Eurasia Journal of Mathematics, Science and Technology Education

Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

• Abdel Atti, H. A.-B. M. (2012). The effect of using a proposed training program in developing the skills of designing electronic courses via the Internet from the constructivist perspective among faculty members at Taif University. Journal of Human and Social Sciences: Imam Muhammad Bin Saud Islamic University-Deanship of Scientific Research, 27, 169-238.
• Abdelhamid, G. (2020). The reality for applying e-learning management system (blackboard) according to quality matters standards for social work education in Saudi Arabia and its requirements to be applied in Egypt. Egyptian Journal of Social Work, 9(1), 37-58. https://doi.org/10.21608/ejsw.2020.68753
• Abu Khatwa, E.-S. A.-M. E.-S. (2018). Principles of e-course design derived from learning theories and their educational applications. International Journal of Arts, Humanities and Social Sciences: The Arab Foundation for Scientific Research and Human Development, 2, 12-58.
• Alashwal, M. (2020). Curriculum development based on online and face-to-face learning in a Saudi Arabian university. Journal of Curriculum and Teaching, 9(3), 141. https://doi.org/10.5430/jct.v9n3p141
• Alibraheim, E. A., & El-Sayed, S. A. (2021). Exploring female undergraduate education students’ perceptions of collaborative online project-based learning (COPBL). Eurasia Journal of Mathematics, Science and Technology Education, 17(8), em1993. https://doi.org/10.29333/EJMSTE/11079
• Alizadeh, M., Mehran, P., Koguchi, I., & Takemura, H. (2019). Evaluating a blended course for Japanese learners of English: Why quality matters. International Journal of Educational Technology in Higher Education, 16, 6. https://doi.org/10.1186/s41239-019-0137-2
• Al-Judayi, M. Q. (2021). The extent to which educational design standards are applied in university e-courses according to the ADDIE model from the point of view of the faculty members at the University of Tabuk. Journal of the College of Education (Assiut), 37(10), 56-100.
• Al-Qahtani, M. bin A. M., & Al-Bishi, A. bin M. S. (2017). The effectiveness of a proposed training program based on blended learning in developing e-course design skills for faculty members at King Khalid University in the light of quality matters^TM rubric standards. Journal of Scientific Research in Education, 18(2), 445-502. https://doi.org/10.21608/jsre.2018.8404
• Alsalhi, N. R., Al-Qatawneh, S., Eltahir, M., & Aqel, K. (2021). Does blended learning improve the academic achievement of undergraduate students in the mathematics course? A case study in higher education. Eurasia Journal of Mathematics, Science and Technology Education, 17(3), em1951. https://doi.org/10.29333/EJMSTE/10781
• Alzahrani, L., & Seth, K. P. (2021). Factors influencing students’ satisfaction with continuous use of learning management systems during the COVID-19 pandemic: An empirical study. Education and Information Technologies, 26(6), 6787-6805. https://doi.org/10.1007/s10639-021-10492-5
• Barbieri, G. G., Barbieri, R., & Capone, R. (2021). Serious games in high school mathematics lessons: An embedded case study in Europe. Eurasia Journal of Mathematics, Science and Technology Education, 17(5), em1963. https://doi.org/10.29333/ejmste/10857
• Bigatel, P. M., & Edel-Malizia, S. (2018). Using the “indicators of engaged learning online” framework to evaluate online course quality. TechTrends, 62(1), 58-70. https://doi.org/10.1007/s11528-017-0239-4
• Bogle, G., Cook, V., Day, S., & Swan, K. (2009). Blended program development: Applying the quality matters and community of inquiry frameworks to ensure high quality design and implementation. Journal of the Research Center for Educational Technology, 5(2), 51-66.
• Borba, M. C., Askar, P., Engelbrecht, J., Gadanidis, G., Llinares, S., & Aguilar, M. S. (2016). Blended learning, e-learning and mobile learning in mathematics education. ZDM-Mathematics Education, 48(5), 589-610. https://doi.org/10.1007/s11858-016-0798-4
• Caskurlu, S., Richardson, J. C., Alamri, H. A., Chartier, K., Farmer, T., Janakiraman, S., Strait, M., & Yang, M. (2021). Cognitive load and online course quality: Insights from instructional designers in a higher education context. British Journal of Educational Technology, 52(2), 584-605. https://doi.org/10.1111/bjet.13043
• Chand, B., & Gabryszewska, M. (2021). Implementing quality matters in the political science online classroom. Journal of Political Science Education, 17(1), 486-502. https://doi.org/10.1080/15512169.2021.1921589
• Compomizzi, J., Chawdhry, A., Karen Paullet, & Janchenko, G. (2019). Implementing quality matters in an online healthcare administration communications course. Issues in Information Systems, 20(4), 175-180. https://doi.org/10.48009/4_iis_2019_175-180
• Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE.
• Crews, T. B., Bordonada, T. M., & Wilkinson, K. (2017). Student feedback on quality matters standards for online course design. Educause Review, 5.
