A Guide to Online Course Design E-Book

Tina Stavredes

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Sprache: Englisch

Seitenzahl: 298

Veröffentlichungsjahr: 2013

Beschreibung

A Guide to Online Course Design offers faculty and professional staff a practical and easy-to-follow model for creating exceptional online courses that focuses on quality standards in instructional design, transparency in learning outcomes, and learner persistence. A comprehensive resource, the book includes effective, research-based instructional strategies to motivate online learners and help them become more self-directed. A Guide to Online Course Design emphasizes quality standards and removing barriers to learners' persistence, which ensures online courses meet the needs of online learners as well as distance education initiatives. "All faculty members and course designers, regardless of experience level, content background, or technology skills, can benefit from applying the approaches defined in this book. The authors have imparted a wealth of knowledge that can improve the quality of any online class and I highly recommend this book for all those involved with online learning." - Anton G. Camarota, faculty, University of Denver "Anyone involved in developing online courses should read this book! Packed with great insights and the research to back them up, Stavredes and Herder guide readers with practical information that will support online course development." - Brenda Boyd, director of professional development and consulting, Quality Matters Program "The blend of theory and application makes A Guide to Online Course Design and indispensable resource for any professional seeking to create high quality, outcomes-based learning experiences. I loved the action steps that close each chapter, as they lead the reader through the entire process of course design from analysis to implementation." - Kathe Kacheroski, dean of curriculum and instruction, Rasmussen College

Leseprobe

Table of Contents

Title Page

Copyright

Series Page

Dedication

Preface

Audience

Organization of Book

About the Authors

PART 1: An Introduction to Persistence and Quality Design

Chapter 1: Quality Design to Support Learner Persistence

Defining Persistence

Persistence Models

Quality Online Course Standards

Chapter 2: The Instructional Design Process

Backward Design Framework

Instructional Design Process

PART 2: Analysis of Learners and Learning Outcomes

Chapter 3: Analysis of Online Learner Characteristics and Needs

Online Learner Characteristics

Learner Persistence

Learner Needs

Chapter 4: Analysis of Learning Outcomes and Competencies

Learning Outcomes Defined

Curriculum Analysis

Taxonomies of Learning

Course Analysis

Learning Outcome Statements

Competency Statements

Checklist for Outcome Statements

PART 3: Design of Course Assessments and Sequence

Chapter 5: Design of Course Assessments

Purpose of Assessments

Types of Online Assessments

Choosing Formative and Summative Assessments

Aligning Assessments to Learning Outcomes

Chapter 6: Sequence of Instruction

Starting Point for Instruction

Sequencing Strategies

Sequencing Assessments

PART 4: Design of Instructional Strategies

Chapter 7: Foundations of Transformative Learning

Principles of Learning

Engagement in the Online Environment

Cognitive Learning Styles

Cognitive Scaffolding Strategies

Chapter 8: Selection of Instructional Materials

Text-Based Instructional Materials

Open Educational Resources

Multimedia Instructional Materials

Theories and Principles of Multimedia

Process for Selecting Media Resources

Evaluating Instructional Materials

Copyright Clearance for Course Materials

Accessibility of Online Course Materials

Chapter 9: Design of Effective Course Activities

Instructional Strategies Mapping

Practice Strategies

Reflective Learning

Discussion Forum Activities

Problem-Based Learning

WebQuest

Collaborative Workspaces for Team Activities

PART 5: Development of Instruction

Chapter 10: Development of Instructional Materials

Unit Structure

Workload

Writing a Course Introduction

Course Syllabus

General Writing Rules

Chapter 11: Organizing the Course Environment

Navigation and Interface Design

Content Design to Support Engagement

Types of Online Communication

PART 6: Implementation and Evaluation

Chapter 12: Course Evaluations and Maintenance

Final Course Review

Instructional Scaffolding Review

Continuous Quality Improvement

Course Maintenance

Final Remarks

References

More from Wiley

Index

Cover design by Michael Cook

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Preface

The 2010 online learning survey in Changing Course (Allen & Seaman, 2010) reveals that enrollment in online courses rose by almost one million learners from a year earlier. The survey of more than 2,500 colleges and universities nationwide finds approximately 5.6 million learners were enrolled in at least one online course during fall 2009. The report indicates that nearly 30 percent of all college and university students now take at least one course online. In addition, the report also implies that there may be problems ahead. Although the sluggish economy continues to drive enrollment growth, large public institutions are feeling budget pressure and competition from the for-profit sector institutions. Additionally, the 2010 Sloan survey shows that three-quarters of polled institutions report that the economic downturn has increased demand for online courses and programs.

