Why Quality Matters Actually Matters: The Research Behind QM Certification

"Do we really need Quality Matters? It seems like just another checklist."

I've heard this skepticism from faculty more times than I can count. And I get it—from the outside, QM can look like bureaucratic box-checking that adds work without adding value. Another hoop to jump through. Another set of standards to meet.

But here's the thing: Quality Matters isn't just a checklist. It's a framework built on decades of research about how people learn online. And the data shows it works.

Let me show you why.

The Numbers Don't Lie: QM's Impact on Student Success

Before we dive into the "why," let's start with the "what": What actually happens when courses go through QM certification?

A 2019 study by Ralston-Berg, Buckenmeyer, and Marks found that students in QM-certified courses had significantly higher final grades and lower withdrawal rates than students in comparable non-QM courses. This wasn't a small sample—the research tracked thousands of students across multiple institutions and course types.

But why? What is it about QM that produces these outcomes? The answer lies in three interconnected principles that underpin effective online learning.

The Foundation: Course Alignment

If I had to point to one thing that makes the biggest difference in online course quality, it's this: alignment.

Quality Matters Standard 2 focuses entirely on learning objectives—ensuring they're measurable, clearly stated, and appropriately leveled. But it's Standards 3 and 4 that reveal QM's genius: assessment and instructional materials must align with those objectives.

This seems obvious, right? Yet research shows that misalignment is one of the most common problems in online courses. Here's what misalignment looks like in practice:

• Objective says: "Analyze the ethical implications of AI in healthcare"
• But the assessment asks: "Define artificial intelligence" (recall, not analysis)
• And the materials provide: Technical specifications of AI systems (not ethical frameworks)

Students in misaligned courses spend time learning information that won't be assessed, or are asked to demonstrate skills they weren't taught. It's not just frustrating—it's pedagogically unsound and demonstrably reduces learning outcomes.

Enter Bloom's Taxonomy: The Alignment Framework

This is where Bloom's Taxonomy becomes essential. QM doesn't explicitly require using Bloom's, but it's nearly impossible to achieve proper alignment without it (or a similar framework like Fink's Taxonomy of Significant Learning).

Why Bloom's works for online learning:

Benjamin Bloom's original taxonomy (later revised by Anderson and Krathwohl in 2001) provides a hierarchical structure of cognitive complexity: Remember, Understand, Apply, Analyze, Evaluate, and Create. Each level builds on the previous, creating a clear progression of learning.

In online courses, where students can't raise their hand to ask "What exactly do you want us to do?", this clarity is critical. Bloom's provides:

1. Precise action verbs that communicate expectations clearly ("analyze," "synthesize," "evaluate")
2. A shared vocabulary between instructor and student about what "mastery" looks like
3. A roadmap for scaffolding learning activities from simple to complex
4. Objective criteria for assessment design

Here's what proper alignment looks like in a QM-certified course:

• Learning Objective: "Evaluate the effectiveness of different classroom management strategies for diverse learners" (Evaluate = Bloom's level 5)
• Aligned Assessment: Case study analysis where students assess three management approaches and recommend the best one with justification (Evaluation task)
• Aligned Materials: Research articles on management strategies + video examples + frameworks for evaluation (Provide the knowledge and tools needed to evaluate)
• Aligned Activity: Discussion where students critique each other's evaluations (Practice evaluation before high-stakes assessment)

Every piece supports the objective. Students know exactly what they're expected to learn and how they'll demonstrate it. There are no surprises, no gotcha questions, no wondering "Will this be on the test?"

Cognitive Load Theory: Why QM's Structure Matters

Beyond alignment, QM standards are deeply rooted in cognitive load theory—the research on how our working memory processes information.

Working memory is limited. We can only hold about 4-7 chunks of information at once (Cowan, 2001). When online courses are poorly organized or unclear, students waste precious cognitive resources trying to figure out the course structure instead of learning the content.

This is why QM Standard 8 (Course Navigation and Technology) exists. It's not about aesthetics—it's about reducing extraneous cognitive load so students can focus on germane cognitive load (actual learning).

The Three Types of Cognitive Load

Understanding cognitive load theory explains why seemingly "nitpicky" QM standards actually matter:

• Intrinsic load: The inherent difficulty of the content (Can't be reduced—calculus is hard)
• Extraneous load: Mental effort wasted on poor design, unclear navigation, or confusing instructions (Can and should be eliminated)
• Germane load: Mental effort devoted to learning and making sense of content (This is what we want to maximize)

Every time a student has to search for an assignment, wonder what's due when, or decode confusing instructions, they're using working memory that should be devoted to learning. Sweller's research shows that when extraneous load is high, learning decreases—even if intrinsic load remains constant.

QM standards systematically reduce extraneous load:

• Standard 1 (Course Overview): Students quickly understand what the course is about and how it works
• Standard 3 (Assessment): Clear rubrics and criteria eliminate guesswork about expectations
• Standard 5 (Learning Activities): Instructions are clear and scaffolded appropriately
• Standard 8 (Navigation): Consistent structure means students don't waste time searching

"The goal of instructional design is not to make content easier—it's to make learning easier by removing obstacles that don't contribute to learning."
— Ruth Clark, cognitive psychologist and instructional design researcher

Universal Design for Learning: QM's Inclusive Foundation

QM Standard 7 focuses on accessibility, but it's grounded in something bigger: Universal Design for Learning (UDL).

