Assuring Quality & Standards in Online Learning: a guide
to the issues involved in incorporating online technology
into modules.
This guide addresses the processes of effective implementation of online
technology, but does not take pedagogical recommendations further than to
establish a common baseline for good teaching practice for development, delivery
and assessment using online technology. This section also offers guidance on
providing student support and identifying key responsibilities of the tutor. Handheld
computer or electronic whiteboard technology are not covered here.
This guide is suitable for anyone designing online learning modules or on-line
learning elements within modules. A comprehensive list of further sources of
information can be found in Section 7 of this document. See also the Edinburgh
Napier publication Pedagogy and learning technology: a practical guide for more indepth coverage, available from Professional Development.
1. Introduction
In response to the increasingly mature and diverse body of students in Higher and
Further Education, SFC (Scottish Funding Council) has made a series of
recommendations to universities with respect to meeting emerging challenges and in
which information technology plays a central role. Online learning is being widely
employed at Edinburgh Napier University to improve the accessibility and flexibility of
learning for its students and to promote the institution’s global outreach. Its use is
being encouraged in all schools, some of which demonstrate an online presence for
nearly 100% of their modules.
There are a number of good reasons for including an online learning aspect to
modules. For example, where:



The aims and learning outcomes of the module are facilitated through such
provision.
It brings added value to the development and learning experience of
individuals.
It increases access and flexibility of access to education.
Edinburgh Napier University’s definition of online learning is
The use of the Internet, particularly the world wide web, to support
teaching, learning and assessment.
Consequently, online learning includes both fully online modules as well as the
blended learning approach. In fully online modules learning materials, student
support and assessment are all delivered via the Internet, whereas blended
learning is
1
The use of a combination of online, flexible, and face to face
teaching methods to provide learning materials, student support
and assessment.
Blended mode examples include:




1.1
Extending the opportunities for seminar-style discussion beyond the physical
classroom.
Incorporating international email communication to a foreign language course;
Creating online self-tests to reinforce learning.
Supporting group work activity by using collaborative online working spaces
(e.g. wikis).
Purpose of this Guide to Assuring Quality & Standards in Online
Learning
The purpose of this short guide is to:




Raise awareness for key issues around the delivery of online learning.
Provide a point of reference for the incorporation of online technologies to
teaching.
Promote a consistent approach to the delivery of online learning.
Encourage the meaningful incorporation of technology into teaching.
This will be done by sharing online materials and support already available at
Edinburgh Napier. In particular academic staff are referred to the University
publication, ‘Pedagogy and learning technology: a practical guide’, distributed to all
academic and academic-related Edinburgh Napier employees for the beginning of
the academic year 2006/07. This comprehensive guide addresses the issues
introduced here in much more depth, showcases many practical teaching examples,
provides a glossary of relevant terms, and offers useful templates for reuse and
tailoring by teaching staff.
The reader’s attention will also be drawn to UK quality standards for teaching with
ICT, an online/ blended module evaluation checklist, accessibility guidelines, and
relevant legislation in addition to international and national frameworks addressing
the support of online learning systems in Higher Education. This guidance is
structured into six broad areas:






Design & development of online learning.
Delivery of online learning.
Assessment.
Student support.
The role of the tutor.
Additional resources.
2
2
Design and Development of Online Learning
Regardless of mode of delivery, the principles underpinning designing effective
approaches to learning, teaching and assessment are the same. However, there are
several key additional issues to consider when developing online materials and
resources, and which apply whether your aim is to enhance aspects of what you do
in the classroom or to enable a predominantly or fully online learning experience.











Start small. If you are completely new to online technology, there are simple
ways in which to become familiar with online tools before incorporating them
into your teaching. For example, use the asynchronous discussion tool first as
an online problems forum before moderating a subject related discussion.
Similarly, using the chat tool as a virtual office hours facility the first time around
gives you the opportunity to gain confidence communicating synchronously.
Consider who your students are. If they are new to HE, will they have the skills
to work largely independently online? If they are distance students, what are
they likely to want from an online course? What IT skills might they have, and
what equipment will they need access to?
Consider your subject before the technology. What are your students to learn,
and how might online provision support this? If critical understanding is
important, could discussion boards or blogs offer a more reflective exchange of
views? For the coursework they are undertaking, would your students benefit
from having a rich range of resources ‘up front’, or having shared online
working spaces (e.g. wikis)? Look to the topic and desired learning outcomes,
and only then explore the possibilities offered by online technology.
Ensure online materials are at an appropriate level, have clarity, and can be
studied independently without the need for high levels of remedial support.
Make online learning purposeful. Provide students with a need to use online
resources, perhaps through student-led online seminars, and having
continuous coursework that requires students to engage with online materials,
and with each other online, over the duration of a course.
Provide your students with clear guidance on the online learning requirements
for your module or course (see section 5 Student Support)
Be accommodating of individual learning preferences by using relevant visual
examples and other multimedia where possible, incorporating a search facility,
and having options to easily print or download material
Build opportunities for knowledge application into your online materials,
including suggested reflective activities and periodic self-test features
Provide relevant supplementary resources wherever possible, including a
glossary and links to further reading, so that students can try and resolve any
difficulty in understanding at the point it occurs, and to place the core subject
matter in a wider context for those who wish to explore this
If linking to external resources, ensure they are current, clear, and that any
interactive content is unlikely to prove problematic for students to view. Links to
any external sites should be set to open in a new browser window.
Be aware of the copyright associated with third party material.
3



