UNIVERSITY OF MICHIGAN‐DEARBORN COLLEGE OF ENGINEERING & COMPUTER SCIENCE ONLINE COURSE QUALITY MANAGEMENT GUIDING PRINCIPLES Background
The following document is intended as a guide to assist College of Engineering & Computer Science
(CECS) faculty and instructors in developing and maintaining online courses that provide a quality
learning experience for students. It acknowledges that some of the needs of online learners and
faculty/instructors are different than those in the classroom and focuses on ensuring quality in pedagogy
and the use of technology – it is not concerned with the content or subject matter of the courses. The
document also provides information regarding CECS specific requirements for online courses and
instructional incentives.
University Definitions
The University Michigan-Dearborn University Curriculum and Degree Committee (UCDC) has approved
the following definitions of course delivery methods. All definitions assume there is consistent
interaction between students and instructors, either synchronously or asynchronously1.
Online courses are those in which at least 752 percent of instruction (including interaction) is
delivered utilizing technology3 that enables students to be separated from the instructor.
Hybrid courses are those in which between 30 and 744 percent of instruction (including
interaction) is delivered utilizing technology that enables students to be separated from the
instructor.
Face-to-face courses are those in which between zero and 29 percent of instruction (including
interaction) is delivered utilizing technology that enables students to be separated from the
instructor.
1
Interaction between students and instructors differentiates “correspondence education” from “distance education,” according
to HLC. See: Commission Definitions for Distance-Delivered Courses and Programs
2
Percentage for Online is based on HLC standards for defining “Distance Delivered Programs”
3
Technology is defined by HLC in the document referenced in footnote 1
4
Percentages for Hybrid and Face-to-Face method are adopted from Sloan Consortium recommendations. See: Going the
Distance: Online Education in the United States, 2011
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Course Design
CECS offers a unique online experience in that courses are offered 100% via technologies that allow the
student to be physically away from campus, but utilize recorded on-campus lectures as the primary source
of instruction. Distance Learning Network courses are offered simultaneously with the face to face course
section. Face to face class sessions are recorded (audio/video) and posted to the learning management
system, Canvas, for access by students enrolled in the DLN section of the course. As a result, CECS
online courses do not require a great deal of instructional design specific to the online course component.
However, some thoughtful course design is necessary, especially with regard to communication and
interaction, to ensure that the course is learner-centered and focused on achieving the same student
learning outcomes as the face-to-face course component.
Online Courses Additions
CECS department chairs and faculty members develop, evaluate and assess all courses and instructional
efforts. The college does not have a separate process for creating, maintaining or evaluating online
courses since there is an expectation that there will be equivalence between online and face-to-face
courses.
The addition of new online course sections requires completion of UCDC documents, approval of the
department chair, CECS associate dean and the UCDC. There must also be a distance learning equipped
classroom available on the selected day/time.
Online Course Design Rubrics
In acknowledgment of some of the challenges presented with online course delivery and in order to assist
CECS faculty and administration in defining quality in online education, two rubrics are appended here.
Both tools are optional, but use of at least one rubric is recommended:
a. As a road map to aid faculty in preparing a course for the online environment.
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b. As a course "self-evaluation" tool - advising instructors how to revise an existing course.
c. As an aid for mentoring of faculty new to online teaching.
Appendix A - Colleagues in the College of Art, Science and Letters (CASL) have amended a
Course Design Rubric developed at California State University, Chico5 which simplifies best
practices in online instruction.
Appendix B - Quality Matters6 is a rubric of general and specific standards used to guide the
design of online courses and is in use at a large number of universities.
Learning Management System
All CECS online course content must be posted and available in Canvas (canvas.umd.umich.edu), the
UM-Dearborn learning management system. This content includes, but is not limited to:




A syllabus with stated course learning objectives, expected learning outcomes, specific due dates
and deadlines for assignments, projects and exams and contact information (in addition to other
university, college or unit requirements). This information can be posted using the “Syllabus” tool
in Canvas, or by posting a PDF document to the course site.
PowerPoint Slides or notes for each lecture
Intentional opportunities for interaction between student and instructor utilizing any or all of tools
available in Canvas (email, discussion, chat, etc.).