• Dietz-Uhler, B., Fisher, A., & Han, A. (2007). Designing online courses to promote student retention. Journal of Educational Technology Systems, 36(1), 105-112. https://doi.org/10.2190/et.36.1.g
• García-García, J., & Dolores-Flores, C. (2017). Intra-mathematical connections made by high school students in performing calculus tasks. International Journal of Mathematical Education in Science and Technology, 49(2), 227-252. https://doi.org/10.1080/0020739X.2017.1355994
• Gopal, R., Singh, V., & Aggarwal, A. (2021). Impact of online classes on the satisfaction and performance of students during the pandemic period of COVID 19. Education and Information Technologies, 26(6), 6923-6947. https://doi.org/10.1007/s10639-021-10523-1
• Gregory, R. L. (2018). Influence of quality matters professional development on faculty members’ perceptions of design standards and their course development abilities [Doctoral dissertation, The University of Memphis].
• Gregory, R. L., Rockinson-Szapkiw, A. J., & Cook, V. S. (2020). Community college faculty perceptions of the quality matters^TM rubric. Online Learning Journal, 24(2), 128-141. https://doi.org/10.24059/olj.v24i2.2052
• Hoffman, G. L. (2012). Using the quality matters rubric to improve online cataloging courses. Cataloging & Classification Quarterly, 50(2-3), 158-171. https://doi.org/10.1080/01639374.2011.651194
• Hollowell, G. P., Brooks, R. M., & Anderson, Y. B. (2017). Course design, quality matters training, and student outcomes. American Journal of Distance Education, 31(3), 207-216. https://doi.org/10.1080/08923647.2017.1301144
• Imran, T. A., & Sorour, E. O. (2017). Developing university course methods in light of graduate specifications and matrices of integrated experience growth: An applied study in a Saudi university. Journal of Educational Sciences, Cairo University, Faculty of Graduate Studies for Education, 25(2), 2-39.
• Ivankova, N. V., Creswell, J. W., & Stick, S. L. (2006). Using mixed-methods sequential explanatory design: From theory to practice. Field Methods, 18(1), 3-20. https://doi.org/10.1177/1525822X05282260
• Johnson, S. R. (2015). A qualitative comparative case study of the influence of a 16-month professional development program on improving the design of an online course in a higher education context [PhD thesis, Hamline University].
• Kaban, A. L. (2021). The influence of online CoI presences on learner satisfaction in higher education. Asian Journal of Distance Education, 16(1), 230-246.
• Kearns, L. R., & Mancilla, R. (2017). The impact of quality matters professional development on teaching across delivery formats. American Journal of Distance Education, 31(3), 185-197. https://doi.org/10.1080/08923647.2017.1301145
• Koepke, K., & O’Brien, A. (2012). Advancing pedagogy: Evidence for the role of online instructor training in improved pedagogical practices. Journal of Asynchronous Learning Network, 16(2), 73-83. https://doi.org/10.24059/olj.v16i2.259
• Kwon, K., DiSilvestro, F. R., & Tre, M. E. (2017). Online graduate course evaluation from both students’ and peer instructors’ perspectives utilizing quality matters. Internet Learning, 5(1), 7-16. https://doi.org/10.18278/il.5.1.2
• Lee, B. C., Yoon, J. O., & Lee, I. (2009). Learners’ acceptance of e-learning in South Korea: Theories and results. Computers and Education, 53(4), 1320-1329. https://doi.org/10.1016/j.compedu.2009.06.014
• Legon, R. (2006). Comparison of the quality matters rubric to accreditation standards for distance learning.
• Leong, K. E., & Alexander, N. (2014). College students attitude and mathematics achievement using web based homework. Eurasia Journal of Mathematics, Science and Technology Education, 10(6), 609-615. https://doi.org/10.12973/eurasia.2014.1220a
• Lin, Y. W., Tseng, C. L., & Chiang, P. J. (2017). The effect of blended learning in mathematics course. Eurasia Journal of Mathematics, Science and Technology Education, 13(3), 741-770. https://doi.org/10.12973/eurasia.2017.00641a
• Lowenthal, P. R., & Hodges, C. B. (2015). In search of quality: Using quality matters to analyze the quality of massive, open, online courses (MOOCs). International Review of Research in Open and Distributed Learning, 16(5), 83-101. https://doi.org/10.19173/irrodl.v16i5.2348
• Lune, H., & Berg, B. L. (2017). Methods for the social sciences global edition. Pearson.
• Lynch, S., & Gaston, T. (2020). Quality matters impact on student outcomes in an online program. Journal of Educators Online, 17(2), 1-8.
• Majed, R. (2016). Research methods for civil society organizations: Practical answers to essential questions. Fredrich Ebert Stiftung. http://library.fes.de/pdf-files/bueros/beirut/12954.pdf
• Mancilla, R., & Frey, B. (2021). Course design for digital accessibility: Best practices and tools. https://www.qualitymatters.org//sites/default/files/research-docs-pdfs/QM-Digital-Accessibility-Best-Practices-Tools-WP.pdf
