Integrating Course Quality within a Community of Practice

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Author(s): Jocelyn Sherman (Capella University, USA), Michelle Yener (Capella University, USA), Casey Price (Capella University, USA), Linda Grant (Capella University, USA), Karla Gable (Capella University, USA)and Nick White (Capella University, USA)
Copyright: 2014
Pages: 20
Source title: Cases on Critical and Qualitative Perspectives in Online Higher Education
Source Author(s)/Editor(s): Myron Orleans (California State University at Fullerton, USA)
DOI: 10.4018/978-1-4666-5051-0.ch021

Keywords: Education / Educational Technologies / Information Science Reference / Technologies in Higher Education

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Abstract

Online institutions continue to seek quality guidelines related to effective course development and quality improvements. The struggle lies in getting support from institutional leaders to implement new ideas. While perseverance and serendipity always play a part when these efforts are successful, a few of Capella’s strategies were vital to their implementation of systematic course quality: 1. Selecting a course quality assurance partner that was a good fit, 2. Piloting the program for fit and to build experienced supporters, 3. Forming a core group that was accountable for the implementation, 4. Building a steering committee of senior leaders from across the institution, 5. Nurturing a community of practice with many avenues for genuine participation, and 6. Establishing and being held accountable for measurable goals. This case study describes Capella University’s implementation of a course quality system through a community of practice (CoP) model that facilitated genuine buy-in rather than top-down implementation.

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