Abstract
Statement of Problem
Current research has examined quality assurance of online learning and Quality Matters from mainly singular points of research interest. This systematic literature review of 200 quality assurance and Quality Matters Rubric research journal articles pertaining to online and hybrid learning in higher education investigated the pedagogy, people, and processes of quality assurance and Quality Matters Rubric through journal thematic analysis. Combining research in this topic from researchers around the world and analyzing best practices has been rarely attempted. All stake holders in the higher education system and researchers in quality assurance of online and hybrid learning will benefit from this research.
Sources of Data
To source the data for this systematic literature review, a non-biased procedure and methodology were developed in conjunction with a research discovery Meta-Analysis foundation. From this technique, 200 quality assurance and Quality Matters Rubric research journal articles pertaining to online and hybrid learning in higher education were obtained.
Conclusions Reached
In the early years of technology, before the internet, psychologists lead the research for quality instruction in the classroom by applying cognitive development principles into the emerging technology-based learning classrooms. Now the instructional designer has replaced the psychologist and anchors the eLearning pedagogy. Defining “quality” for each educational institution will need priority before establishing any quality assurance for an eLearning program. The Quality Matters Rubric has well-conceived, well-designed, well-presented courses and programs that have a goal to provide a system of quality assurance and there is no direct relationship of a quality program establishing quality output. A mixture of standards, rubrics, processes, instructional design, and technology will need to be developed by each institution to meet the QA needs of their eLearning community.