Course Videos (posted by technical support staff)
Course shells will be made available in Canvas approximately eight weeks prior to the start of the
semester. It is important that the instructor of record be listed in Banner to allow access to the course
shell. Instructors may be able to see names of enrolled students, but they will not be able to see course
content until one week prior to the start of the semester, provided the instructor publishes the course for
student viewing. All courses that have not been published by instructors will be auto-published on the
first day of the semester. Instructors should not assign any work until the first day of the semester.
5
CASL’s Course Design Rubric is largely based on a rubric used at California State University, Chico. It is licensed as a CC
3.0, which allows modifications, given appropriate attribution.
6
The Quality MattersTM program (www.qualitymatters.org) is sponsored by MarylandOnline, and was supported in part by the
Fund for the Improvement of Postsecondary Education (FIPSE), U.S. Department of Education.
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Technical Proficiencies
Students and instructors report that the teaching and learning experience is much better when the
instructors are well prepared and understand the functionality of the required tools. To that end, the
following technical proficiencies are required of instructors assigned to CECS online course sections.
All instructors must have a basic working knowledge of computer usage. This includes, but is not limited
to, the ability to: upload/download documents; read and reply to email; create, open and read PDF
documents; use MS Office applications; access the internet; open and view video files.
Instructors are responsible for proficiency with the basic functions of Canvas. This can be accomplished
by scheduling a one-on-one session with a CECS distance learning staff person, utilizing the video
tutorials and materials available through Canvas Help, working with an experienced faculty peer, or by
attending a campus training session.
Instructors are also responsible for familiarizing themselves with the recording equipment in the CECS
distance learning classrooms prior to the start of the semester, so they are prepared for recording of the
face to face versions of their courses on the scheduled first day of class. This can be accomplished by
contacting the Distance Learning staff to schedule a time to review and practice with the equipment. Test
recording sessions may also be requested. Instructors are encouraged to review course videos once
posted.
Use of Course Recordings and Distance Learning Network Course Materials
Face to face course recordings and course materials will be used for CECS DLN instructional purposes
only. Use of course recordings or Distance Learning Network course materials for any purposes external
to University of Michigan-Dearborn College of Engineering and Computer Science distance learning
delivery is strictly prohibited. Consistent with conflict of interest and commitment principles, UMD
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instructors should not use (or permit others to use) their works in ways that compete with the University’s
courses, or its educational programs or activities, unless prior written permission is obtained from the
appropriate dean, unit director, or executive officer, or their designee(s). The University shall be permitted
to use DLN instructional materials and resources (such as syllabi, assignments and tests) for
administrative purposes, including satisfying accreditation agency requests. Please visit the University of
Michigan copyright website at http://www.copyright.umich.edu for additional information regarding
ownership of materials created while teaching online courses.
Interaction and Communication with Students
Regular interactions between the distance learning student and the instructor are critical to student
success. Instructors should incorporate regular interactions in their course planning, including online
office hours. These interactions can occur via phone, email, chat, discussion, etc.
Response time is also important. Instructors are asked to establish parameters for responding to student
inquiries at the beginning of the semester. It is requested that instructors respond to distance learning
student inquiries within a 48 hour time period.
In addition, instructors can provide students feedback by returning graded homework and exams. This
can be accomplished using online grading with the “Speedgrader” tool in Canvas or by bringing printed
work to the DLN office staff for scan and return.
Examinations and Proctoring
To maintain the academic integrity of online courses and in accordance with the UM-Dearborn CECS
Academic Code of Conduct, all course examinations are to be proctored. Students enrolled in CECS
online courses may take examinations 1) with the live section of the course if space permits, 2) at a
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scheduled time in the Extended Learning and Outreach office with an examination proctor or 3) with an
external proctor per established guidelines. At the beginning of each semester, online students receive a
document explaining exam proctoring options. Each student must identify his/her mode for completion of
exams.
In order to accommodate time zones, work commitments and proctor schedules, online students must
begin examinations within 24 hours of the face to face section students. Online students that cannot meet
this requirement must receive written (e-mail) permission from the course instructor to take the exam at
an alternate time.
Instructors are asked to provide a carefully proofread, electronic (PDF preferred) copy of the examination
at least one business day prior to the first day the test can be administered. Completed examinations will
be collected in the Distance Learning Network office (within ELO) and hand carried to the instructors’
office or department mailbox when the exam window has expired or sooner if all exams are completed.