3
Ensure your own course materials are structured in a logical order, are easy to
navigate, and have no more than 2-3 screen lengths of content to a page
Use a 12 point sans-serif font like Arial as standard for body text, and have a
high level of contrast between foreground text and background colour
When using visual/audio and other multimedia content to present subject
material, ensure that equivalent text-based material is available for any
students with physical impairments or who will otherwise have difficulty
viewing/hearing the content
Delivery of Online Learning
It should be remembered that modules that are designed to be undertaken partly,
predominantly or fully online are subject to the same quality assurance processes as
any module delivered on campus. For example, all students should have access to:




Descriptions to show the intended learning outcomes and teaching, learning
and assessment methods of the module;
A clear schedule for the assessment of their work;
Regular opportunities for inter-learner discussions primarily to facilitate
collaborative learning, but also to provide a basis for facilitating their
participation in the quality assurance of the module at appropriate points;
Appropriate opportunities to give formal feedback on their experience of the
programme
In terms of the delivery of online learning, additional aspects to consider are:






For any module that is to be supported online, prior to delivery it is advised to
ask an online experienced colleague or the faculty’s ADA to review clarity,
appropriateness and ease of use of all online material and activities. Tutors are
referred to the module evaluation checklist found in section 7 Additional
Support for a consistent and effective online and blended module evaluation
process.
In order to check technical reliability, all materials and resources should be
tested on the same kind of equipment your students will have access to
If the module is to be delivered fully online, provide the students with a
minimum-required technical specification so they can ensure they are set-up
appropriately to study from home or work.
Consider what contingency arrangements you will bring into play should the
VLE ever become unavailable for a potentially disruptive period of time
If you are accepting the electronic submission of coursework, considering using
the feature for this within the VLE, as this will automatically verify submission to
the student, and ensure work is collected at a central point. Regardless of how
coursework is submitted, there should be some means of confirming its safe
receipt.
Modules that are offered predominantly or fully online must have regular
opportunities for online communication and collaboration between students to
enhance learning, reduce isolation, and help ensure retention in online courses.
4


4
In addition consider creating an informal discussion area (‘chatterbox’,
‘teatime’) for students to socialise online throughout the term.
In predominantly and fully online modules, the tutor should consider the role
mandatory online discussion activities and formative coursework might play in
enabling them to identify problems and misunderstandings around the time they
arise, rather than when coursework has been submitted for assessment
The tutor is the students’ best role model and should be visible and responsive
online (see section 6 Role of Tutor)
Assessment
Like all students, online learners should have access to information on the ways in
which their achievements will be judged, and the relative weighting of units or
elements of the module in respect of assessment overall. In addition, they require
timely formative assessment on their academic performance to provide a basis for
individual constructive feedback and guidance, and to illustrate the awarding
institution’s expectations for summative assessment.
However, there are some additional issues to be aware of when developing online
assessment. Tutors delivering on fully online programmes, for example, do not have
the face-to-face opportunities of campus-based lecturers to communicate with
students on academic performance or formative feedback. Alternatively, creating a
self-test tool online may not be accessible to all students of a face-to-face lecture.
Both examples demonstrate just some of the circumstances to be aware of in the
online assessment planning phase in order to ensure fair and consistent use.
4.1
Objective Assessment
Online technology lends itself well to objective assessment, in which delivery and
scoring are computer assisted such as self-test multiple choice quizzes. Students
welcome online formative assessment opportunities to reinforce factual knowledge.
Issues to be aware of when planning objective assessments include:







4.2
Location for delivery (home, institution, or flexible)
For supervised final exams earliest possible contact with Registry, EdDev and
C&IT services to arrange timetabling, support and invigilation.
Minimum hardware and software specifications
Server and connection requirements
Security measures for login and submission
Navigation and usage guidelines
Necessary arrangements to account for disabilities
Online Assessment Strategy
The fully online mode of delivery in particular does not lend itself well to summative
assessment when used as the only means of assessment, as opportunities for
reinforcing learning or measuring performance are absent in an environment in
which students need additional learner support. In addition to objective assessment,
5
there are a wide range of assessed online activities that also lend themselves to the
enhancement of face- to-face lectures and seminars. Examples include:








4.3
Peer assessment of student publications
Electronically submitted essays, reflective learning journals
Collaborative projects
Portfolios
Student created tests, lessons, multimedia presentations
Student led interviews
Graded discussion participation
Graded discussion moderation or summary
Additional Considerations
Furthermore, there are cultural, managerial and administrative points to be aware of
when considering all forms of online assessment.






