Implementing Foundations of Quality through Online and Hybrid Course Design: A Study-Away Course Case Study

Abstract

The far reaching social, political, and economic COVID-19 pandemic profoundly impacted students, leading to significant changes in the online learning landscape. Disengagement in e-classrooms due to external distractions prompted educators, even those experienced in diverse course formats, to seek innovative ways to foster engagement. In this case-based qualitative research on course design quality, a student-facing higher education instructor and a faculty-assisting instructional designer employed qualitative methods to explore quality components and transform a study-away course. Key steps included effective instruction, intentional design, inclusive environments, learner-centred approaches, engaging activities, and community focus. The findings revealed that the recursive ADDIE (Analysis, Design, Development, Implementation, and Evaluation) process facilitated reflection and meaningful change within these foundations of quality. We propose a learner-centric model where students are architects of their development, and faculty function as facilitators. These adaptable methods span disciplines and formats, informing future education research and practice. Keywords: study-away course, course improvement, higher education, instructional design, quality