UDL, developed by CAST, is based on neuroscience research showing that there is no single "best" way to teach because brains are fundamentally different. What works brilliantly for one learner creates barriers for another.

The three UDL principles map directly to QM standards:

• Multiple means of representation: Present information in various formats (QM Standard 6 - materials in multiple formats, captioned videos)
• Multiple means of action and expression: Let students demonstrate learning different ways (QM Standard 3 - varied assessment types)
• Multiple means of engagement: Provide choices and relevance (QM Standard 5 - activities with options, real-world applications)

Here's the powerful truth about UDL: Designs that are essential for some learners benefit everyone.

Captions, originally designed for deaf students, help:

• Non-native English speakers process spoken language
• All students in noisy environments
• Everyone searching for a specific concept in a long video

Clear learning objectives, designed to help struggling students, benefit:

• High-achievers who want to go deeper
• Working adults who need to prioritize study time
• Everyone who wants to understand exactly what success looks like

Why Universities Are Adopting QM: It's About More Than Compliance

Over 1,300 institutions have adopted Quality Matters. That's not because administrators enjoy bureaucracy—it's because QM solves real problems.

1. Consistency Across Courses

At scale, universities can't ensure quality through individual course reviews. QM provides a research-based standard that applies consistently whether you have 10 online courses or 10,000.

Students experience better learning when they can transfer navigation skills, understand objective structures, and know what quality looks like across their entire program—not just in one professor's course.

2. Accreditation and Accountability

Regional accreditors increasingly ask: "How do you ensure quality in online education?" QM provides an evidence-based answer with data to back it up.

This isn't about gaming the system—it's about demonstrating commitment to student learning outcomes, which is what accreditation should measure.

3. Faculty Development

Here's something surprising: faculty who go through QM certification consistently report it improved their teaching—including their face-to-face courses.

Why? Because QM forces intentional design. When you must articulate measurable objectives, align assessments, and provide clear instructions, you think more deeply about pedagogy. Many faculty tell me the QM process was the best professional development they've ever received.

4. Student Success Metrics

Universities track data: retention rates, completion rates, course grades, satisfaction scores. QM-certified courses consistently perform better across these metrics.

A 2020 study across California Community Colleges found that implementing QM standards was associated with:

• 8% increase in course completion rates
• 12% decrease in withdrawal rates
• Significant improvements in equity gaps (the achievement gap between different student populations narrowed)

That last point is crucial: QM particularly benefits students who have historically faced barriers in higher education. First-generation college students, students with disabilities, working adults, and students from underrepresented groups show disproportionate improvements in QM courses.

What QM Is Not: Addressing Common Misconceptions

Before we conclude, let's clear up some myths:

Myth 1: "QM Stifles Creativity"

Reality: QM doesn't dictate what you teach or how you teach it. You can have a wildly creative, innovative course that's QM-certified. QM requires clear objectives, alignment, and accessibility—but the content, pedagogy, and personality are entirely yours.

Myth 2: "It's Just a Checklist"

Reality: The rubric is a tool, not the goal. QM is about thoughtful course design grounded in learning science. The standards prompt reflection: Why am I including this? How does it help students learn? Is there a better way to support this objective?

Myth 3: "Only Online Courses Need QM"

Reality: While QM was developed for online learning, its principles apply universally. Clear objectives, alignment, and accessibility benefit all students in all modalities. Many institutions now apply QM standards to hybrid and face-to-face courses.

Myth 4: "It's Too Much Work"

Reality: Front-loading thoughtful design saves time in the long run. Faculty in QM courses report fewer confused student emails, fewer requests for clarification, and less time spent firefighting during the semester. The work shifts from reactive problem-solving to proactive design.

The Bottom Line: QM Works Because Learning Science Works

Quality Matters isn't perfect. No framework is. But it's built on decades of research about how people learn, what helps them succeed online, and what barriers prevent achievement.

The evidence is clear:

• Course alignment improves learning outcomes
• Reducing cognitive load increases retention
• Universal design benefits all students
• Clear structure and expectations reduce anxiety and increase success
• Thoughtful design particularly helps students who face educational barriers

QM simply operationalizes these research-backed principles into a practical framework. It's not magic—it's applied learning science.

Moving Forward: Making QM Work for You

If you're considering QM certification—or you're skeptical but required to pursue it—here's my advice:

• Start with alignment: Get your objectives, assessments, and materials aligned first. This is the foundation.
• Think about student experience: Every QM standard exists to help students learn better. When you frame it that way, it's easier to embrace.
• Use it as professional development: The QM process will make you a better instructor. Lean into it.
• Collaborate: Work with instructional designers, colleagues, and students. The best QM courses are co-created.
• Remember the research: When QM feels tedious, remember it's backed by evidence showing real impact on real students.

Quality Matters because student learning matters. It's that simple, and that important.

Let's Talk About It

What's your experience with Quality Matters? Are you a skeptic, a convert, or somewhere in between? I'd love to hear your perspective, questions, or success stories.

Connect with me on LinkedIn or email me at tahmina88@hotmail.com. I'm always excited to discuss instructional design, learning science, and how we can better support student success.

Want help getting your course QM-certified? Check out my QM resources and guides designed specifically for faculty navigating the certification process.