• Martin, F., Ndoye, A., & Wilkins, P. (2016). Using learning analytics to enhance student learning in online courses based on quality matters standards. Journal of Educational Technology Systems, 45(2), 165-187. https://doi.org/10.1177/0047239516656369
• Mayer, R. E., & Clark, R. (2007). The promise of educational psychology. Teaching for Meaningful Learning, 2(4), 41-43. https://doi.org/10.1002/pfi.4930420410
• McCarthy, M., Kusaila, M., & Grasso, L. (2019). Intermediate accounting and auditing: Does course delivery mode impact student performance? Journal of Accounting Education, 46, 26-42. https://doi.org/10.1016/j.jaccedu.2018.12.001
• McMahon, E. (2021). Designing effective online courses: Exploring the relationships amongst teaching self-efficacy, professional development, faculty experience, and implementation of effective online course design practices. The Interactive Journal of Global Leadership and Learning, 2(1). https://doi.org/10.55354/2692-3394.1026
• McQuiggan, C. A. (2012). Faculty development for online teaching as a catalyst for change. Journal of Asynchronous Learning Network, 16(2), 27-61. https://doi.org/10.24059/olj.v16i2.258
• Mercer, R. E. (2014). Impacts of a quality matters^TM workshop on faculty who design, develop, and deliver online courses: A mixed methods study [PhD thesis, Texas A&M University].
• Meyer, K. A. (2013). An analysis of the research on faculty development for online teaching and identification of new directions. Journal of Asynchronous Learning Networks, 17(4), 93-112. https://doi.org/doi.org/10.24059/olj.v17i4.320
• Mills, M. (2020). Do not let COVID-19 kill the quality of online teaching. drmichaelmills.home.blog. https://drmichaelmills.home.blog/2020/04/29/do-not-let-covid-19-kill-the-quality-of-online-teaching/
• Naim, A., Sattar, R. A., Ahmary, N. Al, & Razwi, M. T. (2021). Implementation of quality matters standards on blended courses: A case study. Finance India, 35(3), 873-889.
• Nolin, K. M. P. (2019). An instrumental case study in instructional design: Integrating digital media objects in alignment with curriculum content in the online Higher education course [PhD thesis, Northeastern University].
• Pollacia, L., & McCallister, T. (2019). Using Web 2.0 technologies to meet quality matters^TM(QM) requirements. Journal of Information Systems Education, 20(2), 155-164. https://aisel.aisnet.org/jise/vol20/iss2/5
• QM. (2020). Specific review standards from the QM higher education rubric. MarylandOnline. https://www.qualitymatters.org/qa-resources/rubric-standards/higher-ed-rubric
• Robinson, D. E., & Wizer, D. R. (2016). Universal design for learning and the quality matters guidelines for the design and implementation of online learning events. International Journal of Technology in Teaching and Learning, 12(1), 17-32.
• Rodríguez-Nieto, C. A., Rodríguez-Vásquez, F. M., & García-García, J. (2021). Exploring university Mexican students’ quality of intra-mathematical connections when solving tasks about derivative concept. Eurasia Journal of Mathematics, Science and Technology Education, 17(9), em2006. https://doi.org/10.29333/ejmste/11160
• Saal, P. E., Graham, M. A., & van Ryneveld, L. (2021). The relationship between integrating educational technology in mathematics education and the mathematics achievement of German students. 16(12), em1905. https://doi.org/https://doi.org/10.29333/ejmste/8939
• Sadaf, A., Martin, F., & Ahlgrim-Delzell, L. (2019). Student perceptions of the impact of quality matters–certified online courses on their learning and engagement. Online Learning Journal, 23(4), 214-233. https://doi.org/10.24059/olj.v23i4.2009
• Shattuck, K. (2007). Quality matters: Collaborative program planning at a state level. Online Journal of Distance Learning Administration, 10(3), 69-80.
• Shin, S., & Cheon, J. (2019). Assuring student satisfaction of online education: A search for core course design elements. International Journal on E-Learning, 18(2), 147-164.
• Smith, Y. M., & Crowe, A. R. (2017). Nurse educator perceptions of the importance of relationship in online teaching and learning. Journal of Professional Nursing, 33(1), 11-19. https://doi.org/10.1016/j.profnurs.2016.06.004
• Soboleva, E. V., Sabirova, E. G., Babieva, N. S., Sergeeva, M. G., & Torkunova, J. V. (2021). Formation of computational thinking skills using computer games in teaching mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 17(10), em2012. https://doi.org/10.29333/ejmste/11177
• Taylor, C., Roehrich, H., & Grabanski, J. (2018). External factors that impact online instructor performance: A study measuring the impact of decision fatigue & quality matters recognition of courses on online instructor evaluation. Online Journal of Distance Learning Administration, 21(3), 1-13.
• Yimer, S. T. (2020). Stimulating content knowledge learning of intermediate calculus through active technology-based learning strategy. Eurasia Journal of Mathematics, Science and Technology Education, 16(12), em1903. https://doi.org/10.29333/ejmste/8705