5
Assessment of students must be carried out consistently at the appropriate
level and with appropriate reference to relevant elements of Academic
Infrastructure (FHEQ/SCQF) and subject benchmark statements.
Assessment processes need to be communicated clearly to overseas partners
to ensure conformity of practice (QAA).
In online distance courses, particular attention should be paid to the wording of
assessment specifications to ensure that the use of culturally biased terms and
examples is avoided.
External examiner processes must be consistent with normal institutional
processes.
A short practice assessment should be made available for students to take long
before the real assessment in order to address and resolve potential technical
problems in time.
Statements should be in place to explain Edinburgh Napier’s plagiarism policy
and handling procedures. It is recommended to:
o Access the Edinburgh Napier plagiarism website, Be wise, don’t
plagiarise
o Require students to confirm acceptance and terms of statement;
o Provide opportunities for students to practice (web) referencing skills;
o Ensure a variety of assessments to deter plagiarism
o Put measures in place to assess originality of submitted work. The
university has subscribed to plagiarism detection software, Turnitin®UK,
which also allows for students to assess and improve their referencing
practice (see section 7.1.3 Turnitin®UK)
o Consult the school’s academic conduct officer (ACO) for further advice
and guidance on issues related to plagiarism handling procedures
Student Support
There are several kinds of support that students require in online learning contexts.
The British Standard BS8426 ‘A code of practice in e-support for e-learning systems’
6
provides a detailed categorisation with examples, although for the purposes of this
guide we make the general distinction between technical orientation and online
learning orientation.
5.1
Technical orientation
Prior to undertaking any online learning, the student must know how to operate the
technology. At Edinburgh Napier the first-year induction programme provides a
basic introduction to WebCT Vista, and schools have run their own events for direct
entrants and other students who are new to the institution’s VLE. There are also a
number of student WebCT Vista guides available online, with details on finding these
given in the Additional Support section.
5.2
Online learning orientation.
It is important that students understand the nature and demands of studying online,
particularly in relation to:







Expectations.
Time management.
Information skills.
Netiquette.
Getting the most out of specific online tools.
The nature and extent of autonomous, collaborative and supported aspects of
learning.
The benefits of self-paced learning.
Some aspects of this are covered in the first-year induction. See also Unit 8 in the
Edinburgh Napier publication Pedagogy and learning technology: a practical guide,
and the links in the section 7 Additional Support.
5.3
Module online learning guidance
This information would come from the tutor, and be made available alongside the
other online materials. Students should have access to:






Clear and up to date information about the learning support available to them
plus a schedule for any learner support available to them through timetabled
activities, for example tutorial sessions or web-based conferences.
Documents that set out their own responsibilities as learners.
Explicit guidance on how the online tools and resources available for a specific
module are to be used, plus time allocated to familiarising themselves with
these.
How the student can expect to gain from using them properly.
Any requirements for participating in online discussion and/or contributing to
online group work.
What can be expected from the tutor.
7
This is in addition to standard information concerning aims and outcomes,
submission dates, and a schedule giving a weekly or unit-based overview and
structure for the module.
5.4
Just-in-time guidance
This should take the form of explicit task-related pointers and instructions embedded
within the online environment itself, and serve as additional guidance that is offered
at the point in time it is most relevant (for example, discussion task requirements
repeated in an introductory discussion post from the tutor, a simple reminder, e.g. by
using the online announcements tool, to make sure the student has read and
understands ‘sections x or y’ before using a specific self-test feature.)
5.5
Tutor facilitation
This is, essentially, the kind of pro-active and continuous support that students will
require from the tutor in online learning contexts (see section 6 Role of Tutor).
6
Role of Tutor
As the previous sections demonstrate, using online technology in teaching is not
always a straightforward task and places added responsibility on the tutor to acquire
new technical and pedagogical skills than those common to lecture based teaching.
In order to ensure consistent quality of online delivery it is expected that the online
tutor is someone who:
 Consults the faculty’s ADA online learning for pedagogical advice on teaching
with technology
 Participates in educational development seminars and workshops on online
teaching and learning in order to gain and improve technical and pedagogical
skills and to become aware of emerging technologies
 Is aware of all technical requirements for delivery of online learning using
WebCT Vista (system specifications, browser settings) and communicates this
clearly to potential students
 Knows where to get technological and pedagogical assistance for design,
development and delivery of online learning
 Ensures that students are provided with an opportunity before module related
activities to familiarise themselves with the online learning environment,
necessary tools and navigational skills
 Provides online learning study skills guidelines to students including online
communication terms and conditions (Netiquette – see Appendix 3)
 Assures timely feedback to student queries online and offline and has multiple
points of contact such as email, telephone, fax, online problems forum or office
hours chat room facility.
 Keeps all online material up to date
 Keeps back-up copies of all written work.
8
 Develops accessible online content according to university accessibility
guidelines (see Appendix 4).
 Recognises the additional opportunities for communication and collaboration
online and proactively supports students’ engagement there addressing
misunderstandings immediately
 Contacts absent students privately via email for support.
 Maintains a warm and inviting online voice at all times
7
Additional Support
7.1
Useful Edinburgh Napier University Websites & Resources
7.1.1 WebCT Vista