Course Evaluations
As mentioned previously in this document, evaluation of courses and instructors by department chairs,
faculty peers and college administration is the same regardless of delivery method.
Student course evaluation links are posted in course websites for distance learning students at the midterm
and end points of each semester. The midterm point survey evaluates distance learning delivery and
seeks to resolve identified problems in time to improve the student experience before the course is over.
The evaluation posted at the end of the semester is identical to the evaluation provided to students in class
and evaluates the teaching and learning experience of the course and instructor.
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Results of both are reported to the course instructor, department chair and college deans. When necessary
action items are identified and an improvement plan is suggested. As with in-class evaluations, end of
semester course/instructor evaluation results are not shared until after grade submission is completed.
Instructional Incentives
Incentives apply only to CECS appointed instructors. Instructors appointed through other academic units
should consult with that department chairman or administrative manager. All Stipends will be processed
following the drop/add period of the semester of offering.
Course Development Stipend
The instructor who prepares a course for an initial online offering will receive a one-time
development stipend of $3500.00. The instructor is responsible for proper development of the
course site following current CECS standards.
The stipend is paid only once per course – not per instructor assigned to the course. A minimum
three-semester commitment on the part of the instructor is requested per online course offering.
Developing instructors should be prepared to share content with subsequent course instructors if
requested.
Instructional Stipend
When course enrollment in the combined face-to-face and online sections of a course exceeds 24
students, a per-student stipend is paid to the instructor. The stipend applies to the 25th student
enrollment and above, and is only for students enrolled in the distance learning section of the
course (please see examples below). The current stipend is $40 per credit hour, per distance
learning student once the enrollment threshold is met. Examples follow:
Example #1
10 campus enrolled students
20 distance learning students
30 students total
6 students over 24. All 6 are distance learners. Stipend = 6 x $40 x #CH’s
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Example #2
30 campus enrolled students
5 distance learning students
35 students total
11 students over 24. Only 5 are distance learners. Stipend = 5 x $40 x #CH’s
Example #3
5 campus enrolled students
10 distance learning students
15 students total
No stipend paid – minimum enrollment not met.
Instructional Support
Several support options are available for instructors teaching online courses.
CECS Distance Learning Support Staff (Extended Learning & Outreach in the Professional Education
Center) can assist with student questions, exam proctoring, Canvas, video recording, production and
posting, room scheduling, equipment use, instructional stipends, and general questions regarding distance
learning.
Canvas Helpdesk is available for all courses (online and classroom), all faculty, and all students for
troubleshooting and technical support. The Canvas Helpdesk can be reached from within the Help menu
in Canvas, and from the links and contact information provided at http://canvas.umd.umich.edu.
The Hub for Teaching & Learning http://umdearborn.edu/teach/ can assist with pedagogical guidance.
The “Faculty Commons” page connected through the Canvas login page has many resources for online
instructors. http://canvas.umd.umich.edu/faculty-support.html.
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APPENDIX 1 Online Course Design Rubric Category 1 Baseline A. Course contains limited information for online learner support and links to campus resources. B. Course provides limited course‐specific resources, limited contact information for instructor, department, and/or program. Learner Support C. Course offers limited & Resources resources supporting course content and different learning abilities. D. Accessibility issues are not addressed. (Including: sight, mobility, hearing, cognition, ESL, and technical.) Effective Exemplary A. Course contains adequate information for online learner support and links to campus resources. B. Course provides adequate course‐specific resources, some contact information for instructor, department, and program. C. Course offers access to adequate resources supporting
course content and different learning abilities. D. Accessibility issues are briefly addressed. (Including: sight, mobility, hearing, cognition, ESL, and technical.) A. Course contains extensive information about being an online learner and links to campus resources. B. Course provides a variety of course‐specific resources, contact information for instructor, department, and program. C. Course offers access to a wide range of resources supporting course content and different learning abilities. D. Accessibility issues are addressed throughout the course. (Including: sight, mobility, hearing, cognition, ESL, and technical.) Category 2 Baseline Effective Online Organization & Design A. Much of the course is under construction, with some key components identified such as the syllabus. B. Course syllabus is unclear about what is expected of students. C. Aesthetic design does not present and communicate course information clearly. D. Web pages are inconsistent both visually and functionally. A. Course is organized and navigable. Students can understand the key components and structure of the course. B. Course syllabus identifies and delineates the role the online environment will play in the course. C. Aesthetic design presents and communicates course information clearly. D. Most web pages are visually and functionally 9