APA

Alkramiti, A. M., & Alsharidah, M. A. (2022). Evaluating the Design of Mathematics Courses Available on the Blackboard Platform at Prince Sattam bin Abdulaziz University According to Quality Matters Standards. Eurasia Journal of Mathematics, Science and Technology Education, 18(4), em2098. https://doi.org/10.29333/ejmste/11924

Vancouver

Alkramiti AM, Alsharidah MA. Evaluating the Design of Mathematics Courses Available on the Blackboard Platform at Prince Sattam bin Abdulaziz University According to Quality Matters Standards. EURASIA J Math Sci Tech Ed. 2022;18(4):em2098. https://doi.org/10.29333/ejmste/11924

AMA

Alkramiti AM, Alsharidah MA. Evaluating the Design of Mathematics Courses Available on the Blackboard Platform at Prince Sattam bin Abdulaziz University According to Quality Matters Standards. EURASIA J Math Sci Tech Ed. 2022;18(4), em2098. https://doi.org/10.29333/ejmste/11924

Chicago

Alkramiti, Abouelftouh Mokhtar, and Majed Ali Alsharidah. "Evaluating the Design of Mathematics Courses Available on the Blackboard Platform at Prince Sattam bin Abdulaziz University According to Quality Matters Standards". Eurasia Journal of Mathematics, Science and Technology Education 2022 18 no. 4 (2022): em2098. https://doi.org/10.29333/ejmste/11924

Harvard

Alkramiti, A. M., and Alsharidah, M. A. (2022). Evaluating the Design of Mathematics Courses Available on the Blackboard Platform at Prince Sattam bin Abdulaziz University According to Quality Matters Standards. Eurasia Journal of Mathematics, Science and Technology Education, 18(4), em2098. https://doi.org/10.29333/ejmste/11924

MLA

Alkramiti, Abouelftouh Mokhtar et al. "Evaluating the Design of Mathematics Courses Available on the Blackboard Platform at Prince Sattam bin Abdulaziz University According to Quality Matters Standards". Eurasia Journal of Mathematics, Science and Technology Education, vol. 18, no. 4, 2022, em2098. https://doi.org/10.29333/ejmste/11924