards analyzed in this study are Quality Matters (QM), National Standards for Quality Online Courses (NSQ), and Online SUNY Course Quality Review (OSCQR). The rubrics and scorecards are used by higher education institutions, schools, districts, and other educational entities who offer online courses. The quality assurance rubrics and frameworks are all publicly available online at no cost and downloaded from each organization's website. This study investigated the primary research question: What are the common themes in the identified quality assurance rubrics and scorecards used to evaluate online courses? ATLAS.ti was the qualitative data analysis software used to code the quality assurance rubrics and scorecards. The analysis revealed eight essential themes across the quality assurance rubrics for online courses, including assessment practices, course design and information and inclusive practices. Recommendations include specific criteria to support accessible design, clear interaction standards, and continuous course improvement to address the identified gaps.