Essential Standards for Quality Online Learning: Part 3

​As I wrap up another semester of online teaching with success rates at or near 100%, I decided to share the things I do that matter most to student learning and success. My hope is that this dispels any myth that teaching online is easy. Just as with learner success, teaching success is the result of deliberate effort, wise strategies, and help seeking. 

Backwards Design

​The following are critical, minimum expectations for a high-quality online course:

While all courses require a focus on backwards design, teaching online is special because your curriculum is readily observable by everyone. In addition, when online you have to take great care to describe the purpose, nature, and criteria for all materials, activities, interactions, and assessments, and help students establish a meaningful routine for learning and mastering course and module outcomes.

Color cartoon depicting a train. The engine car reads "Outcomes", the smaller cars read "Activities", "Resources", and "Assessments"

Begin the course with the learning outcomes in mind. Clarify both the overall course and aligned module outcomes and share them prominently in the course. Effectively meeting this guideline means:​

• The outcomes are posted in the START HERE orientation module and discussed openly at the beginning of the course in an opening synchronous web conference that is recorded and made available in the course.

 

• The outcomes are measurable and written in learner-centered language appropriate to the level of the course.

Build assessments that are closely aligned with the learning outcomes. Ensure that both formative and summative assessments directly measure mastery of the learning outcomes. Effectively meeting this guideline means:

• Course and assessment grading criteria are clear and shared openly with learners. Include specific criteria, preferably with the LMS Rubrics, that help learners know in concrete terms what mastery means. When possible, share examples of full-credit work and outline common errors.

 

• Use a variety of assessments that are appropriate to the level of the course.

 

• Scaffold high-stakes assignments so that there are key progressive, low stakes milestones that help evaluate progress and encourage spaced learning. When possible, offer opportunities for student choice and assessments that can be revised and resubmitted.

 

• As noted earlier, provide timely feedback so learners can track their progress. When possible, feedback for formative assessments (e.g., retrieval practice quizzes) should be immediate or within 24 hours.

 

• When relevant (e.g., for exams and quizzes), use large, varied pools of possible assessment items aligned with course and module outcomes and implement assessments so that learners each get their own random sample of items across each attempt. Vary item answer choices randomly and present items one-at-a-time using a time period suited to level of the course and the outcomes. When considering the time limit, consider the extra time required by one-at-a-time item presentation as well as challenges reading from a screen. Consider emphasizing learning and mastery by providing an opportunity for multiple attempts over at least one day per possible attempt.

​Select learning materials that are closely aligned with the learning outcomes. Effectively meeting this guideline means:

• Describe why you selected each material and offer questions that learners should ponder as they consume the materials. Relate the purpose and questions to the course and module outcomes.

 

• Share current, diverse materials with inclusion in mind. When possible, offer learners choice, but distinguish required from optional materials.

 ​

• Take advantage of the many resources available within your institution, including video streaming databases (e.g., Films on Demand), as well as other resources available online. When possible, embed the materials within the LMS. 

Bottom Line: These principles emphasize learning and success. 

For more essential standards, check out Part 1 on Course Introductions and Part 2 on Course Management. For questions on these essential standards, email Dr. Bob DuBois at DrBob@UTK.edu.

​Written by Bob DuBois