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Exemplary A. Course is well‐organized and easy to navigate. Students can clearly understand all components and structure of the course. B. Course syllabus identifies and clearly delineates the role the online environment will play in the total course. C. Aesthetic design presents and communicates course information clearly throughout the course. D. All web pages are visually and functionally consistent consistent. 10
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throughout the course. Online Course Design Rubric Category 3 Instructional Design, Delivery, & Technology Baseline Effective Exemplary A. Course offers limited opportunity for interaction and communication student to student, student to instructor and student to content. B. Course goals are not clearly defined and do not align to learning objectives. C. Learning objectives are vague or incomplete and learning activities are absent or unclear. D. Course uses limited technology tools to facilitate communication and learning. E. There are limited multimedia elements and/or learning objects for accommodating different learning styles. A. Course offers adequate opportunities for interaction and communication student to student, student to instructor and student to content. B. Course goals are adequately defined but may not align to learning objectives. C. Learning objectives are identified and learning activities are implied. D. Course uses adequate technology tools to facilitate communication and learning. E. Relevant Multimedia elements and/or learning objects are used to accommodate different learning styles. A. Course offers ample opportunities for interaction and communication student to student, student to instructor and student to content. B. Course goals are clearly defined and aligned to learning objectives. C. Learning objectives are identified and learning activities are clearly integrated. D. Course uses a variety of technology tools to appropriately facilitate communication and learning. E. A variety of relevant multimedia elements and/or learning objects are used to accommodate different learning styles throughout the course. 11
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Online Course Design Rubric Category 4 Baseline A. Course has limited activities to assess student readiness for course content and mode of delivery. B. Learning objectives, instructional and assessment activities are not aligned. C. Assessment strategies Assessment & are limited in use to Evaluation of measure content Student knowledge, attitudes, and Learning skills. D. Opportunities for students to receive feedback about their own performance are infrequent and sporadic. E. Students’ self‐
assessments and/or peer feedback opportunities are limited. Effective Exemplary A. Course has adequate activities to assess student readiness for course content and mode of delivery. B. Learning objectives, instructional and assessment activities are adequately aligned. C. Ongoing strategies are used to measure content knowledge, attitudes, and skills. D. Opportunities for students to receive feedback about their own performance are provided. E. Students’ self‐
assessments and/or peer feedback opportunities exist. A. Course has multiple timely and appropriate activities to assess student readiness for course content and mode of delivery. B. Learning objectives, instructional and assessment activities are closely aligned. C. Ongoing multiple assessment strategies are used to measure content knowledge, attitudes, and skills. D. Regular feedback about student performance is provided in a timely manner throughout the course. E. Students’ self‐assessments and peer feedback opportunities exist throughout the course. 12
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Appendix B
Quality Matters Rubric for Pedagogical Standards
Course Overview and Introduction
Standard
Navigational instructions
make the organization of
the course easy to
understand.
A statement introduces the
student to the course and to
the structure of the student
learning.
Netiquette expectations
with regard to discussions
and email communication
are clearly stated.
Annotation – What’s the Idea?
Instructions provide a general course overview, guide the new student to
explore the course website, and indicate what to do first, rather than list detailed
navigational instructions for the whole course.
Assessment
Standard
does not
exist
Instructors may choose to incorporate some of this information in the course
syllabus. If so, students should be directed to the syllabus at the beginning of
the course. A useful idea is a “Read Me First” or “Start Here” button or icon on
the course home page, linking students to start-up information.
Standard
minimally
exists
Examples:
 A course “tour”
 Clear statements about how to get started in the course
 A “Scavenger hunt” assignment that leads students through an exploration
of the different areas of the course
The instructor’s statement gives the new student an idea of how the learning
process is structured including schedule, communications modes, types of
activities, and assessments. These features are often found in the course
syllabus.
Look for some or all of the following:
 The course schedule (self-paced, following a set calendar, etc.)
 Course sequencing, such as a linear or random order
 Types of activities the student will be required to complete (written
assignments, online self-tests, participation in the discussion board, group
work, etc.)
 Course calendar with assignment and test due dates
 Preferred mode of communication with the instructor (email, discussion
board, etc.)
 Preferred mode of communication with other students
 Testing procedures (online, proctored, etc.)
