6 Building a Culture of Quality
My work has shown me that quality in online learning goes beyond individual course design. It develops through shared understanding, collaboration, and ongoing improvement across the institution. Through CoPs focused on Universal Design for Learning and online learning, I see faculty gain confidence, exchange experiences, and explore new approaches that strengthen their teaching practice.
Quality does not come from one checklist or a single training session. It grows through conversations, peer feedback, and a commitment to continuous improvement. My involvement in these groups has helped me understand how important community, trust, and support are for faculty who want to improve their courses.
The George Brown TLX Course Quality Checklist has become one of the tools I use to begin these conversations. Often, faculty need something concrete to start with before they feel comfortable discussing course structure, alignment, or accessibility. The checklist helps create that starting point and opens the door to deeper discussions about quality. For me, building a culture of quality begins when faculty feel supported rather than judged.
Many instructors want to enhance their courses but may not have the time, confidence, or resources to navigate complex standards like QM. By providing practical tools, guidance, and collaborative opportunities, I help faculty build skills gradually and feel ownership of their course design. Quality work becomes sustainable when faculty are encouraged to start small, reflect on their choices, and learn from one another.
Peer review is another meaningful part of my work. When faculty reach out to TLX, we approach the process as colleagues. My experience as a QM Master Reviewer has shaped the way I provide feedback. I focus on being supportive, constructive, and sensitive to each instructor’s context. Working with other Associates, Facilitators, and Specialists, we bring different expertise in pedagogy and technology. This creates a rich environment for professional learning. Through peer review, faculty can see real examples of course design decisions, receive feedback that is actionable, and gain new ideas for their teaching. It also helps build transparency, consistency, and a shared language around online course quality.
