ONLINE COURSE QUALITY DELIVERY STANDARDS

ONLINE COURSE QUALITY DELIVERY STANDARDS

Resurces The fllwing resurces were used t cmpile this list f standards. These standards are based upn current best practices in nline educatin and learning and Helena Cllege student feedback. University f Mntana - MUS Principles f Quality Online Curse Design (2012) Mntana University System Cre Principles f Quality fr Online Curses in the Mntana University System (2008) BOR Plicy 309.1 (1994) University f Clrad Denver The CU Online Handbk (2011) Helena Cllege Online Student Survey Results (Spring ) Maryland Online Quality Matters Rubric fr Higher Educatin (2011-) CAST - Natinal Center n Universal Design fr Learning (2011) J.V. Bettcher, Ph.D. Designing fr Learning (2011) Great Falls Cllege Online Curse Design Guidelines (n.d.) EL Camin Cllege Regular Effective Cntact Plicy () Guidelines 1. Establish instructr presence. 2. Create cmmunity. 3. Set and cmmunicate expectatins. 4. Prvide varied experiences: student-student, student-instructr, student-cntent. 5. Prvide different delivery frmats. 6. Slicit feedback and address needs. Page 2 f 15

Online Curse Quality - Delivery Standards MUS Principle HC Standard R D Curse Overview and Intrductin: The verall design f the curse, navigatinal infrmatin, as well as curse, instructr and student infrmatin are made clear t the student at the beginning f the curse. 1.1 The curse includes student intrductins facilitated by the instructr. 1.2 The curse includes an instructr intrductin including a visual (e.g. vide r picture) f the instructr. 1.3 During the first tw weeks f class, the instructr emails and/r calls students wh are nt regularly checking int r engaging in the class. 1.4 Require students t meet with yu live. 1.5 Maintain an active presence. 1.6 Establish an active frum fr students t ask questins the whle class wuld benefit frm. 1.7 Actively wrk t build a relatinship with each student. Learning Outcmes: Learning utcmes are clearly defined and help the student fcus n learning activities. 2.1 Reference the learning utcmes in mdules, units r at the assignment level. Assessment: Assessment strategies measure and prmte learning, are aligned t the learning utcmes, and are designed as essential t the learning and curse revisin prcess. 3.1 Regularly slicit feedback frm students abut the curse and make curse revisins, as needed. 3.2 Use assessment results t drive instructin. 3.3 Grade assignments within 7 days f assignment submissin. 3.4 Ensure frmative wrk is graded and returned prir t majr assessments given. 3.5 Use available tls and resurces t help preserve academic integrity. Resurces and Materials: Instructinal materials are sufficiently cmprehensive t achieve curse bjectives and learning utcmes. 4.1 Each week, have varied activities r resurces that allw the student t see and/r hear the instructr (e.g. live chats, recrded lectures r vides, pdcasts, etc.). Learner Interactin: The effective incrpratin f instructr-student interactin, meaningful student cperatin, and student-cntent interactin is essential t student mtivatin, intellectual cmmitment, and persnal develpment. 5.1 Frequently cmmunicate and prvide substantive feedback thrughut the curse. 5.2 Maintain an active presence in the class thrugh a minimum f 15 cntact hurs f instructinal time per credit (apprximately 1 hur per week, per credit) and a separate 30 hurs f hmewrk per credit as defined by the BOR plicy 309.1. Curse Technlgy: Technlgy used in the curse shuld enrich instructin and fster learning. 6.1 Prvide students with instructins (r links t detailed instructins) n using the features used in the LMS r third party sftware. 6.2 Include an intrductry mdule with a link t the Online Student Fundamentals curse and t Mdle Essentials fr Students. 6.3 Direct students t necessary resurces s that technlgy des nt hinder the learning prcess. Learner Supprt: The learner is effectively supprted thrugh fully accessible mdes f delivery, resurces, and student supprt services. Accessibility: The curse materials, interactins, and plicies are intended t accmmdate all students. R=Required D=Desired Page 3 f 15

