Murray State College
Tishomingo-Ardmore
Distance Learning Review Committee (DLRC)
Online Course Development and Review
This document is intended to provide guidance for developing online courses. There are four sections:
Course Design/Development/Review, Principles of Good Practice, Course Equivalency form, and Course
Reviewer Checklist.
1. The Course Design/Development/Review
This section is completed by the individual responsible for the course.
This section is intended to be used to review existing online courses; and as a guideline for
developing new online courses.
The DLRC reviews the form and makes recommendations as necessary.
2. The Principles of Good Practice
This section is completed by the individual responsible for the course.
This section provides a checklist typically used by HLC to assess if online courses meet
minimum educational standards. Designers/Developers are encouraged to use this checklist as
they review their existing online courses, and/or create online courses. Eventually, the DLRC
may incorporate this checklist into the Course Reviewer Checklist.
3. The Course Equivalency Form
This section is completed by the Program Chair and/or Department Chair for the course,
and approved/signed by the Department Chair.
This form verifies that the online course meets the same rigorous standards as its comparable
residence course.
4. The Course Reviewer Checklist
This section is completed by Peer Reviewers designated by the Distance Learning Review
Committee and/or Distance Learning Coordinator (Director of Academic Technology).
This section is derived from the Quality Matters Rubric and the Oklahoma Online Course
Review Checklist, and incorporates elements from the previous sections as well.
Departments designing and developing online courses should use this policy as their guideline.
The DLRC should review at least one online course per department (offering online courses) using this
Online Course Development and Review policy.
The VPAA and Director of Distance Learning Technology should provide any additional guidance, as
well as communicate institutional requirements to all faculty.
Murray State College
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Murray State College
Tishomingo-Ardmore
Distance Learning Review Committee (DLRC)
Contents
Online Course Development and Review ..................................................................................................... 1
SECTION 1 ..................................................................................................................................................... 3
Course Design/Development/Review ........................................................................................................... 3
Section 2 ........................................................................................................................................................ 6
Principles of Good Practice ........................................................................................................................... 6
Course Equivalency Form .............................................................................................................................. 9
Course Reviewer Checklist .......................................................................................................................... 10
Murray State College
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Murray State College
Tishomingo-Ardmore
Distance Learning Review Committee (DLRC)
SECTION 1
Course Design/Development/Review
Completed by Instructor/Course Developer
Reviewed by DLRC
Instructor/Course Designer Information
Name:
Title:
Phone Number:
E-mail:
Course Information
Please be sure that information is accurate and complete.
Course Title:
Course ID:
Section Number(s):
Semester:
Year:
Recommended Enrollment Limit:
Prerequisite (s) and/or required academic skills/background of students:
Course Description:
Course Location & Access Information (select all that apply)
Please do not give out the course designer’s username or id. Either shared access or a guest account will
be provided by the Director of Academic Technology. Please note that publisher resources may require an
additional access code for student access.
MSC Blackboard (required)
Publisher Website
Other – Instructor/Course Developer will be contacted for details. Please list website below.
Website:
Type of Distance Learning Delivery (select all that apply)
No campus or proctored exams
Some proctored exams required
Proctored exams required
On-campus meeting required
Murray State College
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Murray State College
Tishomingo-Ardmore
Distance Learning Review Committee (DLRC)
General Course Design Description
Describe any training and/or experience you have had in preparation for this mode of Distance Learning
course delivery.
If you are using pre-developed courseware or other online or video content from a publisher or faculty
member, please describe.
Describe from your syllabus the methods of student testing/assessment you plan to utilize in the course,
and your reasons for choosing those methods.
Describe how academic integrity will be ensured with regard to online tests and quizzes.
Explain why you believe the chosen mode of Distance Learning delivery (on page 1) is appropriate for
this course.
Please use this area to include any other comments you would like to add regarding your course.
Murray State College
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Murray State College
Tishomingo-Ardmore
Distance Learning Review Committee (DLRC)
Americans with Disabilities Act
It is important that all online courses meet the guidelines of the Americans with Disability Act and
specifically the Rehabilitation Act Amendments of Section 508. For information about the actual
guidelines, please consult the College ADA Compliance Officer.
Yes No
College ADA statement is in course shell and/or syllabus.
Will this online course be able to reasonably accommodate documented ADA requirements should
they be necessary to meet the needs of the student?
Instructor has received training/guidance in providing reasonable accommodations for students.
Instructor would like to receive training in providing reasonable accommodations to students.
Course Copyright and Permissions
The instructor and his/her colleagues must ensure all copyright provisions are met.
In any case where the institution and/or course author (s) warrant that they are the only owner (s)
contributing copyrightable expression, the institution and/or course author (s) warrant that they are the
only owner (s) of the course and have full power and authority to make this agreement; and that the course
does not infringe upon any copyright, violate any property rights, or contain any scandalous, libelous or
unlawful matter.