According to research comparing online course development approaches between 2001 and 2006 (Green, 2010), the individual instructor approach was by far the most widely used approach to course development. Seventy percent of the respondents indicated they developed online courses on their own in 2006, which is a rise from previous years. Other studies indicate that instructors continue to be responsible for designing online courses, and many in the absence of an instructional design specialist (Barker, 2002; Kozlowski, 2004; Mills, Fisher, & Stair, 2001; O'Neill, 1998). Surveys conducted by Brogden and Couros (2002), Grosse (2004), and Lorenzetti (2004) suggest that the time and effort demands to develop online courses and to learn new technologies causes faculty member frustrations. Rockwell, Schauer, Fritz, and Marx (1999) evaluated the types of knowledge and support faculty members felt were needed to be successful in online course development. Faculty members responded that they need training to develop effective instructional materials and interactive elements for the online environment. The literature reflects that many online faculty members learn the instructional design fundamentals through trial and error in their online experiences rather than through formal instruction (Link & Scholtz, 2000; Oblinger & Hawkins, 2006; Pankowski, 2008; Ryan, Carlton, & Ali, 2004; Schrum, 2002). However, developing and delivering effective online courses requires pedagogy and technology expertise possessed by few faculty members. Online instruction is more than a series of readings posted to a website; it requires deliberate instructional design that hinges on linking learning objectives to specific learning activities and measurable outcomes. Few faculty members have had formal education or training in instructional design or learning theory. To expect them to master the instructional design needed to put a well-designed course online in a relatively short period of development time is probably unrealistic (Oblinger & Hawkins, 2006).

But higher education is entering a difficult period financially, because a growing number of states face declining tax revenues and budget deficits. According to Levine and Sun (2002), it will be difficult to sustain existing facilities, people, and programs to support distance learning initiatives. This will continue to have an impact on the resources to support faculty members in developing online courses. Another issue affecting the development of quality online courses is the lack of formal policies and procedures to ensure that online courses and programs are compliant with accessibility mandates. The 2010 data from the Managing Online Education survey (Green, 2010) reveal that 34 percent of the campuses participating in the survey report that ADA compliance for online courses and programs resides with the individual faculty members who teach an online course, whereas 24 percent report that ADA compliance responsibilities resides with academic programs or departments. The 2010 survey also reported available instructional design resources and services to develop quality online courses were declining.

At the same time, higher education institutions face increasing demands from internal and external constituencies to engage in meaningful quality assurance to demonstrate the value and impact of their distance education efforts. The expectations for quality assurance of online courses are even higher in view of its relatively recent development and the rapid growth of learner interest. Two initiatives to address the issue of quality are outcomes-based curriculum and the Quality Matters program. The Spellings Commission (US Department of Education, 2006) report on the future of higher education was charged with recommending a national strategy for reforming postsecondary education, with a particular focus on how well colleges and universities are preparing learners for the twenty-first-century workplace. In the 2006 report, the commission focused on the standards of quality in instruction and accountability of higher education institutions in the ability to demonstrate learning outcomes. Learning outcomes of online courses have been scrutinized even more than traditional face-to-face courses. There has also been an outcry from industry and professional organizations that students are not prepared for the workforce and they have to spend additional resources to train new graduates as employees. An outcomes-based curriculum can help institutions achieve greater transparency and accountability for learner outcomes and provide a systematic process to ensure that outcomes are linked to competencies and demonstrable assessments.

The professional development of faculty is critical for the transition of courses from face-to-face to online because there are significant differences from the traditional to online environment (Cyrs, 1997). There is a need for A Guide to Online Course Design: Strategies for Student Success, which provides a guide to design quality online courses that meet specific standards for distance education courses. This need is driven by diminishing resources and increasing demands from internal and external constituencies to engage in meaningful quality assurance to demonstrate the value and impact of their distance education efforts.