Online Curse Quality - Delivery Standards Defined Principle 1: Curse Overview and Intrductin The verall design f the curse, navigatinal infrmatin, as well as curse, instructr, and student infrmatin are made clear t the student. (1.1) The curse includes student intrductins facilitated by the instructr. T meet this standard the instructr shuld reply t each student s intrductin and persnalize the respnse. Fr example: Hi, Breeanne, welcme t class! Great intrductin, Jhn! I used t live in Missula t. G Griz! Assignment: Intrduce yurself t the class by telling us yur favrite apprpriate jke. Yu can type ut the jke r submit an audi r vide f yu telling the jke. (1.2) The curse includes an instructr intrductin including a visual (e.g. vide r prfessinal picture) f the instructr. T meet this standard the instructr shuld include a warm intrductin t the curse. Fr example: Welcme the students t the class. Uplad a vide intrductin t Mdle. Include yur backgrund and qualificatins fr teaching the curse. Share the best way t cntact yu. Be persnable. (1.3) During the first tw weeks f class, the instructr emails and/r calls students wh are nt regularly checking int r engaging in the class. T meet this standard the instructr shuld review the curse activity lgs a few days prir t the end f week 1 and week 2. Ensure the student is lgging in at least 3 times each week and checking all pertinent pages. The instructr shuld cntact any students nt meeting this requirement, preferably ver phne r Skype. Fr example: Hi, Breeanne. I nticed yu are nt lgging int the curse very ften and fr very lng. Is there smething I can help yu with? Determine if there is a technlgy issue. Prvide advice that it is imprtant fr their success that they check in three times r s a week s they can keep up with the pace f the class. Offer assistance and directin t assistance as needed. (1.4) Require students t meet with yu live either by phne r virtually. T meet this standard the instructr shuld have students schedule a specific time t meet with yu live during the first tw weeks f class. This can be cnducted ne n ne (preferable), r as a small grup meeting. This meeting must be cnducted live where the student can hear and preferably see the instructr. This can be dne via phne call, Skype, web cnferencing, etc. It is imprtant that the student make the cntact t help them break the ice with cntacting the instructr. During this call, the instructr is t: Build persnal rapprt. Ask the student abut needs r ptential accmmdatins and direct them fr that assistance. Review sme f yur basic expectatins t best prepare fr the curse (e.g. late wrk, lg ins, etc.) (1.5) Maintain an active presence. Lgin t the curse (e.g. Mdle, StarFish, Curse Sftware) at least tw times per calendar week. Fr example: Check in and actively respnd t student pstings, emails, etc. Page 4 f 15

Attempt t make cntact with each student each week in sme frmat. Send an email t students with curse annuncements. Prvide detailed feedback n wrk/assignments. (1.6) Establish an active frum fr students t ask questins the whle class wuld benefit frm. T meet this standard the instructr shuld include a questin frum fr students t pst questins relevant t the curse and direct students t pst thse types f questins t the public frum rather than thrugh email. This will prevent the instructr frm having t answer the same questin multiple times. Fr future curses, this frum can be used t develp an FAQ sectin. (1.7) Actively wrk t build a relatinship with each student. T meet this standard the instructr shuld wrk t keep students engaged and invest time in their success. Fr example: Send an email t students t prvide them individualized feedback, r ask them a questin. Keep a spreadsheet n each student with items that includes infrmatin such as their interests r experiences they have shared s that yu can draw n them fr future activities r assignments. Use details r qutes frm students previus assignments. Use Mdle and/r StarFish t prvide feedback and cmmunicate this t students. Page 5 f 15

Principle 2: Learning Outcmes Learning utcmes are clearly defined and help the student fcus n learning activities. (2.1) Reference the learning utcmes in mdules, units r at the assignment level. T meet this standard the instructr shuld discuss the learning utcmes s that students are aware f the purpse behind the assignments r grup wrk. Remember t include the ther learning skills such as cllabratin, prject management, integratin f technlgy, etc. Fr example: Create a Lessn in Mdle where students quiz n the bjectives and instructins fr the week/unit/chapter/etc. as they are being intrduced. Try t make it engaging. Pst the unit r week s bjectives in the tpic area. Page 6 f 15

