Northwest Florida State College Review of Distance Learning Format for Online Classes (Rev. 7/13/10)

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1 Northwest Florida State College Review of Distance Learning Format for Online Classes (Rev. 7/13/10) Division: Course (Name/Number): Semester/Year: Instructor: Ratings: 1 Excellent 2 Good 3 Satisfactory 4- Needs Improvement N/A Not Applicable After reviewing the course with the instructor, the chair/director will complete this form and submit it as an appendix to the department/division Program Review paperwork. Rating Student Success Measures 1. What percentage of students mastered the departmental/ general education student learning objectives for this course? N/A 2. What is the student success rate (grades of A, B, or C) in this class? N/A Basic Components 3. Course syllabus meets NWFSC Guidelines for Content of Course Policies handout, which is available on the LTech website. 4. There are clear statements in the syllabus of purpose, goals, objectives, and expected outcomes for the course and each content unit. 5. The Gradebook page is easy to understand and follows the published grading policy. 6. Activity/assignment expectations are clearly stated. A weekly (or unit) expectations link or document is suggested. 7. A course calendar/activity listing link or document outlines course dates, readings, activities, assignments, etc. 8. Assignment submission policies are clearly stated. These include deadline (hour and time zone), format, and method of submission. 1 of 4

2 9. Links are provided to course documents including required and supplementary readings, samples/example products, templates, etc. 10. Helpful and substantive lectures/notes are provided (e.g., PowerPoint slides, Tegrity recordings, Elluminate sessions). 11. An adequate number of links is provided for further study or course enrichment (i.e., Additional Resources). 12. Participation requirements and protocols are clearly defined for all activities (e.g., discussion board requirements state a) number of posts and responses to posts, b) posting deadlines, c) grading criteria, such as the quantity, frequency, and quality substantive, reasoned, researched of posts). Content 13. All the components of the instructional package align with each other, as well as with the course objectives. 14. The complexity/difficulty of the content is appropriate for student level. 15. The complexity/difficulty is appropriate for the time/credit hours allotted. 16. The content is factual, objective, and presented accurately. 17. The content represents the generally accepted domain of knowledge and events. 18. The content is appropriately current. 19. The content makes problem-centered (authentic) connections to life situations. 20. If gender, ethnicity, age, etc. have been portrayed, the portrayal is fair and unbiased. Presentation 21. Student resources are complete, labeled correctly, and have directions and/or links that are easily followed. 22. If publisher provided materials are used, they are appropriately integrated into the course. 2 of 4

3 23. A visual structure and format allow students to identify sequences and access content from lesson to lesson. 24. The pattern of organization is logical and consistent throughout the course. 25. Media elements (text, graphic, video, and audio) are presented in "bite-size" chunks or blocks of information. 26. There are features implemented to help in searching and locating information (e.g., table of contents, index, outlines, checklists, etc.). 27. Media elements are relevant and appropriate to content and audience. 28. Media elements are integrated into content with hyperlinks. 29. Workflow is logical and consistent; there is consistency among page layouts, menu(s), navigation bar(s), and links from component to component. Learning Strategies 30. All instructions are explicit. 31. The course includes elements to maintain student motivation. 32. The course supports various learning styles. 33. Learning activities include periodic, frequent, and short assignments that are logical extensions of content. 34. Assessment strategies are comprehensive and clearly measure student performance on the desired learning outcomes. 35. Regular/timely opportunities for informative feedback on progress are provided. 36. A variety of graded instructional activities, i.e., homework, papers, major tests, quizzes, projects, self-assessments, is used to assess student learning. 37. Learning activities include use of D2L tools (e.g., chat, discussion board). 38. Assignments encourage students to apply critical thinking skills. 3 of 4

4 39. Self-assessments (i.e. practice quizzes) are available to students. 40. A variety of technologies is used to convey content and offer learning opportunities. 41. Learning activities include peer interaction/collaboration. 42. Learning activities include regular interactions with the instructor. Academic Integrity 43. Reasonable consideration is given to ensuring student academic integrity, i.e. the use of logins and passwords; writing samples; timed, randomized exams; proctored testing. 44. Student work is shared appropriately and with permission. Additional : 4 of 4

5 Distance Learning Course Review: Short Form Much of the analysis regarding the effectiveness of distance learning courses will be embedded in the general process of assessing program and student outcomes. However, the history of student success in distance learning courses, along with the special challenges of course design and student access inherent in the format, warrant a separate, periodic review of distance learning courses. This review process is a collaborative effort between faculty members and the department chair/director. The LTech Department will supply basic data on success rates and enrollment patterns and is available to consult on best practices. 1. Analyze/comment on trends in student success/retention. Address success rates in comparison to the traditional or blended format of the course and/or to other traditional courses in the subject area. 2. Assess the quality of the course materials (be sure that required points are in the syllabus and that the following are included: helpful links/resources, multiple feedback points, practice materials for quizzes, multiple opportunities for students to demonstrate mastery, etc.). 3. Ensure the DL course learning objectives/content mirrors that of the traditional format of the course. The textbook and common assessment elements should match across all versions of the course. 4. Comment on how assessment results contribute to improvement; present any changes the instructor is now doing or plans to do to enhance to the course and/or to increase success rates, including incorporation of additional best practices strategies.