Audience

The intended audience for this book comprises faculty members who are developing online courses. Instructional designers will also find this book valuable in focusing their efforts on quality standards and learning outcomes. Any institution delivering distance learning programs or individual online courses including colleges, universities, training departments, and other professional development centers for faculty members within higher education will find this book beneficial. In addition, there are a growing number of virtual high schools who are training faculty members to develop online courses as well as people in governmental agencies and training departments within corporations who could find these materials valuable.

This book contributes to the body of knowledge on effective online course design by focusing on an understanding of who online learners are, how they learn, and what they have to overcome to achieve their educational goals online. The instructional strategies that we recommend in the book are grounded in instructional design theories and focus on specific strategies to help learners overcome challenges in learning and persisting in the online environment.

Organization of Book

In part 1, “An Introduction to Persistence and Quality Design,” we introduce you to online learning, help you understand important persistence factors that affect learner success, and describe the design approach we will be taking in the book to help you design your online course. In chapter 1, “Quality Design to Support Learner Persistence,” we discuss the need for online learning and define key persistence variables that affect online learners. We also consider quality standards for online course design to support learner persistence. In chapter 2, “The Instructional Design Process,” we introduce you to a backward design approach that is based on an outcomes approach to course design. We also introduce you to the process you will use to design and develop your online course.

Using the foundations of persistence and quality design for online courses, part 2, “Analysis of Learners and Learning Outcomes,” begins the design process with a front-end analysis of your learners and intended outcomes of your course. In chapter 3, “Analysis of Online Learner Characteristics and Needs,” we look at the key attributes and needs of online learners and discuss how you can integrate this analysis into key design decisions for your online course. In chapter 4, “Analysis of Learning Outcomes and Competencies,” we provide steps to help you through the process of an outcomes-based design of your course using a backward design process. The process includes brainstorming course outcomes and writing outcome and competency statements that describe the intended outcomes of your course.

Part 3, “Design of Course Assessments and Sequence,” is the beginning of the design phase of the development process. In this part, you align assessments to your learning outcomes and determine a sequence of instruction. In chapter 5, “Design of Course Assessments,” we show you the benefits of designing your assessments upfront to ensure proper alignment between your learning outcomes and the opportunities for your learners to demonstrate progress toward and achievement of outcomes and competencies. In chapter 6, “Sequence of Instruction,” you determine the starting point for your instruction and create a sequence of instruction that aligns to the course learning outcomes and associated competencies.

Part 4, “Design of Instructional Strategies,” is a continuation of the design phase in which you design instructional strategies to help learners achieve the intended outcomes of your course. In chapter 7, “Foundations of Transformative Learning,” we discuss important learning principles and instructional strategies to ensure your learners are actively engaged in authentic course activities to support deep learning. We discuss active learning and how cognitive learning styles affect learning. We also discuss cognitive scaffolding strategies to ensure your learners are able to complete learning activities and achieve course outcomes. In chapter 8, “Selection of Instructional Materials,” we discuss how to choose appropriate course materials that align with your course learning outcomes. We look at different types of text-based and media-based materials that can help learners understand key concepts and skills and provide strategies for locating and evaluating course materials to support your course design. In chapter 9, “Design of Effective Course Activities,” we lead you through the process of designing instructional activities to support your learning outcomes and provide various examples that may be used in your online course to help learners turn the information they have gained through the instructional materials into knowledge. We also look at activities that provide authentic learning experiences and enable rich engagement, critical thinking, and problem solving.

Part 5, “Development of Instruction,” moves you into the development phase of the course design process in which you will organize your content into units of study and then build it out in a web environment using a systems such as a learning management system (LMS). In chapter 10, “Development of Instructional Materials,” we provide recommendations for how to structure units of study within your course and include a discussion of workload balance to ensure course activities and assessments are distributed reasonably throughout your course. We also help you develop an introduction to your course and discuss strategies to help clarify and communicate your expectations for learner participation throughout your course and ideas for helping learners acclimate to the online environment. In chapter 11, “Organizing the Course Environment,” we look at how to build your course into the web environment you will be using, such as an LMS. We discuss important navigation and interface design considerations to ensure learners are able to easily locate and access course materials and activities and participate within your online course. We also discuss various tools and technologies you may implement to support interaction and facilitate presence in your online course.