 Procedure for submission of electronic assignments
Expectations of student conduct online are clearly stated, however brief or
elaborate they may be. The expectations themselves are not evaluated.
Examples:
 Rules of conduct for participating in the discussion board
 Rules of conduct for email content
 “Speaking style” requirements, (i.e. use of correct English required as
opposed to net acronyms)
 Spelling and grammar expectations, if any
Standard
moderately
exists
Standard
fully exists
Standard
does not
exist
Standard
minimally
exists
Standard
moderately
exists
Standard
fully exists
Standard
does not
exist
Standard
minimally
exists
Standard
moderately
exists
Standard
fully exists
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Learning Objectives
Standard
The learning objectives of
the course describe
outcomes that are
measurable.
Annotation – What’s the Idea?
Measurable learning objectives ensure instructors precisely describe what
students are to gain from instruction, and then guide instructors to accurately
assess student accomplishment. Objectives should describe student performance
in specific, observable terms. If this is not possible, (e.g., internal cognition,
affective changes), check for clear indications that the learning objective is
meaningfully assessed.
Examples of measurable objectives:
 Select appropriate tax strategies for different financial and personal
situations
 Develop a comprehensive, individualized wellness action program focused
on overcoming a sedentary life-style
The learning objectives
address content mastery,
critical thinking skills, and
core learning skills.
Examine the learning objectives (course and unit level) as a whole for all three
skill types. Every single objective may not contain all three components.
Standard
minimally
exists
Standard
moderately
exists
Standard
fully exists
Standard
does not
exist
Content mastery should be appropriate for the type and level of the course.
Critical thinking skills may include the ability to:
 Distinguish between fact and opinion
 Distinguish between primary and secondary sources
 Identify bias and stereotypes
 Evaluate information sources for point of view, accuracy, usefulness,
timeliness, etc.
 Recognize deceptive arguments
The learning objectives of
the course are clearly stated
and understandable to the
student.
Assessment
Standard
does not
exist
Core learning skills may include:
 Written and oral communication skills
 Manipulation and organization of information in various ways or using
different tools
 Understanding what one knows and how one knows it, and also
understanding what one does not know and what one needs to find it out
Students can easily grasp the meaning of the learning objectives. Use of jargon,
confusing terms, unnecessarily complex language, and puzzling syntax are
avoided.
Standard
minimally
exists
Standard
moderately
exists
Standard
fully exists
Standard
does not
exist
Standard
minimally
exists
Standard
moderately
exists
Standard
fully exists
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Assessment and Measurement
Standard
The types of assessments
selected measure the stated
learning objectives and are
consistent with course
activities and resources.
The grading policy is
transparent, easy to
understand, and provides
feedback to the student.
The types of assessments
selected and the methods
used for submitting
assessments are
appropriate for the content
being assessed.
Annotation – What’s the Idea?
Assessments, learning objectives, and learning activities align in a clear and
direct way. The assessment formats provide a reasonable way to measure the
stated learning objectives.
Assessment
Standard
does not
exist
Examples of inconsistency:
 The objective is to be able to “write a persuasive essay” but the assessment
is a multiple choice test
 The objective is to “demonstrate discipline-specific information literacy”
and the assessment is a rubric-scored term paper, but students are not given
any practice with information literacy skills on smaller assignments
Standard
minimally
exists
Examples of objective/assessment alignment:
 A problem analysis evaluates critical thinking skills
 Multiple choice quiz tests vocabulary knowledge
 A composition assesses writing skills
Review the clarity of presentation to the student, not the simplicity or complexity
of a given grading system itself. A relatively complex grading system can still be
unambiguous and easy to understand.
Standard
moderately
exists
Standard
fully exists
Standard
does not
exist
Example:
 A list of all activities, tests, etc. that will affect the students’ grade is
included at the beginning of the course
Standard
minimally
exists
Students learn more effectively if they receive frequent, meaningful, and rapid
feedback. This feedback may come from the instructor directly, from
assignments and assessments that have feedback built into them, or even from
other students.
Standard
moderately
exists
Examples:
 Instructor participation in a discussion assignment
 Writing assignments that require submission of a draft for instructor
comment and suggestions for improvement
 Self-mastery tests and quizzes that include informative feedback with each
answer choice
 Interactive games and simulation that have feedback built in
Assessments make use of the technologies and security typically found in an
online classroom.