WebCT Vista student help site
WebCT Vista staff help site
7.1.2 Online learning and teaching technology and pedagogy




Edinburgh Napier publication: Pedagogy and learning technology: a practical
guide (distributed to all academic and academic related staff in September
2006; contact the authors at palt@napier.ac.uk to acquire a copy)
Edinburgh Napier online induction site for distance learners
Edinburgh Napier Getting ready for university study (GUS) website: Online
study skills support aimed primarily at FE direct entrants
Technology enhanced learning staff development programme
7.1.3 Turnitin®UK


Edinburgh Napier University Turnitin®UK administrator: ChristinaMainka
(c.mainka@napier.ac.uk).
Turnitin®UK service overview at Edinburgh Napier plagiarism website, Be wise,
don’t plagiarise.
7.1.4 General




Adaptive Technology Centre.
C&IT services.
MyAthens: find out which services your ATHENS account makes available
Student Support Services (Special Needs and Disabilities)
7.1.5 NULIS


Edinburgh Napier University Library Information Services (NULIS) Distance
Learning Centre
NULIS electronic resources page (databases, e-journals, ebooks)
o
NUINLinks: search online resources
o
NetLibrary: e-books and e-audiobooks library
9
o
Safari: E-reference library for IT professionals
7.1.6 NULIS subscribes to a series of online teaching material resource
collections (ATHENS authenticated), for example:




BUVFC: TV and film databases
EDINA: Collection of free film, video and audio resources
JORUM: UK online learning objects repository (launched Jan. 06)
SCRAN: Collection of over 350,000 digital materials for your use-for free
7.1.7 Appendices





7.2
Appendix 1: E-learning Strategy Minimum Content for WebCT.
Appendix 2: Edinburgh Napier online technology definitions.
Appendix 3: Netiquette Guidelines.
Appendix 4: WebCT Vista Accessibility Guidelines.
Appendix 5: Online module evaluation checklist.
Contact Information for direct assistance at Edinburgh Napier
For technical, WebCT Vista module related queries please contact C&IT Services
Helpdesk.
For online learning and teaching advice, one-to-one support, and information about
relevant professional development seminars and workshops (which are offered as
part of the EdDev programme and also run on request) please contact one of the
academic development advisers (ADA) online learning, based in EdDev, Bevan Villa,
Craighouse Campus.
Christina Mainka (Health, Life & Social Sciences, Turnitin®UK adviser)
c.mainka@napier.ac.uk
tel: 455 6110
Elaine Mowat (Edinburgh Napier University Business School)
e.mowat@napier.ac.uk
tel: 455 6446
Keith Smyth (Engineering, Computing & Creative Industries)
k.smyth@napier.ac.uk
tel: 455 6181
7.3


External Standards and National Guidelines Informing this Guide
QAA (September 2004) Code of practice for the assurance of academic quality
and standards in higher education. Section 2: Collaborative provision and
flexible and distributed learning (including e-learning).
BS 8426:2003 British Standard Code of Practice for e-support in e-learning
systems (available through NULIS)
10




