Quality Standards for Online Course Design
Statement of Purpose:
“BC Quality Standards for Online Course Design” combines and integrates BC Standards (BC) with
all Quality Matters (QM) Rubric Standards HE 2011-2013 Edition. All online courses (commissioned
& non-commissioned) must meet all 50 standards (41 QM + 9 BC) in order to be signed off as completed.
1: Course Overview and Introduction
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General Standard 1: The overall design of the course is made clear to the student at
the beginning of the course. Cat: Course Overview and Introduction
1.1 Instructions make clear how to get started and where to find various course
components. (QM 1.1)
1.2 Students are introduced to the purpose and structure of the course. (QM 1.2)
1.3 Etiquette expectations (sometimes called “netiquette”) for online discussion, email and
other forms of communication are clearly stated. (QM 1.3)
1.4 Course and/or institutional policies (such as Academic Integrity) with which students
are expected to comply are clearly stated or a link to current policies is provided.
(QM 1.4)
1.5 Prerequisite knowledge in the discipline and/or any required competencies are clearly
stated. (QM 1.5).
1.6 Minimal technical skills expected of students are clearly stated. (QM 1.6)
1.7 The self-introduction by the instructor is appropriate and available online. (QM 1.7)
1.8 Students are asked to introduce themselves to the class. (QM 1.8)
1.9 In online courses, students are required to complete an Online Orientation with at
least a Syllabus Quiz and/or other expected outcomes. (BC)
1.10 Course uses all BC templates such as Preview Page, Syllabus, Student
Orientation, Instructor Notes etc. and includes all the required components. (BC)
2: Learning Outcomes (Objectives)
General Standard 2: Learning outcomes are measurable and clearly stated.
2.1 Course learning objectives describe outcomes that are measurable. (QM 2.1)
2.2 The module or unit-level learning objectives describe outcomes are measurable and
consistent with the course-level objectives/outcomes. (QM 2.2)
2.3 All learning outcomes are stated clearly and written from students’ perspective.
(QM 2.3)
2.4 Instructions to students on how to achieve the learning outcomes are adequate and
stated clearly. (QM 2.4)
2.5 All learning objectives/outcomes are appropriately designed for the level of the course.
(QM 2.5)
2.6 Course includes both the course-level General Learning Outcomes and the module
or unit-level Specific Learning Outcomes as stated in the BC official Course Outline
http://www.broward.edu/ext/CourseOutlines.jsp. (BC)
Last updated: October 2013
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3: Assessment and Measurement
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General Standard 3: Assessment strategies are designed to evaluate student
progress by reference to stated learning outcomes, to measure the effectiveness of
student learning, and to be integral to the learning process.
3.1 The types of assessments selected measure the stated learning outcomes and are
consistent with course activities and resources. (QM 3.1)
3.2 The course grading policy is stated clearly. (QM 3.2)
3.3 Specific and descriptive criteria (such as grading rubrics) are provided for the
evaluation of students’ work and participation and are tied to the course grading policy.
(QM 3.3)
3.4 The assessment instruments selected are sequenced, varied, and appropriate to the
student work being assessed. (QM 3.4)
3.5 Students have multiple opportunities to measure their own learning progress. (QM 3.5)
3.6 Grade book is clearly presented, logical, available to students for ongoing feedback,
and with items matching the course grading policy as stated in the Syllabus. (BC)
3.7 For high-stake assessments, every measure should be taken to ensure the integrity of
student work, such as student identification, use of proctored test centers, and time
limits. (BC)
4: Instructional Materials
General Standard 4: Instructional materials are sufficiently comprehensive to
achieve stated course objectives and learning outcomes.
4.1 The instructional materials contribute to the achievement of the stated course and
module/unit-level learning outcomes. (QM 4.1)
4.2 The purpose of instructional materials and how the materials are to be used for learning
activities are clearly explained. (QM 4.2)
4.3 All resources and materials used in the course are appropriately cited. (QM 4.3)
4.4 The instructional materials are current. (QM 4.4)
4.5 The instructional materials present a variety of perspectives on the course content.
(QM 4.5)
4.6 The distinction between required and optional materials is clearly explained. (QM 4.6)
4.7 The majority of the content is instructor created or based on open educational
resources (OER), but if publisher content is used, it should reside within BC’s learning
management system or otherwise seamlessly integrated into the course. (BC)
5: Learner Interaction & Engagement
General Standard 5: Forms of interaction incorporated in the course motivate
students and promote learning.
5.1 Learning activities promote the achievement of the stated learning outcomes. (QM 5.1)
5.2 Learning activities provide opportunities for interaction that supports active learning.
(QM 5.2)
5.3 The instructor’s plan for response time and feedback on assignments is clearly stated.
(QM 5.3)
5.4 The requirements for student interaction are clearly articulated. (QM 5.4)
5.5 Students are directed to use the course communication tools, whenever possible, such
as email, discussion, chat within the BC learning manage system for course related
communication. (BC)
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6: Course Technology
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General Standard 6: Course navigation and technology support student engagement
and ensure access to course components.
6.1 The tools and media support the course learning outcomes. (QM 6.1)
6.2 Course tools and media support student engagement and guide the student to become
an active learner. (QM 6.2)
6.3 Navigation throughout the online components of the course is logical, consistent and
efficient. (QM 6.3)
6.4 Students can readily access the technologies required in the course. (QM 6.4)
6.5 The course technologies are current. (QM 6.5)
6.6 All content pages and web links work properly. (BC)
7: Learner Support
General Standard 7: The course facilitates student access to institutional support
services essential to student success.
7.1 Course instructions articulate or link to a clear description of the technical support
offered and how to access it. (QM 7.1)
7.2 Course instructions articulate or link to the BC accessibility policies and services.
(QM 7.2)
7.3 Course instruction articulate or link to an explanation of how BC’s academic support
services and resources can help students succeed in the course and how students
can access the services. (QM 7.3)
7.4 Course instruction articulate or link to an explanation of how BC’s student support
services can help students succeed and how students can access the services.
(QM 7.4)
7.5 End-of-Course Survey is available in the course and students are encouraged to
complete it toward the end of the course. (BC)
8: Accessibility
General Standard 8: The course demonstrates a commitment to accessibility for all
students.
8.1 The course employs accessible technologies and provides guidance on how to obtain
accommodation. (QM 8.1)
8.2 The course contains equivalent alternatives to auditory and visual content. (QM 8.2) Or
the course provides a description on how such alternatives may be acquired from the
instructor. (BC)
8.3 The course design facilitates readability and minimizes distractions. (QM 8.3)
8.4 The course design accommodates the use of assistive technologies. (QM 8.4)
Last updated: October 2013
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