Names (s) of copyright holders:
Yes No In Progress
Have you confirmed that the course materials and any course materials not
developed by the copyright holder are “fair use” or that you are otherwise exempt
from liability from infringement?
If not, have you acquired permission to use or link to the materials?
Additional Information/Comments as appropriate:
Murray State College
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Murray State College
Tishomingo-Ardmore
Distance Learning Review Committee (DLRC)
Section 2
Principles of Good Practice
From the HLC with some revision:
According to the Higher Learning Commission, all learning-focused organizations should strive to create learning
environments supportive of the multiple learning styles of their students, and frequently turn to new technologies to assist
in these efforts. The HLC criterion of accreditation draws particular attention not only to the need to attend to learning
environments, but also the need to attend to services and facilities that support student learning. The institution’s
program quality and learning goals should be consistent across all modes of delivery and all locations (on the main
campus, at additional locations, by distance delivery, as dual credit, through contractual or consortial arrangements,
etc.). The learning-focused organization also supports the learning of other key constituents.
Principles of Good Practice for Distance Education (APA)
1. That education is best experienced within a community of learning where competent professionals are
actively and cooperatively involved with creating, providing, and improving the instructional program;
3. That learning is dynamic and interactive regardless of the setting in which it occurs;
4. That instructional programs leading to degrees have integrity and are organized around substantive
and coherent curricula which define expected learning outcomes;
5. That institutions accept the obligation to address student needs related to, and to provide the
resources necessary for their academic success;
6. That institutions are responsible for the education provided in their name;
7. That institutions undertake the assessment and improvement of their quality, giving particular
emphasis to student learning; and,
8. That institutions voluntarily subject themselves to peer review.
Source: (2002) PRINCIPLES OF GOOD PRACTICE IN DISTANCE EDUCATION AND THEIR
APPLICATION TO PROFESSIONAL EDUCATION AND TRAINING IN PSYCHOLOGY, Report of the
Task Force on Distance Education and Training in Professional Psychology, American Psychological
Association
Principles of Good Practice: Curriculum and Instruction
1. The course offered electronically is coherent and complete.
Yes No
Necessary course materials are identified. Information on how to purchase or obtain materials
is provided if necessary.
If students are not required to meet on campus, they can complete the course
without physically visiting the institution offering the course. (i.e. all necessary instruction
and support infrastructure is in place to serve the off-campus students.)
Murray State College
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Murray State College
Tishomingo-Ardmore
Distance Learning Review Committee (DLRC)
2. The course includes:
Note: A positive response is required for the following unless otherwise indicated. Most of these items
will be present in the MSC Online Syllabus Template provided by the Academic Affairs office.
Yes No
Introduction (i.e. “Start here” button)
Instructor introduction
Course prerequisites
Course number & title
Instructor name/contact information
Required text including ISBN
Contact information for the MSC Bookstore
Learning objectives
Information on course assessment and grading policy
Information and/or links to learner support services
Policies and Procedures of the course
Calendar of all assignments
Graphical and multimedia elements (optional)
PDF and other downloadable files (optional)
Links to other web sites (optional)
Interactive exercises (optional)
Evaluation instruments (i.e. Turnitin.com, Connect) (optional)
Link to online conference or chat (optional)
3. Technical Requirements:
Yes No
Support information or link
Technical requirements for the course
Updated internet browser plug-ins (Adobe Flash player, Adobe Shockwave,
etc.)
Technical requirements specific to course:
Microsoft Word
Microsoft Excel
Microsoft PowerPoint
Adobe Acrobat
Other - Specify below:
Murray State College
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Murray State College
Tishomingo-Ardmore
Distance Learning Review Committee (DLRC)
4. The course provides for multiple avenues for interaction between faculty and students and
among students (minimum of 3 avenues of interaction).
Yes No
Interaction with and among students is achieved through (check all that
apply):
Asynchronous discussion
Synchronous chat
Team projects
Individual email
Group email
Audio conference
Telephone
Interactive Video (ITV)
Student posting of assignments for review by other students
Other - Specify below:
Feedback for students is provided in a timely manner. Assignments are
assessed within 10 working days and questions are answered within 2 working
days. Guidelines for feedback are defined or outlined in the syllabus or course
menu.
Opportunities for student-faculty and student-student interaction allow for the
development of an online learning community that is independent of course
assessment (i.e. Open discussions, virtual café, chat room, etc.)
5. Academic standards for all programs or courses offered electronically will be the same as those
for programs or courses delivered by other means at the institution where the program or course
originates.
Yes No
The online course provides students with goals and objectives that are
equivalent to goals and objectives used the lecture course.
