Guidelines

I.1    Navigational design makes the organization of the course easy to understand.

 Include main topics possibly on course menu or under an icon

I.2    A statement introduces the student to the course, and to the course structure, including course prerequisites.

• Connect this to the syllabus
• Possibly an icon on the home page
• Follow Del Mar /department guidelines
• Not necessarily a syllabus review but an overview of course
• Easily accessible from the home page

I.3    Expectations regarding communications are clearly stated.

•  Response times between instructor and student for
• Emails
• Discussions
• Assignment feedback
• Grades
• Available weekends and/or holidays?

I.4    An instructor introduction or autobiography is included.

1. Does it have a general introduction to yourself

• A picture?
• Campus-based and virtual office hours
• Contact info including email

I.5    Students are invited to introduce themselves to the class.

• Discussion forum or other virtual methods
• Promotes sense of community

I.6    Minimum technology requirements, if applicable, are clearly stated.

•  What software packages are required (Word, Adobe Reader, etc)
• What plug-ins (Real Player, Flash, etc) are required
• In plain view of student

Notes

II.1     The learning objectives of the course are clearly stated.

• Placed in syllabus or some other clearly defined location
• Easily located from Home Page

II.2     The assignment learning objectives are listed.

Objectives are clearly stated for each assignment.

II.3       The types of assessments selected measure the student mastery of the learning objectives and are consistent with online course activities and resources.

•  Appropriate for the objectives of the assignment
• Appropriate for the delivery method of the course

II.4     The grading policy is clearly described and easy to understand.

Included in the syllabus (mandatory)

II.5.    Assessment and measurement strategies provide multiple and varied evaluation opportunities, with frequent feedback to the student.

• Appropriate for the delivery method
• Journals, quizzes, blogs, Webquests, discussions are examples.

II.6       “Self-check” or practice assignments with quick student feedback are provided, if appropriate to the discipline.

Not necessary but useful for student-driven feedback

Specific Review Standards:

Notes

III.1      Instructional and resource materials are appropriate and sufficient to meet course learning objectives.

• Do the students have the materials needed to satisfy course objectives
• Books, software, supplemental materials, plug-in locations

III.2      Instructional materials are appropriate to the online environment, and are easy to use and access by students.

• Online students should not have to come to campus to complete course assignments.
• All materials should be available online

III.3      All additional instructional materials that are used in the course and required of students are listed in the course syllabus.

Syllabus should include but can be located in other easily located and accessible location(s) such as the Home Page.

Specific Review Standards:

Notes

IV.1      The learning activities are appropriate to achieve course learning objectives.

Learning activities should be appropriate for the online delivery method.

IV.2      The learning activities foster instructor-student, content-student, and/or student-student interactions.

Interaction is mandatory for all online courses. The level of interactivity will be based on the course and discipline, but some level of regular interaction is required of all courses.

IV.3      Estimated instructor response times (turnaround time for email,  grade posting, etc) and online and/or on-campus availability are clearly stated.

Specify response times for each course activity. How quickly will students receive feedback or responses to questions. Should be associated with each instructional activity.

IV.4      The expectations for all discussion interactions (length, frequency, originality, etc.) are clearly articulated. 

• Location of expectations can be anywhere so long as they are easily located
• Ideally a rubric is available for discussion posts.

IV.5      Instructor’s plagiarism policy is clearly referenced.

• Should be included in syllabus
• Should use the department and/or DMC policy at a minimum.

Notes

V.1       Course design enhances instruction and student interactive learning.

• Should be designed specifically for online delivery and not migrated from seat-based course
• SACS requirement

V.2       Needed technologies required for this course are either provided or easily downloadable.

• Should provide links to all required plug-ins and software.
• Should provide instructions on the use of all less-common software and technologies.

V.3       If additional resources are required to be accessed or downloaded, clear instructions are provided.

No brainer

V.4       Course design utilizes technologies efficiently.

• Should not use technology needlessly
• Publisher-created e-packs should be reviewed prior to the start of a new term to ensure technologies add to course effectiveness
• Should avoid technology clutter

Specific Review Standards:

Notes

VI.1      Link to DMC Help Desk is included. Links to other technical support sites also included, if needed.

• Technology assistance should be plainly visible on the Home Page
• Links to other technology support sites should be included as necessary (Real Player, plug-ins, etc) and easily accessible.

VI.2     Link to DMC Student Services is included (http://www.delmar.edu/media/transition.php)          

Links to DMC Student Services is strongly suggested, particularly a link to Special Services!

Notes

VII.1         The course acknowledges ADA requirements by linking to   http://www.delmar.edu/specserv/disability.html

Displayed on the home page, usually with other help resources such as Help Desk.

VII.2         Web page links are self-descriptive, meaningful, and readable.

Required by ADA law.