Principle 3: Assessment Assessment strategies measure and prmte learning, are aligned t the learning utcmes, and are designed as essential t the learning and curse revisin prcess. (3.1) Slicit feedback frm students abut the curse and make the curse revisins, as needed. T meet this standard the instructr shuld check in with students at the end f week 2 (minimum) abut their experiences with the curse. Fr example: Create an annymus survey using the Feedback tl in Mdle r Survey Mnkey. Start a check-in frum t see hw the curse is prgressing frm the students perspective. (3.2) Use assessment results t drive instructin. T meet this standard the instructr shuld review assessments fr trends r gaps in teaching and reteach, prvide additinal resurces, redesign the class r a prtin f the class, etc. Wrk with the specific department and/r the. Fr example: Prvide a Mst Cmmnly Missed Questin dcument after a quiz. This culd be part f the intrductry lessn and students can re-quiz n it in the Lessn. (3.3) Grade assignments within 7 days f assignment submissin. T meet this standard the instructr will grade all assignments within 7 calendar days f assignment submissin. This prvides timely feedback t students in rder t make adjustments r ask questins, as needed. It is als advisable t have big assignments due a minimum f tw days befre grades are due in rder t allw students t prepare fr the exam. (3.4) Ensure frmative wrk is graded and returned prir t majr assessments given. T meet this standard the instructr shuld grade assignments a minimum f 2 calendar days prir t any majr assessment given ver the same cntent. Fr example: Yu have hmewrk t grade n the Quadratic Equatin. The quiz n this skill is n Friday. Have the grades returned t students by Wednesday mrning and have ffice hurs Wednesday r Thursday t answer questins. Yu have an assignment fr students t create the Executive Summary fr a business plan. Yu have a quiz n Friday but nne f the questins are related t writing the Executive Summary. This assignment des nt have t be graded prir t the quiz. It is nt a directly related skill t thse assessed in the quiz. When using autmatic grading resurces in Mdle r a third party, encurage students t cmplete these assignments at least 2 days prir t the quiz r prject due. (3.5) Use available tls and resurces t help preserve academic integrity. T meet this standard the instructr culd use: Turn It In fr written assignments as an anti-plagiarism sftware (inside Mdle) Create timed-tests. Use security functins t lck students frm brwsing, cpy, and pasting in ther windws. Passwrd prtect tests. This shws intentin frm the student t take the quiz. Page 7 f 15

Principle 4: Resurces and Materials Instructinal materials are sufficiently cmprehensive t achieve curse bjectives and learning utcmes. (4.1) Each week have varied activities r resurces that allw the student t see and/r hear the instructr. T meet this standard the instructr shuld include sme srt f audi and/r vide f themselves. Have a different element each week and prvide bth an audi and a vide/picture element each week. Fr example: Hst live chats every ther week. Prvide a vide demnstratin. Recrd lectures as a pdcast r vide weekly. Reply t discussin bard respnses with yur prfile picture displayed. Recrd feedback. Hst a live lecture. Page 8 f 15

Principle 5: Learner Interactin The effective incrpratin f instructr-student interactin, meaningful student cperatin, and student-cntent interactin is essential t student mtivatin, intellectual cmmitment, and persnal develpment. (5.1) Frequently cmmunicate and prvide substantive feedback thrughut the curse. T meet this standard the instructr will lk fr ways t prvide timely feedback in curses. Answer student questins (e.g. via email, vicemails, frum psts, etc.) within 48 hurs r within the first business day fllwing a weekend. Maintain scheduled ffice hurs at tw varied times per week. Ntify students f the instructr s prlnged absence with details abut when the instructr respnses will resume. Cmment n prjects/papers/grades. Other examples Participate in discussin activities with students by using pen-ended questining and respnding regularly t student pstings. Prvide regular reminders t students n imprtant dates thrughut the curse. (5.2) Maintain an active presence in the class thrugh a minimum f 15 cntact hurs f instructinal time per credit (apprximately 1 hur per week per credit) and a separate 30 hurs f hmewrk per credit as defined by the BOR plicy 309.1. T meet this standard the instructr plans fr 15 cntact hurs per credit (30 hurs fr labs, and 45 hurs fr shp instructin r clincals) and a separate 30 hurs f hmewrk per credit. Remember, the time is nt hw lng it takes t create the interactin; it is hw lng it takes a student t review it. Fr example: Interactin (all nn-hmewrk) Time Estimate Examples Vide Number f minutes Instructr intr, demnstratin, YuTube Lecture Capture Number f minutes Classrm lecture capture Pd Casts Number f minutes Audi lecture Number f minutes Live chats Number f scheduled minutes Chat sessins, webinars Reading Textbk 3 minutes per page Reading nline 1-3 minutes per page Pwer Pints, Annuncements, Bk Resurce Discussin Frum 15 minutes t pst, review Frums and advanced frums. cmments and pst cmments Quizzes 20 minutes per quiz Exams 1 hur per exam Practice prblems (nt hw) 20 minutes per prblem Peer Reviews/ Assessments 30 minutes t 1 hur Wrkshp mdule, Turn it In Create a blg pst 3 minutes per page Send an email 3 minutes Quickmail, StarFish Prvide feedback fr 3 minutes students Hst a webinar Length f webinar Pst news annuncements 3 minutes News Frum Page 9 f 15