Part 6, “Implementation and Evaluation,” introduces the last phases of the development process. Because the book is focused on course design, we do not discuss implementation strategies. However, we discuss how to evaluate your course prior to implementation to ensure it meets quality standards for online courses. Chapter 12, “Course Evaluations and Maintenance,” is the final chapter in the book and the only chapter in part 5. In this chapter, we help you conduct a final review of your course. We also discuss data collection post-implementation for the purpose of continuous quality improvement and finish up with a discussion of how to maintain your course over time.

We have created an online course design guide to accompany the text. This guide includes all of the steps discussed in the book to create your online course along with worksheets to help you think through each of the steps of the process. To access the online course design guide, go to www.josseybass.com/go/stavredes_herder.

About the Authors

Tina Stavredes has more than fifteen years of experience in online learning. Currently, she is Chief Academic Officer of Online Services at Corinthian Colleges, Inc. Prior to that, she spent ten years with Capella University serving in a number of roles, including director of curriculum, associate dean, chair, and as a Harold Able Distinguished faculty. Her experience includes managing and maintaining high-performing online faculty members and developing quality online courses. Prior to joining Capella, Dr. Stavredes worked as manager of academic technology support for the University of Minnesota's College of Education and Human Development.

Dr. Stavredes has a master's degree in education with a specialization in curriculum and instruction using information systems and technology in teaching and learning. Her PhD is in educational psychology with a specialization in cognition and learning as it relates to computer-based learning. She has been involved with online education and has demonstrated a passion and vision for how to build a quality and sustainable educational experience for online learners. Dr. Stavredes has an in-depth understanding of online learning communities, as well as communities of practice, from her experience teaching online and understands the pedagogy involved in building learning communities that are relevant and sustainable for the learner. She has also worked specifically with first-year online learners to understand the factors that lead to learner readiness and that affect persistence and retention. In her administrative roles, she has developed innovative ways to support quality teaching and help faculty members bring their expertise to the online classroom.

Tiffany Herder has worked in online learning for more than a decade. She has an MS in instructional design for online learning and works as a curriculum and instructional specialist, collaborating with faculty members and crossfunctional staff to create quality learning experiences. Ms. Herder also works as an online learning consultant helping to shape the direction of online learning and creating faculty and student development resources for institutions of higher education.

She has experience applying the Quality Matters program criteria to develop quality online courses. She also has worked extensively with faculty members developing and delivering workshops and just-in-time resources to support distance learning initiatives. Ms. Herder also has an expertise in outcomes-based curriculum development and translating curriculum requirements into high-quality and engaging online courses as well as developing authentic assessments to provide opportunities for learners to demonstrate outcomes. Finally, she continues to work to translate difficult concepts and create engaging learning experiences through the use of interactive multimedia and diverse instructional strategies.

PART 1

An Introduction to Persistence and Quality Design

In part 1, we introduce you to online learning, help you understand important persistence factors that affect learner success, and describe the design approach we take in this book to help you design your online course. In chapter 1, “Quality Design to Support Learner Persistence,” we discuss the need for online learning and define key persistence variables that affect online learners. We also consider quality standards for online course design to support learner persistence. In chapter 2, “The Instructional Design Process,” we introduce you to a backward design process that is based on an outcomes approach to course design.

Chapter 1

Quality Design to Support Learner Persistence

Objectives

After reviewing this chapter, you should be able to

Analyze persistence models to identify challenges and barriers online learners must overcome to be successful in their programs of study to lay the foundation for effective course design.Analyze the role of course quality standards in course development to support the creation of effective online courses.