The online course specifies technology, competence and skills that are
equivalent to the lecture course
This online course meets the same institutional standards for content, reflective
learning, competencies, etc. as the lecture course.
The online course has assessment and evaluation practices equivalent to the
lecture course.
This online course demonstrates equivalent rigor and expectation to the lecture
course.
Murray State College
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Murray State College
Tishomingo-Ardmore
Distance Learning Review Committee (DLRC)
Course Equivalency Form
Completed by Department/Program Chair
Course Developer:
Course ID & Title:
This form is used as documentation for the following:
The appropriate department chair certifies that the course’s learning outcomes are appropriate in rigor,
depth, and breadth with the degree or certificate awarded and that this course meets the same academic
standards as the same course offered by other means.
Appropriate Learning Outcomes (Place an “X” next to the item.)
The course’s learning outcomes as contained in the course syllabus are appropriate in rigor, depth,
and breadth with the degree or certificate awarded.
The course meets the same academic standards as the same course offered by other means. (Place
an “X” next to each item.)
Textbook and additional materials are comparable to the same course offered by other means.
Course assessments are comparable to the same course offered by other means.
Any other course activities are comparable to the same course offered by other means.
Department Chair Approval
If the instructor of the course is also the Department Chair, the appropriate Vice President must also sign
this form.
Signature:
Printed Name:
Date:
Murray State College
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Murray State College
Tishomingo-Ardmore
Distance Learning Review Committee (DLRC)
Course Reviewer Checklist
Completed by DLRC
Course ID:
Title:
Semester:
Reviewer Names:
Initial Review Date:
Follow-up Review Date (if required):
Approved for delivery, no recommendation
Approved for delivery, with recommendation
Needs further development
Approved for delivery, no recommendations
Approved for delivery, with recommendations
Standard 1: Course Overview & Introduction
The overall course design is made clear to student at the
beginning of the course. The course introduction sets the tone
for the course, lets students know what to expect, and provides
guidance to ensure they get off to a good start.
1. Instructions make it clear how to get started and where to
find various course components (i.e. Start button).
2. Students are introduced to purpose & structure of the
course (meeting times, pace, etc.).
3. Etiquette (netiquette) expectations for online discussions,
email, & other forms of communication are clearly stated.
4. Course and institutional policies with which the student is
expected to comply are clearly stated, or a link to current
policies is provided (late work, plagiarism, make-up tests,
etc.)
5. Prerequisite knowledge in the discipline and/or any
required competencies are clearly stated.
6. Minimum technical skills expected of the student are
clearly stated.
7. A self-introduction by the instructor is available
(bio/instructor info page, discussion intro, etc.).
8. Students are asked to introduce themselves to the class.
Standard 2: Learning Objectives
Learning objectives are measurable and are clearly stated.
Learning Objectives establish a foundation upon which the rest
of the course is based.
1. The Course learning objectives describe outcomes that are
measurable.
2. The module/unit learning objectives describe outcomes
that are measurable and consistent with course-level
learning objectives.
3. Learning objectives are stated clearly and written from the
student’s perspective.
X
N/A
COMMENTS/FEEDBACK
X
N/A
COMMENTS/FEEDBACK
Murray State College
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Murray State College
Tishomingo-Ardmore
Distance Learning Review Committee (DLRC)
4. Instructions to students on how to meet the learning
objectives are adequate & clearly stated.
5. Learning objectives are appropriately designed for the
level of the course.
6. Course learning outcomes, content, and coverage is
equivalent to that in on-campus sections.
Standard 3: Assessment & Measurement
Assessment strategies are designed to evaluate student
progress of stated learning objectives; to measure the
effectiveness of student learning; integral to learning process.
1. The types of assessments selected measure the stated
learning objectives & are consistent with the course
activities and resources.
2. The course grading policy is clearly stated.
3. Specific & descriptive criteria are provided for the
evaluation of students’ work; tied to the course grading
policy.
4. The assessment instruments selected are sequenced,
varied; allowing student to build mastery.
5. Students have multiple opportunities to measure their own
learning progress.
6. The assignment due dates and test dates are clearly stated.
X
7. The instructor has made appropriate provisions with the
Testing and Assessment Center for scheduling, and has
given students sufficient notice about testing
dates/location.
8. Assignments/ projects/tests are comparable and/or
equivalent to those in on-campus sections. (Course
Equivalency Form)
9. Student progress is assessed a minimum of once every
week in addition to exams and other major evaluations
(i.e. quizzes, discussions, attendance, Connect
assignments, etc).
10. Student’s assessment is documented in the Blackboard
grade book.
Murray State College
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N/A
COMMENTS/FEEDBACK
Murray State College
Tishomingo-Ardmore
Distance Learning Review Committee (DLRC)
Standard 4: Instructional Materials
Instructional materials are sufficiently comprehensive to
achieve stated course objectives and learning outcomes.