Principle 6: Curse Technlgy Technlgy used in the curse shuld enrich instructin and fster learning. (6.1) Prvide students with instructins r links t detailed instructins n using the features used in the LMS r third party sftware. T meet this standard the instructr ensures links and/r instructins t hw t use different features in the nline classrm are easy and intuitive t lcate and access. Fr example, include a vide, stepby-step tutrial, link t instructins, r detailed utline t answer the fllwing questins: Hw d I submit an assignment in Mdle? Hw d I find my assignments in SAM? Where d I start? What if I need technical help? (6.2) Include an intrductry mdule with a link t the Online Student Fundamentals curse and t Mdle Essentials fr Students. T meet this standard the instructr makes sure the students are required t cmplete bth the Online Student Fundamentals curse and Mdle Essentials fr Students as ne f the first assignments and submits the certificates f cmpletin as evidence. Als make these assignments easy t find within the curse. (6.3) Direct students t necessary resurces s that technlgy des nt hinder the learning prcess. T meet this standard the instructr stays attuned t students interactins and intervenes as needed. Fr example: Direct t Mdle Essentials r IT fr Mdle r technical issues. Direct students t the third party sftware if issues arise with this sftware. Page 10 f 15

Principle 7: Learner Supprt The learner is effectively supprted thrugh fully accessible mdes f delivery, resurces, and student supprt services. Principle 8: Accessibility The curse materials, interactins, and plicies are intended t accmmdate all students. Page 11 f 15

Appendix Blms Taxnmy p. 13 BOR Plicy 309.1 p. 14 NWCCU Accreditatin Plicy p. 15 Page 12 f 15

Blm s Taxnmy Remembering: can the student recall r remember the infrmatin? Understanding: can the student explain ideas r cncepts? Applying: can the student use the infrmatin in a new way? Analyzing: can the student distinguish between the different parts? Evaluating: can the student justify a stand r decisin? Creating: can the student create new prduct r pint f view? define, duplicate, list, memrize, recall, repeat, reprduce state classify, describe, discuss, explain, identify, lcate, recgnize, reprt, select, translate, paraphrase chse, demnstrate, dramatize, emply, illustrate, interpret, perate, schedule, sketch, slve, use, write. appraise, cmpare, cntrast, criticize, differentiate, discriminate, distinguish, examine, experiment, questin, test. appraise, argue, defend, judge, select, supprt, value, evaluate assemble, cnstruct, create, design, develp, frmulate, write. Adapted frm: Overbaugh, R.C. and Schultz, L. (n.d.) Blm s Taxnmy. Old Dminin University. Retrieved June 25 th,, frm http://ww2.du.edu/educ/rverbau/blm/blms_taxnmy.htm. Page 13 f 15

BOR Plicy 309.1 MONTANA BOARD OF REGENTS OF HIGHER EDUCATION Plicy and Prcedures Manual SUBJECT: ACADEMIC AFFAIRS Plicy 309.1 Curse Credits: Shrt Curses and Wrkshps Effective: September 30, 1977; Issued: September 28, 1994 I. Administrative plicy A. The methd fr awarding credit fr shrt curses and wrkshps shuld be cnsistent with the methd used in the regular academic prgram. II. Prcedures: A. The credit awarded fr shrt curses and wrkshps shuld be adjusted s that a full-time student nrmally earns credit at the rate f 1-1/2 credits per week, with a maximum f tw credits per week. B. If pre-r pst-sessin wrk is required f students, the amunt f credit awarded may be adjusted accrdingly. Any such requirements shuld be clearly set frth in publicity and brchures. C. If pre-sessin wrk is required, and a student arrives wh has nt dne the wrk, he shuld be refused entrance t the wrkshp r shrt curse. III. Ratinale: Credit recmmendatins are expressed in semester credit hurs. In determining semester hur recmmendatins, evaluatrs use the fllwing guidelines: A. One semester credit hur fr each 15 hurs f classrm cntact plus 30 hurs f utside preparatin r the equivalent; r B. One semester credit hur fr each 30 hurs f labratry wrk plus necessary utside preparatin r its equivalent, nrmally expected t be 15 hurs; r C. One semester credit hur fr nt less than 45 hurs f shp instructin (cntact hurs) r the equivalent. Page 14 f 15

NWCCU Accreditatin Standards http://www.nwccu.rg/standards%20and%20plicies/plicy%20n%20credit%20hur%20nvember%202 012.pdf Page 15 f 15