7.4





7.5



7.6


BS 7988:2002 British Standard Code of Practice for the use of IT-technology in
the delivery of assessments (available through NULIS)
JISC e-learning and pedagogy website.
JISC Effective Practice with E-Learning Guide (pdf file).
JISC TechLearn Senior Management Briefing on Online Tutoring.
External Resources on Online Teaching and Learning Support
Joint Information Systems Committee (JISC).
INTUTE: Gateway to peer reviewed and evaluated web resources.
INTUTE training suite: Free, subject specific, information and web literacy
online tutorials.
The internet detective: Web evaluation tutorial for students.
Acadia University’s plagiarism tutorial.
Wider Issues Relating to Online Technology
JISC Legal Information Services.
TechDiss: JISC’s accessibility and disability advisory service.
JISC Plagiarism Advisory Service (JISC PAS).
Publications by National Bodies
HEFCE March 2005. HEFCE Strategy for e-learning.
Department for Education and Skills (2005) Harnessing Technology,
Transforming Learning.
11
Appendix 1: Recommended WebCT Vista minimum
presence
This appendix recommends that a minimum presence be established for every
module and that this be input by either the module leader or a school administrator
using central information and information provided by the module leader.
Past experience has shown that the role of a dedicated school administrator is
invaluable in ensuring timely and consistent creation of module and programme
sites. In order to assist with this and to promote consistency overall a simple
template has been created that can be applied to all new modules on Vista after first
online module access. The template reflects the following recommendations and
corresponds to the guidance given for blended/online module design and
development in the Napier publication Pedagogy and learning technology: a practical
guide.
Item
Welcome message
Module team
Role of WebCT Vista
Role of student
Role of tutor
Module descriptor
Information required
Inviting welcome statement to the module. Include
module code and module title and if appropriate
programme details.
Full details of who the module leader is/who the module
team are. Provide at least two sources of contact (email,
phone number, room number) for each.
List of features in Vista that will be used to support the
delivery of the module.
Expectation of the student (how often login expected,
which features to check, which online activities to do,
purpose of tools provided etc).
Online visibility of tutor in discussion boards, response
time to queries, return time of assignments, use of
announcements tool, time-release of material etc.
In a folder labelled Module Guide add web link to module
information held on the Module Descriptor database.
Information recommended
Timetable
Teaching schedule
Assessment
University policy
documents and
support information
In Module Guide folder add web link to the timetable
information held on the Web.
In Module Guide folder provide detailed breakdown of
contact sessions and content. Table format giving weekby-week breakdown is helpful.
Document with module assessment information,
coursework specifications, guidelines for each piece of
assessment, grading criteria, examination timetable etc.
Web link to University Academic conduct: Code for
students and staff, plagiarism website, Netiquette
guidelines, WebCT Vista Student Help page, C&IT
services, Student Support Services, NULIS etc.
12
Examples of Module Course Content Home page
Minimum presence
Beyond minimum presence
13
Appendix 2: Napier online technology definitions
Note: A comprehensive glossary of terms is available in the Napier publication
Pedagogy and learning technology: a practical guide
Blended learning
Use of a combination of online, flexible and face-to-face teaching methods to provide
learning materials, student support and assessment.
Distance learning
Modules, programmes or courses where students are, for the most part, physically
distance from the tutor and institution.
E-learning
The use of communication and information technology to support teaching, learning
and assessment.
Flexible learning
Modules, programmes or courses that offer a significant element of student choice,
which can include elements such as timing, place, pace, modes or topics of study,
levels and means of support and methods of assessment.
MLE (managed learning environment)
Integration of the whole range of institutional systems that contribute to the learning,
teaching and assessment process.
Off-campus (distance/online)
Module, programmes or courses where students study primarily in online or distance
mode and do not attend a physical campus.
Off-campus (partner college/NHS institution)
Modules, programmes or courses where students attend the campus of a partner
college (UK or international) for their studies.
On-campus
Modules, programmes or courses where students attend a Napier campus for their
studies.
Online learning
The use of the Internet, particularly the world wide web, to support teaching, learning
and assessment.
Open learning
Modules, programmes or courses that aim to reduce barriers to education by
promoting open access and providing a high degree of flexibility.
VLE (virtual learning environment)
A web-based application for developing, delivering and assessing online courses,
providing mechanisms for ongoing student monitoring and support.
14
Appendix 3: Netiquette
Higher education institutions increasingly rely on electronic tools for communication
among students and between students and instructors. If you are enrolled in an
online module or programme, you will soon discover that you have more
opportunities to communicate with your fellow classmates and tutor than you would
in the lecture hall or seminar room. Email, listservs, chat rooms and discussion
boards are all valuable tools for exchange of thoughts and queries at anytime from
your home, place of work or on campus. It is important, however, for online
communicators to maintain a respectful online voice at all times. Without the visual
and oral cues of standing face to face with someone, written messages are easily
misunderstood or may even unintentionally offend. In order to prevent
misunderstandings and promote engaging and meaningful collaboration, extra care
must be taken into how you express yourself in your written communication.
Above all, remember that there is a human being at the receiving end!
Whether in an email, online discussion or chat room, you are expected to adhere to
the following online etiquette or ‘netiquette’ guidelines.
The right tone






