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Instructional Standards
Delivery:
Course:
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The course information (syllabus) provides clear instructions/definitions
for the following: prerequisite skills, expectations of activities, level
of participation, time commitments, and how to proceed and learn the material. |
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Included in the course information is a visual diagram (matrix) that
provides a clear and simple organization of the course objectives and required
activities. |
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There is a complete schedule of course activities that presents the timing
(week/day/time) of instructional events. |
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Course materials are accessible and in accordance with the Americans with
Disabilities Act. |
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The course
description, goals, and objectives/outcomes are identical to the traditional
classroom-based course offering. |
Course outcomes:
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There are course goals that describe what the students will be able to do
as a result of completing the course. |
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There are course objectives that support the course goals by providing a
framework for students to successfully complete the course. |
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The course objectives must be stated in observable, measurable, and
achievable terms. |
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There is a capstone activity or "test" that
demonstrates that the student has reached mastery of the course
objectives. |
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Authentication of student worked is determined by having at least 30% of the student's grade
based on proctored or identifiable activities. |
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Course modules, content, instructional design:
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The course is broken down into modules where each module has a clear
overview statement, goal, and objective that supports a specific course
objective. |
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Content provided for each module is complete, appropriate and is limited to
the "need to know" essentials. |
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The content of each module is appropriately chunked and sequenced. |
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All module activities, including testing, measure entities of the course
objectives. |
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For all modules there are adequate orienting components: overviews,
motivation techniques, reviews, and organizational information. |
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Each module includes: all necessary information, demonstrations,
objective-oriented practice, assessment, and timely feedback. |
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At the end of each module there are concluding components to reorient
students: a summary, integration with appropriate course objectives, and
assessment. |
Suitable methods of course delivery:
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The methods used for delivering course content are clearly indicated and
easy to comprehend. |
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Sample work is provided to orient students to the central aspects of the
material, exercise, or assessment. |
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The methods of course delivery are engaging, interactive, varied, and
challenging for student audience. |
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The delivery methods are desired by students, unbiased, and relevant to
student goals/jobs. |
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The college support staff can carry out and support the delivery methods
used in the course. |
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The college system can support the delivery methods used in the course. |
Course review:
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The course is reviewed during the first semester the course is offered
online. |
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The effectiveness and efficiency of the course will be reviewed. |
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Reviews are to be done using peer reviewers who will focus on areas of:
appropriate content, delivery methods, amount of interaction, assessments, use
of multimedia, and appropriateness of textbooks. |
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Students enrolled in the course will be asked to provide feedback. |
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Summative evaluations will be conducted to determine if the course is
effective and that the course meets all course objectives. |
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Individuals involved in the review
process are identified (document is attached listing the names of the
reviewers). |
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Communication Standards
Instructor-with-students interaction:
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Instructor-with-student communicative interaction must occur often (i.e.
at the startup of class, weekly messages, and prompt feedback). |
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The instructor should monitor all class discussion boards (at least three
times a week) and encourage students to post questions in the discussion boards. |
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The instructor should inform students of specific timelines for instructor
response and feedback (e.g., all inquiries will be responded to within 48 hours,
except weekends). |
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Students should be informed of expected delivery dates of time released
course content. |
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Instructors should provide multiple methods of communication (i.e.
telephone number(s), email and mailing addresses). |
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Instructor should discourage "student-to-instructor" email
contact. |
Student-with-students interaction:
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The instructor should establish an environment where students
interact/communicate with other students to increase level of learning and to
expose them to other people's communication styles and learning experiences.
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Assessment Standards
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Every assessment measure is based directly and exclusively on stated
course objectives. |
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Assessment questions/exercises are appropriate for the level of outcome
specified in the course objectives. |
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Assessment questions/exercises are based on practices activities. |
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Clearly-stated criteria for the evaluation of each assessment/performance
is provided for each student's work/performance. |
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