STANDARD #1 - Organization

a.  Navigational instructions make the organization of the course easy to understand.

Instructions provide a general course overview, guide the new student to explore the course website, and indicate what to do first, rather than list detailed navigational instructions for the whole course.
 

b.  A statement introduces the student to the course and to the structure of the student learning.

The instructor’s statement gives the new student an idea of how the learning process is structured including schedule, communications modes, types of activities, and assessments. These features are often found in the course syllabus.
 

STANDARD #2 -  Communication

a.  Netiquette expectations with regard to discussions and email communication are clearly stated.

Expectations of student conduct online are clearly stated, however brief or elaborate they may be. The expectations themselves are not evaluated.
 

b.  The self-introduction by the instructor is appropriate.

The initial introduction creates a sense of connection between the instructor and the students. It should present the instructor as professional as well as approachable, and include more than the essentials, such as the instructor’s name, title, field of expertise, email address and phone.
 

c.  Students are requested to introduce themselves to the class.

The student introduction helps to create a supportive learning environment and a sense of community. Students are asked to introduce themselves and given guidance on where and how they should do so.  Student introductions themselves are not evaluated.
 

STANDARD #3 – Technology Requirements

a.  Minimum technology requirements, minimum student skills, and, if applicable, prerequisite knowledge in the discipline, are clearly stated.

Explanations of technical requirements and skills, and prerequisite knowledge and skills may be found within the course, in documents linked to the course, or in supporting material not on the course site.  Look for a link to that content and/or a reminder of it for the entering student.
 

b.  Learning activities foster instructor-student, content-student, and if appropriate to this course, student-student interaction.

All online courses should include interaction between the instructor and the students and between the students and the content. The degree and type of student-to-student interaction may vary with the discipline and the level of the course.
 

STANDARD #4 -Interaction

a.  The requirements for course interaction are clearly articulated.

A clear statement of requirements should indicate the criteria for interaction.
 

STANDARD #5 – Instructor Responsibility

a.  Clear standards are set for instructor response and availability (turn-around time for email, grade posting, etc.)

Information clearly indicates how quickly the instructor will respond, when feedback will be provided, and when the instructor is available to meet.
 

b. The course design prompts the instructor to be present, active, and engaged with the students.

Students know that the instructor is approachable and will regularly interact with them. Opportunities for interaction will vary with the discipline of the course.
 

STANDARD #6 – Tools and Media

a.  The tools and media support the learning objectives of the course and are integrated with texts and lesson assignments.

Tools and media used in the course support related learning objectives, and are integrated with texts and lesson assignments.  Students know how the tools and media support the assignments and how they support the learning objectives.  Technology is not used simply for the sake of using technology.
 

b.  The tools and media enhance student interactivity and guide the student to become a more active learner.

Tools and media used in the course help students actively engage in the learning process, rather than passively “absorbing” information.
 

c.  The tools and media are compatible with existing standards of delivery modes.

Course tools, media, and delivery modes meet current standards for widespread accessibility.
 

STANDARD #7 - Course Technologies 

a.  Technologies required for this course are either provided or easily downloadable.

For this standard, the term “technologies” may cover a range of plug-ins such as Acrobat Reader, media players, etc. In addition, courses may require special software packages (spreadsheets, math calculators etc.).  Clear instructions tell students how to obtain needed plug-ins and software packages.
 

b.  Instructions on how to access resources at a distance are sufficient and easy to understand.

Online students need to know about and be able to obtain access to educational resources by remote access.  Information on these resources is readily visible with clear instructions on how to access these resources.
 

c.  Course technologies take advantage of existing economies and efficiencies of delivery

As innovative technologies appear on the market all the time, online course technology should be current. Courses not recently developed may need to be updated.
 

STANDARD #8 - Assessments 

a.  The types of assessments selected measure the stated learning objectives and are consistent with course activities and resources.

Assessments, learning objectives, and learning activities align in a clear and direct way.  The assessment formats provide a reasonable way to measure the stated learning objectives.
 

b.  Assessment and measurement strategies provide feedback to the student.

Students learn more effectively if they receive frequent, meaningful, and rapid feedback.  This feedback may come from the instructor directly, from assignments and assessments that have feedback built into them, or even from other students.
 

c.  The types of assessments selected and the methods used for submitting assessments are appropriate for the distance learning environment.

Assessments make use of the technologies and security typically found in an online classroom

STANDARD #9 - Grading

a.  The grading policy is transparent (obvious) and easy to understand.

Review the clarity of presentation to the student, not the simplicity or complexity of a given grading system itself. A relatively complex grading system can still be unambiguous and easy to understand. 

b.  “Self-check” or practice types of assignments are provided for quick student feedback.

Students have ample opportunity to measure their own learning progress.  Look for examples of “self-check” quizzes and activities, as well as other types of practice opportunities that provide rapid feedback.  These types of assignments should be voluntary or allow multiple attempts. 

STANDARD #10 -   Course Equivalence

a.  The course is equivalent in rigor, assessment and time commitment to face-to-face courses?

Online/hybrid courses must have the same rigor as face-to-face courses. Student learning outcomes and assessment mechanisms for online/hybrid and face-to-face courses must be equivalent though they may not be identical. Overall, students must spend an equivalent amount of time preparing for and participating in online learning activities as they would spend in face-to-face learning activities