Always maintain a cordial and respectful tone in written messages. When in
doubt, ask yourself, ‘Would I feel comfortable saying this to the person
standing in front of me?’
Make life easier for the recipient: always address the person being written to
by name, clearly indicate who the message or post is coming from and add a
descriptive subject heading.
Never use BLOCK capitals, which is shouting online.
Treat any online discussions, chats or email contributions confidentially.
Remember, however, that email messages in general are not secure. Don’t
reveal more than you would on a postcard, for example!
Reread your written text before posting or emailing.
Wait 24 hours before responding to a seemingly inflammatory message or
post. Online conflicts unnecessarily tend to get blown out of proportion. A
good rule of thumb is to give the author the benefit of the doubt and to end
your response with a positive statement.
Cultural considerations
Edinburgh Napier University is proud of its diverse student body, but it is important to
recognise that the challenges of online communication are magnified in classes of
native and non-native speakers. While international collaboration undoubtedly
enriches learning by exposing students to different cultures, beliefs and values, the
non-native speaker is usually less confident and can easily feel uncomfortable
among native speaking online communicators, especially in the synchronous setting
of a chat room. In addition different cultures bring different points of reference,
different understandings of humour and different expectations of online
communication.
15
In order to avoid misunderstandings and to promote an encouraging environment for
all communicators always take the following guidelines into consideration before
posting or sending your message:






Avoid using complicated language, terminology, slang, idioms or local
acronyms.
Be aware of differences in date formats and measurements.
Be careful with sarcasm and humour, avoid ridicule.
Allow extra time for responses, especially in chats.
Remember that language fluency does not reflect intelligence.
Admit mistakes and apologise.
Communication management
Good online communication practice is also about being mindful of online
communicators’ ownership, time and bandwidth. The following tips will help keep
online communication manageable and enjoyable for all involved.








Be aware of the copyright on the material you are posting or sending.
Acknowledge the owner of any material that is not your own.
Never forward a written text without the author’s consent.
Avoid replying directly to emails containing file attachments – this
unnecessarily fills up the original sender’s mailbox.
Be careful when using the reply feature in listservs or the ‘cc’ button when
sending your email. Ask yourself if your message is really relevant to all
recipients.
Check for the validity of email. Realise that hoaxes, spam mail, forgery and
viruses are easily sent via email. When in doubt the mail is best left
unopened and then deleted.
In an online discussion, reply to an existing post only if your thoughts are
directly related to it. Otherwise create a new message. This eases threading
for all later on.
In general, keep your online texts as short as possible without being terse or
evasive. Your instructor may provide you with word count guidelines for the
discussion board.
Use the online discussion board’s ‘compile’ feature for ease of reading long
discussion threads.
References
Lynch McVay, M. (2004) Learning Online New York: Routledge
Myers, S. and Filner, B. (1997) Conflict Resolution Across Cultures: from taking it out
to mediation Amherst MA: Amherst Educational
Shea, V. (2004) The Core Rules of Netiquette: available online.
16
Appendix 4: WebCT Vista: accessibility guidelines
According to Napier’s Disability Statement over 6% of all our students disclosed
some kind of special need or disability. It is a reality which we need to acknowledge
and make sure that our ‘teaching’ approaches and our module materials, face-toface and online, do not disadvantage any of our students.
These Accessibility Guidelines aim to help you make your online WebCT Vista
modules as accessible as possible. They should not be seen as a definitive set of
guidelines but more as a checklist to help you with accessibility issues.
If you wish to discuss any issues regarding the accessibility of your online materials,
you should contact the faculty’s ADA (Online Learning) (see Section 7.2).
The guidelines
When considering the accessibility of your modules, be aware that there are a
number of different types of disabilities that can affect how students can potentially
interact with your teaching materials. Students may have sight, hearing, mobility or
cognitive impairments, and you should take as many disabilities into account when
designing materials to make them accessible in WebCT Vista.
Be aware that by working to produce as widely accessible material as possible, you
will, in most cases, be improving the design of the materials for all students, disabled
or not.
Text
Provide text that is easy to read and understand
In WebCT Vista, when editing a ‘Header’, ‘Footer’ or creating a new file:

Make sure that you are using the suggested font and text size: Arial 12-point.

Avoid colour combinations such as red or green, which are particularly
difficult for colour-blind people to read, or a combination of red and blue text
on a white background, which produces distracting effects.

