Instructor:
Harcum College Online Course Evaluation and Development Guidelines
Course #, Section & Semester:
Date:
Explanation of the OnLine Course Evaluation and Development Guidelines
These Guideline are to be used to guide instructors in developing quality online courses, and can also be used as a selfevaluation tool for instructors to be aware of areas that need improvement in their online or blended courses. All areas of
each course should be self-assessed as being “Met” by the standards of the Guidelines. Following the self-evaluation process,
courses will be evaluated by the Committee On Online Learning (COOL) with the goal of having all online courses rated as
“Met” in all categories and as meeting all accreditation (Middle States Commission on Higher Education (MSCHE)) and federal
education (Department of Education (DOE)) standards. Instructors are expected to continuously self-assess course content
and design, and strive to improve the online learning environment to support student success.
Purpose of the OnLine Course Evaluation and Development Guidelines
The Guidelines serve four purposes: 1) to inform you on best practices of online education and to offer opportunities to
identify areas for improvement; 2) to enable the Online Education staff to evaluate online courses with the goal of
improving them; 3) to ensure compliance with external accreditation standards (i.e. MSCHE and the DOE
requirements) and 4) to provide the application of sound instructional design principles to online course design and
development that benefits the student learning experience.
Completing the OnLine Course Evaluation and Development Guidelines The process of self-evaluation is straightforward:
Complete the headings at the top of the Guidelines: Instructor information, course number, section and semester and the
completion date of the evaluation. With your online/blended WebStudy course open, please thoroughly and thoughtfully
apply each category and each set of criteria to your online/blended course. See the “Meeting the Standard” column for specific
applications in your course. Complete the Guidelines Document by placing an X in the correct status box. Save with unique file
name (example: eng102inspring2012developmentguide.doc) and return via email attachment.
Thank you for your help. Your attention to implementing best practices in online education is much appreciated. We look
forward to continue working with all of you.
Committee On Online Learning (COOL)
Introduction revised Jauary 2014
1
COOL October 2013
Instructor:
Harcum College Online Course Evaluation and Development Guidelines
Course #, Section & Semester:
Design Standard
Course Overview &
Introduction
Meeting the Standard
Missing
Date:
Status
Developing
Met
• Prepare a welcome greeting.
A. The course homepage is
friendly and informative
B. Course description matches
catalog description and
includes detailed information
about the course format.
C. The instructor’s background
information is detailed and a
photograph is provided.
D. A link or statement describing
technical requirements,
WebStudy technical support,
and/or technical competencies
(Readiness Survey) and
additional information is
supplied.
• Explain the manner in which to begin the course.
• Highlight prerequisite skills necessary for success in
the course.
• Explain the manner in which to access course
orientation module and library resources.
• Copy course description directly from catalog.
• Provide a detailed description of the course
• Include a professional biography that lists the
instructor’s virtual office hours.
• Upload a professional-looking photograph of yourself
or have one taken and uploaded by the OED.
• Post WebStudy’s Tech Support Info that is available
by phone or email.
• Post the following URL to the Harcum Online website
directing students readiness survey:
http://harcum.edu/s/1044/edu/majors.aspx?sid=1044&gid=1&p
gid=920
2
COOL October 2013
Instructor:
Harcum College Online Course Evaluation and Development Guidelines
Course #, Section & Semester:
Date:
• Direct students to links for free software.
E. Information and/or various
links for success strategies are
provided.
F. An explanation and link for
using Netiquette in discussion
and emails is provided.
• Provide one or more of the following:
- a virtual meeting video explaining how
students can succeed in the course.
- written success strategies.
- links to WebStudy’s success strategies or
other websites that offer success strategies for
online students.
• Explain the meaning of netiquette and/or post a URL
for netiquette requirements such as:
http://www.learnthenet.com/english/html/09NETIQT.HTM
http://www.albion.com/netiquette/corerules.html
• Use the syllabus format provided by the college.
• Provide details as to course requirements in syllabus
G. A syllabus is present and
contains extensive details
necessary for an online course.
H. A list of instructional materials
is present along with
explanations and the textbook
and supplemental materials
are identified.
• Explain your policies on grading, attendance,
submission of late work, office hours, feedback , and
academic dishonesty.
• Provide details as to times and places of meetings for
blended courses
• List and direct students as to where necessary
Materials - e.g. textbook titles and supplemental
Materials - can be obtained.
• Provide an explanation as to which material will be
used in the different components of blended course..
3
COOL October 2013
Instructor:
Harcum College Online Course Evaluation and Development Guidelines
Course #, Section & Semester:
I. A course schedule is provided.
Design Standard
Course Goals &
Objectives
A. Course goals are clearly defined
and available to the students.
Date:
• Provide the names of textbooks and/or supplemental
materials along with correct ISBNs and directions as
to where they can be purchased
• Provide a typed schedule listing all assignments,
due dates, and point values for the entire course.
• Provide a detailed schedule for both the online and
face-to-face components of a blended course.
Meeting the Standard
Missing
Status
Developing
Met
• Write goals as broad abstract statements that
describe course outcomes.
• Include course goals in the syllabus.
• Post objectives for each unit or module.
• Provide clear instructions for meeting learning
objectives.
B. Learning objectives are
clearly defined and describe
measurable outcomes
appropriate to the course
goals.
• Devise specific, measurable, achievable, relevant
and timely objectives (S.M.A.R.T).
- Describe the steps you will use to achieve
your goals.
- Use action verbs when writing objectives
(SeeBloom’s Taxonomy of Action Verbs)
Writing Good Learning Objectives - I-Tech
4
COOL October 2013
Instructor:
Harcum College Online Course Evaluation and Development Guidelines
Course #, Section & Semester:
Design Standard
Course Organization & Design
A. The course is well
organized and is easy to
navigate.