Online learning is at a crossroads. More and more individuals and institutions are turning to online learning as a way to meet a variety of learner, faculty, and administrative needs. According to the Sloan Consortium (2013), an organization dedicated to online education leadership, more than 6.7 million learners are taking at least one online course and 69.1 percent of higher education institutions state that online learning is critical to their long-term strategy. Financial pressures of dwindling enrollments, decreased funding, and high overhead costs are causing institutions to do more with less and look for alternative delivery methods for their curriculum. According to Allen and Seaman (2013), “online courses are those in which at least 80 percent of the course content is delivered online. Face-to-face instruction includes courses in which zero to 29 percent of the content is delivered online; this category includes both traditional and web-facilitated courses. The remaining alternative, blended (sometimes called hybrid) instruction has between 30 and 80 percent of the course content delivered online” (p. 7).

Institutions are offering a variety of instructional modes to meet the increasing demands from learners working full-time and needing flexible programs that meet their personal and professional goals.

With the rapid growth of online education, the focus has become the quality of learning outcomes from online courses. Reports show higher attrition rates for learners taking online courses so there is a growing need to understand factors that contribute to learner persistence in an online environment. The focus of this book is on the design of online courses that support learners' ability to persist in the online environment. Throughout the book, we refer to important concepts and strategies to support learner persistence. We also look at quality standards to support the design of an online course. In this beginning chapter, we present information on different persistence models that are relevant to online learning and help you understand important factors that may affect a learner's ability to successfully complete the course. We also discuss research on quality standards for online learning to help you create a quality online course that supports learners in achieving the intended learning outcomes.

Defining Persistence

Retention and persistence are sometimes used interchangeably, but they are not the same. Retention is the ability of the institution to retain learners from matriculation through graduation. Persistence is learners' ability to persist in their educational journey to degree completion. Learners can persist but may not necessarily be retained by the institution. For example, learners may decide they are interested in a different program of study offered at another institution or they may decide that they are not a fit with the institution and decide to change schools. They are actually persisting because they are continuing their education, but the institution's retention numbers decrease as a result of learners transferring. Therefore, focusing on persistence can help us better understand the factors that contribute to a learner completing a course or dropping out. Research shows that when learners complete a course, they are more likely to persist in the next course (Billings, 1988), so focusing on learners' completion course by course can set them up for additional success throughout their program. Persistence models help us identify critical learner needs and integrate effective teaching and learning strategies to support learners' continued success.

Persistence Models

There is a long history of research and conceptual models to explain learner behavior and perceptions related to persistence. Among these models are several that focus on the design of online courses and support online learner persistence—Billings (1988), Kember (1995), and Rovai (2003).

Billings Persistence Model

Billings's (1988) model focused on correspondence courses; however, there are a couple of important insights that helped drive some key design elements in the effectiveness of today's online courses. First, Billings talked about how learners who submit assignments early on in a correspondence course often persist longer than those who wait a couple of months to submit their assignments. This demonstrated that structured activity deadlines in a course, especially early on, would help learners continue to persist. He also correlated persistence with higher entrance examination scores, higher GPA, and higher courses completed with greater chances of persistence. Therefore, the more successes learners have, the more likely they will continue to be successful. This makes a case for designing an online course experience that provides a high level of support to help learners successfully complete the course. Additionally, Billings discusses the importance of learners' intentions to complete as a variable in persistence. He believes that learners can overcome other factors that may lead them to drop out if their motivation to complete is strong. This indicates a strong need to build motivational elements into an online course to help learners develop and sustain their momentum.

Kember Persistence Model

Kember's (1995) model focuses on adult learners in an open learning model of distance education. This model provides a nice linear path for learners in a course. The model starts with how learners' entry behavior and early experiences lead them down one of two paths—a positive path or negative path. A positive path leads to social integration and academic integration in which learners adopt a deep approach to learning and the goal is not simply to complete the course or get a good grade but to gain knowledge and tap into motivations related to self-improvement and enrichment. A negative path leads to a focus on excuses for their performance based on external issues such as insufficient time, distractions, or unexpected events that get in the way. This path results in a surface approach to learning in which the focus is not on gaining important knowledge that will have a positive impact on their lives but on simply completing the course. Motivation is based on external rewards rather than the joy or benefits of learning. This indicates the importance of setting up early experiences for encouragement and creating a support system inside and outside the course as well as the need to connect coursework to activities relevant to learners' personal and professional goals.