Use simple, clear language, simple sentence structures, and appropriate
punctuation. This is particularly important for dyslexic students, but will be
helpful for all.
Also


Whole sentences in capital letters or large paragraphs of underlined or
italicised text are difficult read. Bold text is more readable than italics when
you want to use emphasis.
Underlined text is easily confused with a hyperlink, so should be avoided
where possible.
17
Visual design in WebCT Vista
Ensure your visual design is accessible
Text is most readable online when there is a significant contrast between foreground
and background, and when there is a single background colour rather than textures
or patterns. Purely decorative graphics and icons can be distracting, although it is
important to have a pleasant look and feel for a site. It is important not to overdo it;
so use graphics and icons that aid in understanding and avoid purely decorative
graphics where possible.
In WebCT Vista:





Avoid the need for horizontal scrolling to read a page, and keep vertical
scrolling to a minimum. Once you have created all your folders and files, use
the ‘Customise Page Options’ under the ‘Page Options’ button to change the
page layout. WebCT Vista offers a variety of templates.
Use ‘Customise Page Options’ to change the background colour of your
page. Select a light colour for your background (eg a light yellow). Black text
on white background, although common, is not the suggested combination as
it can be very tiring for dyslexic and visually impaired students.
Do not use flickering, blinking or moving text and images, these are
distracting, reduce readability and can be hazardous to people with epilepsy.
Use a consistent style of presentation across pages.
Different people can use different interpretations of icons, so it is important to
show link titles and make sure that they are meaningful. Try to avoid
changing the icon of your folders or files. Many students associate text with
icons, so try to be consistent. We recommend that you leave the default
WebCT Vista icon.
Navigation
Provide straightforward and consistent navigation
In WebCT Vista good navigation depends on two conditions:
1.
2.
Folders, Files and Content links are organised in way that make sense to the
users.
Anything that opens outside the WebCT Vista (in a new browser window) is
clearly stated, so that users are not lost when they are directed outside the
Vista environment.
To satisfy the two conditions:

Provide information about the general layout of materials (eg a site map or
table of contents). If you use the Learning Module tool in WebCT Vista, this
will be done for you automatically.
18

Organise the materials into appropriately named folders and be consistent
with the folder names throughout the pages. If for example you are using the
term ‘module’ and you follow a ‘weekly’ format, create a folder called ‘module
materials’ and subfolders with the name ‘week 1’, ‘week 2’ etc.

Ensure that users are given prior warning when documents or URLs are going
to be opened in new windows (eg Handbook (opens in a new window)). If you
are linking to a document that is not a web page (ie Word, PowerPoint ®,
Excel, pdf) then make it clear what sort of document it is (eg Module Guide
(Word document)). In WebCT Vista, if you browse for or create a file as well
as when you are adding web links, you can use the description box to let the
students know the format of the file and whether it opens in a new window.
Multimedia in WebCT Vista
Use video and audio but make sure that you provide alternatives for those
having difficulties viewing or listening to your files



If you decide to offer an audio or video narration of your lecture slides, a
podcast or a short video online, you should make sure that an accurate
transcript is provided in a written format (preferably in Word and following the
guidelines for accessible text).
Make sure that you speak slowly and clearly and even summarise the key
points at the end of your recording.
Most importantly for audio, video, and animations allow users to work at their
own pace through these types of elements, so if you are using any multimedia
elements, ensure that they can be started, stopped and re-wound by the user.
Word, PowerPoint®, pdf
Any file (html, Word, PowerPoint® and pdf) can be put onto your WebCT Vista
modules. There may be accessibility issues associated with all of these formats.
While Word has a relatively high level of accessibility, PowerPoint ® and pdf are more
problematic and wherever possible they should not be used as the sole means of
providing information.
For pdf see How to Create Accessible PDF Files
19
Miscellaneous



