Excellence in Online Learning Conference Center for Online Learning and Teaching Technology

Quality of Online Course Design – Quality Matters Review
The review team will conduct Quality Matters Review.

The course meets Quality Matters Standards at or above 85%.
The course objectives fully aligned and addressed comprehensively.

The course does not meet Quality Standards within 80-84%.

The course objectives mostly aligns and addressed.

The course does not meet Quality Matters Standards below 80%.
Course objectives were neither aligned nor addressed.

Exceptional Instructional Strategies
Thoroughly describes best practices in instructional strategies to include but not limited to:

• Incorporating student-centered activities and experiences
• Ensuring students come prepared for in-class activities
• Ensuring students are prepared for out-of-class activities.
• Provides a collaborative learning environment
• Incorporates meaningful, authentic learning experiences
• Incorporates authentic course assessments by applying discrete knowledge to real-world situations
• The course provides detailed instructions and the purpose of assessments to address the relevance of adult learners.
• The instructional approach provides appropriate scaffolding and direction
• Thinking critically and solving complex problems
• Constructing viable arguments and critiquing the reasoning of others
• Course design offers a range of cognitive demand that is appropriate and supportive of content.

Relationship between all in-class and out-of-class activities is clearly explained.

Clearly explains how class time is conducted on a regular basis; providing percent of time used for lecture, collaborative or individual work, etc.

Includes a calendar or outline detailing the structure of the course and both the in-class and out-of-class expectations.

Includes accountability measures to ensure students are ready for both in-class and out-of-class activities and assessments.

Instructional Strategies have a broad and deep impact on student learning.

It provides an opportunity for deeper learning through at least three areas of higher-level thinking skills, offers a range of cognitive demand commensurate with the content; and, provides appropriate direction and scaffolding.

Relationship between some in-class and out-of-class activities is clearly explained.

Instructional Strategies has minimal impact on student learning.

It provides an opportunity for deeper learning through fewer than three areas of higher-level thinking skills, offers a range of cognitive inconsistently matched with the content; and, provides incomplete direction or scaffolding.

No clear relationship between in-class and out-of-class activities.

No accountability measures to ensure students are ready for in-class and out-of-class activities.

Unlikely to achieve any impact on student learning.

Does not provide an opportunity for deeper learning through higher-level thinking skills; it does not offer a range of cognitive demand commensurate with the content and does not provide appropriate direction or scaffolding.

Excellent Course Facilitation: The nominee demonstrates best practices in hybrid course facilitation by creating both faculty and peer-to-peer presence to include but not limited to:

• Opportunities for Peer-to-Peer Interaction that allow students to communicate effectively both in-class and out-of-class
  • Fosters a sense of community
• Provides opportunities to build a welcoming community
• Allows students opportunities to become comfortable with technologies used
• Establishing instructor presence in the online environment such as:
  • Provide weekly announcements
  • Timely response to email communication
  • Micro-lectures
  • Hosts live sessions
  • The presence within Discussion Forums
  • Implement effective assessment feedback practices.

Course facilitation fosters positive, engaging, and successful learning experiences by adopting three or more best practices in hybrid course facilitation.

Consistent integration between in-class and out-of-class activities and assessments.

Consistent and appropriate opportunities for student engagement in-class and out-of-class.

Course facilitation fosters positive, engaging, and successful learning experiences by adopting less than two best practices in hybrid course facilitation.

Course facilitation does not foster positive, engaging, and successful learning experiences.

Effective Learning Outcomes
Provides evidence of opportunities for Deeper Learning including, not limited to, student success measures, student sample work, and attrition, and achievement data. Evidence should pertain to the items selected under Opportunities for Deeper Learning Criteria.

• Does it use an evidence-based approach?
• Can the impact on student learning be demonstrated?

Has provided examples, such as:

• Positive correlation with grades
• Student sample work displaying meeting higher-order outcomes
• Faculty evaluation student comments

It provides three or more types of evidence for Deeper Learning opportunities.

It provides minimal evidence for Deeper Learning opportunities.

Does not include evidence for Deeper Learning opportunities.

Enable Accessibility

• Does the innovation comply with current ADA accessibility standards?
• Accessibility Resources

The review team will evaluate the course for Accessibility standards.

All course components and functionality comply with current ADA accessibility standards.

Course components or functionality comply with current ADA accessibility standards within 90-96% range.

The course does not comply with current ADA accessibility standards.

Recommendations – Feeback on Course Effectiveness

The application includes strong letters of
recommendation from a
administrator/colleague and student The nominee has demonstrated rapport with course participants and provides evidence of learner's satisfaction and effectiveness.

The application includes good letters of
recommendation from a administrator/colleague and student.

The application does not include a letter from a recommendation from a administrator/colleague or student.