1 Introduction to Quality Online Learning
What quality means in online learning
Online learning does not simply mean adding content created by subject matter experts and calling it a course. Quality in online learning is a multidimensional concept shaped by the perspectives of students, instructors, administrators, and employers (Smidt, 2017). According to a review by Hafeez and colleagues (2022), quality can take many forms, such as aligning with institutional goals, demonstrating high standards, transforming learner abilities, or meeting accountability expectations. These perspectives show that quality is not a single definition but a combination of characteristics that influence how online courses support effective and meaningful learning.
Quality does not mean developing attractive visuals to package a course for digital delivery. It refers to how effectively a course is designed to support learners in achieving clearly defined course and module learning outcomes. A high-quality online course provides structure, clarity, accessibility, and engagement so learners can navigate the learning experience with confidence and succeed in their learning.
In online environments, learners do not experience the same immediate support that they might expect in a physical classroom. However, technology can help provide instant feedback and support the application of UDL principles to address the diversity of learners. This makes it even more important for online courses to offer clear instructions, well-organized content, purposeful interactions, and a variety of learning activities that support all aspects of learning online. Consistent expectations for all learners are also essential. Quality involves aligning every part of the course with the intended learning outcomes. When design, content, assessments, and learning activities work together, learners are more likely to succeed.
Quality is not about achieving perfection in every element. It is about making intentional design choices that support learning at the UDL level, reduce confusion, and create an environment where learners can focus on the content rather than struggle with navigation or unclear expectations.
Why QM matters for faculty and institutions
Some higher education institutions have their own quality assurance systems, but not all do. For example, OntarioLearn courses are provided by colleges across the province. If each college uses its own quality assurance process, the courses offered through OntarioLearn may differ in structure and quality, which means learners may not receive the same level of learning experience. This is where Quality Matters (QM) becomes valuable. QM offers a system that promotes consistency, clarity, and research-based guidance in online course design.
For faculty, QM provides a clear roadmap for structuring an effective course. It helps instructors understand which design elements support learner success and how to develop a course that meets recognized standards of quality. For institutions, QM establishes shared expectations for course design and supports a culture of continuous improvement. QM can also serve as a guiding framework. For example, universities and many Ontario colleges that provide courses to OntarioLearn follow QM standards, while individual programs use their own internal quality assurance processes. At George Brown Polytechnic, Teaching and Learning Exchange (TLX) has adapted the full QM rubric into a simplified version to help faculty begin working with these standards more easily.
Using QM reduces inconsistency in course design. Since each individual may interpret quality differently, instructors who are subject matter experts often make design decisions based on what they personally believe is the best. This can lead to significant variation across courses, making it challenging for learners to adapt and understand expectations. The QM rubric identifies essential design elements grounded in learning research. This helps create more consistent learner experiences across programs and departments. For institutions offering online or hybrid learning, QM helps ensure that courses meet a level of quality that reflects the institution’s commitment to teaching excellence.
QM also provides a peer review process that strengthens collaboration among faculty and instructional designers. These reviews encourage constructive dialogue, highlight effective practices, and identify areas for improvement. As more institutions adopt QM principles, the standards become not only a measure of course quality but also a shared language for discussing instructional design.
Overview of the QM Rubric and philosophy
The QM Rubric is built around a simple idea. High-quality online courses are intentional, well aligned, and designed to support learning. The rubric defines specific standards that reflect effective practices in online course design, including measurable learning objectives, clear navigation, meaningful interaction, accessible materials, and appropriate assessment strategies.
A defining feature of the QM philosophy is alignment. Alignment means that learning objectives, assessments, activities, materials, and technology work together to support the same goals. When alignment is strong, learners can clearly understand what they are expected to learn and how each part of the course helps them achieve that learning.
QM’s approach is also rooted in continuous improvement. A course does not need to be perfect to begin with. It simply needs to meet essential standards that support learners and their learning. Over time, courses are refined and strengthened through feedback, peer review, and reflection.
The rubric provides a structured, supportive process. Rather than focusing on criticism, QM emphasizes collaboration and evidence-informed discussion. This philosophy fosters trust between reviewers and course authors and encourages a shared commitment to improving the learning experience.
Author’s Perspective
As a QM Certified Master Reviewer, I have participated in numerous reviews across North America. These experiences have shaped my understanding of quality and informed the practical strategies shared throughout this book. In the next chapter, I will share my personal journey through the QM learning path and how it has influenced my approach to faculty development and course design.