Examples that DO meet the standard:
 Submission of text or media files by email or ‘drop box’
 Exams given in a proctored testing center
 Quizzes with time limitations, printing disabled, and other security
measures
 Multiple assessments which enable the instructor to become familiar with
individual students’ work and which discourage “proxy cheating” (someone
other than the student completing and submitting work)
Examples that do NOT meet the standard:
 Required assessments that cannot be submitted online, such as a lab
practicum in a science course
 A course in which the entire set of assessments consists of 5 multiple
choice tests taken online, with no enforced time limit, the print function
enabled, and minimal security features in place
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Standard
fully exists
Standard
does not
exist
Standard
minimally
exists
Standard
moderately
exists
Standard
fully exists
Resources and Materials
Standard
The instructional materials
support the stated learning
objectives and have
sufficient breadth and
depth for the student to
learn the subject.
Annotation – What’s the Idea?
Instructors should provide meaningful content in a variety of ways, including
the textbook, PowerPoint presentations, websites, lecture notes, outlines, and
multimedia.
Assessment
Standard
does not
exist
Standard
minimally
exists
Standard
moderately
exists
Instructional materials are
presented in a format
appropriate to the online
environment, and are
easily accessible to and
usable by the student.
Students who have the required technical equipment and software can view the
materials online.
If some of the course resources, including textbooks, videos, CD-ROMs, etc.,
are unavailable within the framework of the course website, determine how
students would gain access to them and examine their ease of use.
Examples:
 Textbooks and/or CDs, if used, include titles, authors, publishers, ISBN
numbers, copyright dates, and information as to where copies can be
obtained
 A navigation button is devoted to “Resources” and appropriately tied in
with the overall course design
 Required software plug-ins are listed, along with instructions for obtaining
and installing the plug-ins
The instructional materials,
including supporting
materials, are logically
sequenced and consistent
in organization.
Examples of some visual format problems:
 Text size may be inconsistent for typical View/Text Size setting
 Large text files are presented without table of contents or unit numbering
 Multimedia files require plug-ins or codecs students do not have
Online courses often use multiple types of instructional materials. Students can
easily understand how the materials relate to each other. The level of detail in
supporting materials is appropriate for the level of the course.
For example, a course requires students to use the following materials: a
textbook divided into chapters, video segments ordered by topics, a website
organized around specific skills, and a tutorial CD-ROM that has an opening
menu consisting of “practice quizzes,” “images,” and “audio examples.” Such
diversely formatted course materials must be integrated well enough to be useful
to the uninitiated student.
Standard
fully exists
Standard
does not
exist
Standard
minimally
exists
Standard
moderately
exists
Standard
fully exists
Standard
does not
exist
Standard
minimally
exists
Standard
moderately
exists
Standard
fully exists
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Learner Interaction
Standard
The learning activities
promote the achievement
of stated objectives and
learning outcomes.
Annotation – What’s the Idea?
Learning activities are various including class discussions, case studies,
simulation exercise, practice quizzes, tests, etc. Activities align with and support
the learning objectives. Most of the objectives can reasonably be achieved by
students completing the learning activities.
Examples of mismatches between activities and objectives:
 The objective requires students to be able to deliver a persuasive speech,
but the activities in the course do not include practice of that skill
 The objective is “Prepare each budget within a master budget and explain
their importance in the overall budgeting process.” The students review
information about this in their texts, observe budgets worked out by the
instructor, and produce only one of the several budgets.
Learning activities foster
instructor-student, contentstudent, and if appropriate,
student-student interaction.
All online courses should include interaction between the instructor and the
students and between the students and the content. The degree and type of
student-to-student interaction may vary with the discipline and the level of the
course.
Examples of learning activities that foster the following types of interaction:
 Instructor – student: Self-introduction; discussion postings and responses;
feedback on project assignments; evidence of one-to-one e-mail
communication, etc.
 Student – content: Essays, term papers, group projects, etc. based on
readings, videos, and other course content; self-assessment exercises; group
work products, etc.
Clear standards are set for
instructor response and
availability (turn-around
time for email, grade
posting, etc.), and
requirements for student
interaction are clearly
articulated.
 Student – student: Self-introduction exercise; group discussion postings;
group projects; peer critiques, etc.