Although chat and whiteboard can enrich the learning experience of your
students, not all students will find it easy to use them. So, if you are using a
chat or a whiteboard ask your students to register for the session and offer
them the opportunity to report to you in private (email) if they cannot attend
the sessions. Please provide alternatives for those having difficulties taking
part in your sessions. WebCT Vista automatically archives the Chat sessions,
which you can then upload in Vista as a file for revision. For whiteboards, you
can save the final product of the whiteboard session (concept map, graph etc)
and make it available online for revision by those unable to attend.
If you are using quizzes, make sure that you design your questions following
the above suggestions for text, images, videos etc. Also, consider the time
issue and the attempts allowed, as students with dyslexia might need more
time to complete a quiz.
Consider the size of your files. Large files (ie video/audio clips, PowerPoint®
presentations with too many graphics) can be extremely time-consuming to be
downloaded using dial-up internet connections.
Additional reading
Accessibility of Online Learning Materials
The Teachability Project: E-learning
Smyth, K. and Mainka, C. (2006) Pedagogy and learning technology: a practical
guide Edinburgh: Napier University
Who to contact
In addition to your faculty ADA (Online Learning):
Monica Gribben (Dyslexia Adviser)
m.gribben@napier.ac.uk
tel: 455 2915
20
Appendix 5 Online module evaluation checklist
This checklist should be completed prior to the first time a module is implemented in
blended or fully online format, as part of the quality assurance procedures for
blended and online delivery that are described in the Quality Framework (for the
definition of a blended module see section A9). The criteria within this checklist
correspond to the main tenets of good practice described in this guide, which are
expanded upon more fully in the Edinburgh Napier publication Pedagogy and
learning technology: a practical guide.
This checklist should be used in an independent review of a blended or online
module to be conducted by an Academic Development Adviser (ADA) Online
Learning who has not been involved in the development of the module, or by an
appropriately experienced tutor or reviewer from outwith the module team. In
addition, the checklist can serve as a reference to module developers during the
online module design and development stage.
It is not expected that all criterion are met for all modules. Fully online modules
should meet the majority of the criteria. It is left to the discretion of the
knowledgeable reviewer which criteria to fulfil.
Instructions to reviewer: please tick the appropriate box against each of the criteria
provided, and write any additional comments or recommendations you have in the
space provided. If N/A has been selected please explain why. Return checklist to
module leader who can seek additional support and guidance from the faculty’s
Academic Development Adviser (ADA) Online Learning.
Please remember to sign and date this form.
Module title:
___________________________________
Reviewed by:
__________________________________
1) Module material
Criteria
YES

NO

N/A

Subject material (in introductions, units) is clearly written



Subject material is written inclusively (eg culturally biased
terms and examples are avoided wherever possible)
The structure and organisation of the module (eg dates and
deadlines, the sequence of events) is explicitly stated
Full details of all core texts and resources are provided









External links lead to relevant and reputable resources



Third party material is copyright cleared



Learning outcomes are stated wherever appropriate
21
Additional notes and recommendations:
2) Coursework and assessment
Criteria
Assessment specifications and criteria are clear and explicit
YES

NO N/A


Periodic deadlines are in place to help ensure engagement



There is an appropriate mix of individual and collaborative
pieces of coursework
There are opportunities for periodic self-testing and/or
suggested self-reflective tasks and activities
The assessed work is likely to be well-supported by the
range of tools and resources provided online
The work to be undertaken is likely to be engaging without
overloading students
Additional notes and recommendations:












3) Communication and collaboration
Criteria
Students are required to collaborate on key tasks
There is a means for students to ask general questions of
the tutor and each other (eg a problems forum)
There are opportunities to communicate synchronously (eg
using a chat tool) where this would be beneficial
Requirements for communicating and collaborating online
are clearly stated (eg where optional and not, guidelines)
Students are provided with appropriate online spaces to
support group work (eg private discussion areas, wikis)
There are online social spaces provided for non-assessed,
informal discussion and communication
Additional notes and recommendations:
YES

NO N/A

















22
4) Student support
Criteria
Students are provided with clear information about how to
study effectively in the context of this module, including how
to make good use of the online tools and resources
Introductory icebreaking/bonding activities are in place
YES

NO N/A





Just-in-time guidance (eg that reinforce task requirements
or provide useful study tips) is embedded at appropriate
points in subject materials and activity descriptors
What the student can expect from the tutor (eg in terms of
response rate, when they will be online) is clearly stated
VLE/other technical specifications are provided or linked to









Additional support features (eg glossary, calendar,
announcements, world clock) are provided where useful
Additional notes and recommendations:



5) Use of multimedia (visual and/or audio, static and/or interactive)
Criteria
Multimedia is used appropriately to present subject material
and/or to complement text-based explanations
Multimedia elements are easy to use and interact with
YES


NO N/A




Additional notes and recommendations:
6) Usability and accessibility
Criteria
The online module environment is easy to navigate
YES

NO N/A


Informationally-equivalent alternatives to static and
interactive multimedia content are provided
Links to any browser plug-ins required are provided






Appropriate alternative means for navigating content (eg
search, site index, activities-view) are in place



23
Visual design is clear and non-distracting



Text is readable and presented in non-serif fonts



Links to external websites or content files open up in a new
browser window
Additional notes and recommendations:



A note on programme level online provision
It is noted that guidance and materials might be more appropriately placed on the
programme home rather than on the module site. Material there could include, but is
not restricted to:

Teaching team.

Module descriptors.

Programme level online problems forum.

Programme level online induction activities and documentation.

Links to NULIS, C&IT, Student support services, SSCC (Student staff
consultative committee), class representatives, plagiarism website.

General study skills advice.

Technical guides.
7) Final comments and recommendations
Please use the space below to make any final comments you have and include any
changes you would recommend be made to the module prior to its implementation.
Signed:
Date reviewed:
_______________________________
_________________________
24