Rovai Persistence Model

Although the Billings and Kember models provide us with some important insights into persistence and course design, Rovai's (2003) model provides us with a comprehensive look at the variables that affect learners' persistence in an online learning environment. Rovai evaluated several persistence models relevant to nontraditional and online learners and developed a composite model to explain persistence of learners enrolled in online courses (exhibit 1.1).

Exhibit 1.1 Rovai Composite Persistence Model

Rovai Composite Persistence Model (Rovai, 2003)

Variables prior to admission

Learner characteristics:

Age, ethnicity, gender

Intellectual development

Academic performance

Academic preparation

Learner skills:

Computer literacy

Information literacy

Time management

Reading, writing skills

Online communication skills

Variables after admission

External factors (Bean & Metzner, 1985):

Finances

Hours of employment

Family responsibilities

Outside encouragement

Opportunity to transfer

Life crises

Internal factors:

Tinto (1975): Academic integration, social integration, goal commitment, institutional commitment, learning community

Bean and Metzner (1985): Study habits, advising, absenteeism, course availability, program fit, GPA, utility, stress, satisfaction, commitment

Workman and Stenard (1996): Learner needs: clarity of programs, self-esteem, identification with school, interpersonal relationships, accessibility to support and services

Kerka and Grow (1996, as cited in Rovai, 2003): Learning and teaching styles

Rovai integrates Tinto's (1975) student integration model and Bean and Metzner's (1985) learner attrition model, in particular, which are both grounded in early psychological models on persistence and the idea of learner-institution fit as a key indicator of persistence. He builds off of Tinto's and Bean and Metzner's learner characteristics prior to admission, such as age, ethnicity, gender, intellectual development, academic performance, and academic preparation, and adds skills learners need to develop to successfully navigate the online environment including computer literacy, information literacy, time management, reading and writing skills, and online interaction skills. In course design, these are elements that you can use as a basis to build in personalization and scaffolding to help learners achieve the learning outcomes regardless of their starting point.

Once learners are admitted to a program of study, there are additional factors external and internal to the institution that can affect learners' ability to persist. Rovai (2003) includes Bean and Metzner's external factors such as issues with finances, hours of employment, family responsibilities, the presence of outside encouragement, opportunity to transfer, and life crises such as sickness, divorce, and job loss. He also cites internal factors affecting learners after admission including variables researched by Tinto (1975), Bean and Metzner (1985), Workman and Stenard (1996), and Kerka and Grow (1996, as cited in Rovai, 2003). According to Tinto (1975), social and academic integration as well as goal commitment, institutional commitment, and the development of a learning community are internal institutional factors that affect persistence. According to Bean and Metzner, these internal factors include study habits, advising, absenteeism, course availability, program fit, current GPA, utility of the course, stress, satisfaction, and commitment. Rovai (2003) then added the work of Workman and Stenard (1996), who also analyzed learners' needs that influence persistence, and include consistency and clarity of online programs, policies, and procedures; learners' sense of self-esteem; ability to identify with the institution and not be looked at as “outsiders”; the need to develop interpersonal relationships with peers, instructors, and staff; and the ability to access academic support and services. Finally, the model shows that online learners expect their learning experiences to match their learning style, so attention to the use of a variety of instructional strategies is important to meet the individual learning styles of learners.

You may not be able to address all of these variables within the course design, but you can at least address the institutional factors such as helping learners feel like a part of the institution and directing them to the appropriate support resources. You can also help learners develop strategies to cope with external factors that require good time management strategies and ways to build a support network with their family and friends to support their learning. Finally, you can build relevant and engaging courses that help learners integrate into the learning community and build skills and knowledge relevant to their personal and professional goals. We discuss strategies to integrate these elements and the other persistence variables throughout the book.

Quality Online Course Standards

Because the quality of online learning has been debated in the field for some time now, there have been many efforts to define what elements go into a quality online course. More and more institutions are turning to quality programs and rubrics to ensure consistency among their online offerings. The difference between the practices we present in this book compared to these quality rubrics, however, is the focus on the design decisions. Most quality standards focus on learner satisfaction as a measure for what defines a quality course. In this book, we have focused on specific elements of the course design that contribute to greater learner persistence. A review of these standards can further support the design, especially if your institution subscribes to a specific quality rubric.