Information clearly indicates instructor response time for key events and
interactions, including e-mail turnaround time, time required for grade postings,
discussion postings, etc. Standards also include instructor availability, including
e-mail response time, degree of participation in discussions, and availability via
other media (phone, in-person) if applicable.
This standard does not prescribe what that response time and availability ought to
be.
A clear statement of requirements should indicate the criteria for interaction.
For example, students required to participate in discussions are told how many
times each week they must post original comments, how many times they must
post responses to other’s comments, what the quality of the comments must be,
how the comments will be evaluated, what grade credit they can expect for
various levels of performance, and whether the interaction is required or
optional.
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Assessment
Standard
does not
exist
Standard
minimally
exists
Standard
moderately
exists
Standard
fully exists
Standard
does not
exist
Standard
minimally
exists
Standard
moderately
exists
Standard
fully exists
Standard
does not
exist
Standard
minimally
exists
Standard
moderately
exists
Standard
fully exists
Course Technology
Standard
The tools and media
support the learning
objectives of the course
and are integrated with
texts and lesson
assignments.
Annotation – What’s the Idea?
Tools and media used in the course support related learning objectives, and are
integrated with texts and lesson assignments. Students know how the tools and
media support the assignments and how they support the learning objectives.
Technology is not used simply for the sake of using technology.
For example, a course might require viewing video materials, but it may not be
clear how the video materials illustrate or support any learning objective.
Assessment
Standard
does not
exist
Standard
minimally
exists
Standard
moderately
exists
The tools and media
enhance student
interactivity and guide the
student to become a more
active learner.
The tools and media are
compatible with existing
standards of delivery
modes.
Tools and media used in the course help students actively engage in the learning
process, rather than passively “absorbing” information.
Examples:
 Automated ‘self-check’ exercises requiring student response
 Animations, simulations, and games that require student input
 Software that tracks student interaction and progress
 Use of discussion tools with automatic notification or ‘read/unread’
tracking feature
Course tools, media, and delivery modes meet current standards for widespread
accessibility.
For example, if most students have access to DVD players or use streaming
media, use of those delivery modes in an online class meets this standard. If the
typical student cannot be expected to have access to a technology at his or her
out-of-the box home computer, that technology should probably not be used in
the course.
Standard
fully exists
Standard
does not
exist
Standard
minimally
exists
Standard
moderately
exists
Standard
fully exists
Standard
does not
exist
Standard
minimally
exists
Standard
moderately
exists
Standard
fully exists
18
Approved by CECS Administrative Council 11/20/2014
Accessibility
Standard
The course acknowledges
the importance of ADA
requirements.
Annotation – What’s the Idea?
All online courses should direct students to the institution’s Americans with
Disabilities Act (ADA) services on their campus. There should be a statement in
the course that tells students how to gain access to ADA services at their
institution.
Assessment
Standard
does not
exist
Standard
minimally
exists
Standard
moderately
exists
Web pages provide
equivalent alternatives to
auditory and visual
content, including links.
Alternative means of access to course information are provided for the vision or
hearing impaired student, such as equivalent textual representations of images,
audio, animations, and video in the course website. Presenting information in
text format is generally acceptable because screen reader software (used by the
vision impaired) can read text.
Examples:
 Audio lecture has a text transcript available
 Video clip, image, or animation is accompanied by text transcript
Instructors provide links to Internet content that includes useful descriptions of
what students will find at those sites. These descriptions enable the vision
impaired student to use screen reader software to understand links.
The course demonstrates
sensitivity to readability
issues.
Examples:
 All file names and web hyperlinks have meaningful names. For instance,
the link to take a quiz should say “Take Quiz 1”, not “click here”
 Icons used as links should also have HTML tags or an accompanying text
link
The course employs appropriate font, color, and spacing to facilitate readability
and minimize distractions for the student.
Examples:
 Formatting such as bold or italics in addition to color coding text
 Web page provided in an alternate, non-color-coded format
 Formatting and color coding serve instructional purposes. For example,
format and color are used purposefully to communicate key points, group
like items and emphasize relevant relationships, etc.
Standard
fully exists
Standard
does not
exist
Standard
minimally
exists
Standard
moderately
exists
Standard
fully exists
Standard
does not
exist
Standard
minimally
exists
Standard
moderately
exists
Standard
fully exists
19
Approved by CECS Administrative Council 11/20/2014