1. The instructional materials contribute to the achievement
of the stated course/unit objectives.
2. The purpose of the instructional materials and how they
are to be used for learning is clear.
3. All resources and materials used in the course are
appropriately cited.
4. The instructional materials are current.
5. The instructional materials present a variety of
perspectives in the course content.
6. The distinction between required and optional material is
clearly explained.
7. The textbook as well as other learning materials for the
course are the same as, or comparable to that used in oncampus sections. (Course Equivalency Form)
Standard 5: Learner Interaction & Engagement
Forms of interaction incorporated in the course motivate
students and promote learning. This standard includes
student-instructor, student-content, and student-student
interactions. Courses should integrate multiple forms of
interaction.
1. Learning activities promote the achievement of the stated
course/unit learning objectives.
2. Learning activities provide opportunities for interaction
that support active learning.
3. Instructor has provided a plan for classroom response
time, including feedback on assignments.
4. The requirements for student interaction are clearly
articulated.
Standard 6: Course Technology
Course navigation & technology support student engagement
and ensure access to course components.
1. The tools and media support the course/unit learning
objectives.
2. Course tools and media support student engagement and
active learning.
3. Navigation throughout the online components is logical,
consistent, and efficient.
4. Students can readily access the technologies required in
the course (consider varying internet speeds, costs,
hardware needs, etc.)
5. The course technologies are current.
X
N/A
COMMENTS/FEEDBACK
X
N/A
COMMENTS/FEEDBACK
X
N/A
COMMENTS/FEEDBACK
Murray State College
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Murray State College
Tishomingo-Ardmore
Distance Learning Review Committee (DLRC)
Standard 7: Learner Support
The course facilitates student access to institutional support
services essential to student success.
1. The course provides instructions or links to technical
support offered, and how to access services.
2. Course instructions articulate or link to institutions
accessibility policies & services.
3. Course instructions articulate or link to institutions
academic support services & other resources that can help
the students succeed, and how to access the services.
4. Course instructions articulate or link to student support
services and how to access the resources.
Standard 8: Accessibility
The course demonstrates a commitment to accessibility for all
students.
1. The course employs accessible technologies and provides
guidance on how to obtain accommodation.
2. The course contains equivalent alternative to auditory and
visual content.
3. The course design facilitates readability and minimizes
distractions.
4. The course design accommodates the use of assistive
technologies.
X
N/A
COMMENTS/FEEDBACK
X
N/A
COMMENTS/FEEDBACK
Additional Oklahoma Online Quality Assurances:
APPROPRIATE SECURITY MEASURES ARE
X N/A COMMENTS/FEEDBACK
INCLUDED TO ENSURE ACADEMIC INTEGRITY
Assessments are used throughout the course (e.g. not just at
the end).
A variety of assignments and assessment methods are used to
increase rigor, and provide instructor multiple ways to assess
student performance consistency (e.g. not just exams).
Which of the following strategies/tools are used to ensure academic integrity (select all that apply):
Exams are password protected
Questions on exams are seen 1 or few per page
Plagiarism software used on written exams, assignments,
projects, etc.
Date restrictions are placed on exams
Time limits are placed on exams
Lockdown browser tool is used
Exams are composed of random questions from a larger
pool to ensure student have equivalent but different online
tests
Murray State College
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Murray State College
Tishomingo-Ardmore
Distance Learning Review Committee (DLRC)
APPROPRIATE INTERACTION TOOLS ARE
INCLUDED TO ENSURE INSTRUCTOR ONLINE
X N/A COMMENTS/FEEDBACK
PRESENCE
Contacts is initiated with students in a variety of ways (select all that apply):
Announcements
Discussion Board participation
Email
Participation in online group collaboration projects
Face-to-face meetings (review sessions, scheduled
meetings, etc.)
Chat sessions or virtual meetings
Voice enabled messages
Phone/Live Internet Conversations
ADDITIONAL COMMENTS/FEEDBACK
Murray State College
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Murray State College
Tishomingo-Ardmore
Distance Learning Review Committee (DLRC)
Course Reviewer Signature Page
Completed by DLRC
This instructor has received adequately training and/or has experience in the delivery of Distance
Learning:
No
Yes
This Course is a Quality Matters certified course:
No
Yes
If Yes, provide certification year:
This course is quality certified through an institutional review process:
No
Yes
If Yes, provide date:
This document serves as institutional verification hat the reviewed course complies with the above
standards as indicated. I verify that the information provided on the checklists is, to the best of my
knowledge, accurate and complete.
Date:
Instructor or Course Developer
Date:
Department Chair
Date:
Vice President of Academic Affairs
Murray State College
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