There are many different rubrics for evaluating the quality of online instruction. Many of the rubrics were created by individual universities or initiatives related to developing instructor knowledge and skills for designing effective online learning. The Illinois Online Network (1998–2006) is a faculty development initiative that provides professional development for online teaching and learning. They created a “Quality Online Course Initiative Rubric and Checklist” that focuses on seven categories—instructional design, communication, interaction and collaboration, learner evaluation and assessment, learner support and resources, web design, and course evaluation. California State University, Chico (2003), also developed a rubric with categories for learner support and resources, online organization and design, instructional design and delivery, assessment and evaluation of student learning, innovative teaching with technology, and instructor use of learner feedback to help define what a high-quality online course looks like. The Monterey Institute for Technology and Education (2010), an educational nonprofit organization, created the “Online Course Evaluation Project” to help assess and compare online courses and focuses on course developer and distribution models, scope and scholarship, user interface, course features and media values, assessments and support materials, communication tools and interaction, technology requirements and interoperability, and developer comments.

Currently, the most well-known rubric is the Quality Matters' rubric. The Quality Matters program is a “faculty-centered, peer-review process designed to certify the quality of online and blended courses.” Funded by the US Department of Education Fund for the Improvement of Postsecondary Education, Quality Matters has become a leader in ensuring the quality of online education and received national recognition for its approach and improvement of online education and student learning (Quality Matters, 2011). Their rubric is based on extensive research in online learning and is composed of eight general standards and forty-one specific standards and includes annotations that provide examples of the application of the standards and the relationships among criteria. The eight standards include course overview and introduction, learning objectives (competencies), assessment and measurement, instructional materials, learner interaction and engagement, course technology, learner support, and accessibility (Quality Matters, 2011–2013).

As you can see from these few examples, although there are multiple rubrics available, the themes related to best practices and effective design for online learning are clear. Throughout the book, we integrate many best practices related to effective online learning design and supporting learner persistence based on the research on persistence and quality standards. Exhibit 1.2 describes these quality standards that are addressed in the book. Then, in chapter 12, you will do a final review of your course using a checklist of the criteria listed in the exhibit.

Exhibit 1.2 Quality Standards for an Online Course

Course Introduction

The course follows university standards (insert specific standards in this review guide).

On entering the course for the first time, learners can easily locate information to help them understand what to do (i.e., a “start here first” document).

If the course is not based on a standard university template, you have provided a course orientation to the various course components and their function.

There is an introduction to the course in the syllabus or faculty expectation statement describing the intended course outcomes.

There is an introduction to how the course is structured in the syllabus or the faculty expectation statement (how long units are, weekly activities, deadlines). This may also be included in a course orientation if you have developed one.

There are clear expectations for learners in a syllabus or faculty expectation statement (including required days in the course per week, expectations for discussions, absences from course, policies including plagiarism, code of conduct, and netiquette rules, due dates, and extensions).

There is specific information about the minimum technical requirements for the course including hardware, software, and preferred browser.

It also includes the minimum technical skills needed to participate fully in the course (i.e., ability to create and save files, attach documents, etc.).

The instructor clearly communicates expectations regarding how to communicate with him or her as well as turnaround time for returning learner calls, e-mails, and so on. There are also descriptions of expectations for when discussions and assignments will be graded and returned to learners.

Course Outcomes, Competencies, and Objectives

Course outcomes and competencies are clearly stated in a format that communicates the relevance of each outcome to the real world.

Learning objectives clearly align to course outcomes and competencies.

Learning activities clearly align to course outcomes and objectives.

The prerequisite skills required for the course are clearly stated and are reasonable and appropriate to the learner population.

Instructional Resources and Materials

All instructional resources and materials map back to the stated program outcomes and competencies.

Clear instructions help learners understand how the instructional resources support the achievement of specific competencies and objectives.

The instructional materials are written at a level understandable to the learner population.

All instructional resources and materials have all required copyright clearance.