B. Detailed instructions for
assignments are present and
clearly written.
C. A variety of learning
strategies allow students to
demonstrate knowledge in a
variety of ways.
D. All provided links are active and
up-to-date.
E. A variety of multimedia is
employed that have clear
instructional purposes.
Meeting the Standard
Missing
Date:
Status
Developing
Met
• Divide course content into a logical progression of
learning modules.
• Create easily navigable modules.
• Provide clear, detailed instructions and grading
criteria for each assignment.
• Provide rubrics for the assignments whenever
possible.
• Review all instructions as to spelling and grammar.
• Design various activities to accommodate auditory,
visual, and kinesthetic learners.
• Include a variety of media, i.e. text, video, images,
and audio in designing course activities.
• Ensure that all links are functioning at the onset of
each course.
• Enhance instruction by using simulations, podcasts,
embedded videos, chat rooms, forums, games, and
virtual field trips and by utilizing software such as
such as Creative Suite 5, PowerPoint and Camtasia.
• Ensure that media use relates to and supports
objectives and goals.
• Attend to technological limitations and provide
instruction where necessary.
5
COOL October 2013
Instructor:
Harcum College Online Course Evaluation and Development Guidelines
Course #, Section & Semester:
Design Standard
Assessment
&
Measurement
A. Assessments accurately
measure the stated learning
objectives and are consistent
with course activities and
resources.
B. Multiple assessment
strategies are employed to
accommodate multiple
learning styles, and a
detailed description of the
criteria used to evaluate
work and participation in the
provided.
C. Progress reports based on
the course assessments are
provided several times
during the semester.
Meeting the Standard
Missing
Date:
Status
Developing
Met
• Base assessments on course objectives
• Link course activities to the assessments.
• Encourage students to provide constructive feedback
to improve future instruction.
• Use assessments as tools for instruction as well as
evaluation.
• Use a variety of activities to determine achievement
of specific learning outcomes.
• Provide students with rubrics or detailed grading
information.
• Employ evaluative case studies, portfolios,
student journals, peer review, collaborative projects,
threaded discussions, presentations, reports and
essays.
• Distribute progress reports to students through the
course management system and/or college email.
• Provide helpful feedback on progress reports
6
COOL October 2013
Instructor:
Harcum College Online Course Evaluation and Development Guidelines
Course #, Section & Semester:
D. Testing through memorization is
not a major factor in determining
the grade.
E. Academic integrity is explained
and enforced.
Date:
• Limit evaluations involving rote memory.
• Use alternate assessment strategies whenever
possible as a way for students to check their
progress.
• Clearly define academic integrity and what you deem
to constitute unacceptable behavior (cheating) in
syllabus or module.
• Provide a link to the college’s academic integrity
policy.
• Clearly state your policy regarding the level of
collaboration permitted for various academic
activities.
• Inform students of the consequences for academic
dishonesty.
7
COOL October 2013
Instructor:
Harcum College Online Course Evaluation and Development Guidelines
Course #, Section & Semester:
Date:
The Following Categories Are Mandated by the DOE and enforced by the MSCHE
Requirement
Student-Instructor
Interaction
Rating
A. Availability and detailed information for contacting the
instructor is provided.
Must be at a satisfactory
level
Satisfactory
Unsatisfactory
B. Students are required to introduce themselves in a forum,
and the instructor has posted his/her own introduction.
Must be at a satisfactory
level
Satisfactory
Unsatisfactory
C. Response times for answering emails and questions and for
returning grades are clearly stated and easily located.
Must be at a satisfactory
level
Satisfactory
Unsatisfactory
D. Surveys are provided that allow students to provide
constructive suggestions to the instructor.
Must be at a satisfactory
level
Satisfactory
8
Unsatisfactory
COOL October 2013
Instructor:
Harcum College Online Course Evaluation and Development Guidelines
Course #, Section & Semester:
Student-Instructor
Interaction
Date:
E. Assignments and discussions are provided to promote
student feedback.
Must be at a satisfactory
level
Satisfactory
Unsatisfactory
Must be at a satisfactory
level
F. Harcum grading policy is provided
Must be at a satisfactory
level
G. Self-assessments are provided that allow students to
determine progress in the course
Satisfactory
Satisfactory
Requirement
Unsatisfactory
Unsatisfactory
Rating
A. A variety of activities is made available to promote
student engagement.
Must be at a satisfactory
level
Satisfactory
Student-Content
Interaction
Unsatisfactory
B. Instructor provides feedback on assignments and questions
are answered in a timely manner.
Must be at a satisfactory
level
Satisfactory
9
Unsatisfactory
COOL October 2013
Instructor:
Harcum College Online Course Evaluation and Development Guidelines
Course #, Section & Semester:
Student-Content
Interaction
Must be at a satisfactory
level
Requirement
Must be at a satisfactory
level.
C. Content is presented in different formats to accommodate
individual needs and learning styles.
Satisfactory
Must be at a satisfactory
level
Must be at a satisfactory
level
Not Required at this time
Contact Hours
*See Instructional
Hour/Interaction
Determination Chart
Unsatisfactory
Rating
A. Students have the opportunity to meet and converse with
classmates in an introductory forum.
Satisfactory
Student-Student
Interaction
Date:
Unsatisfactory
B. Students have the opportunity to collaborate in selected
course activities and/or to participate in class discussions.
Satisfactory
Unsatisfactory
C. C. Students can communicate with one other through
course email, forums, or live chats.
Satisfactory
Requirement
Course must include
sufficient hours of work to
meet DOE requirements!
10
Unsatisfactory
Unsatisfactory
Satisfactory
Course does not meet DOE
requirements.
Course meets DOE credit
requirements.
COOL October 2013