We hope you find these guidelines for online course development to be useful.   The guidelines have been developed using information based on current research and practices. See References

Print Friendly Version
 MS Word document

Learning Goals and Content Presentation

• What methods will be used to make students aware of the learning goals of the course?
• How do these learning goals compare with the MCO's for the course?
• How are the activities related to the learning goals of the course?
• How have the activities been modified or constructed to meet the unique online learning environment?
• Are there a variety of activities to accommodate different learning styles?
• Is the course designed to provide consistent and frequent feedback?
• Are alternative methods of evaluation employed when possible?
• Are course expectations clearly stated and accessible to students?
• Are students provided with a clear set of instructions for completing all course activities, i.e. turning in homework, finding auxiliary materials and completing assignments?
• Is the course well organized?

Interactions

• Do the course activities provide for multiple modes of interaction, i.e. student-student, student-faculty, student-content? Is there any provision for informal communication?
• Are the expectations and requirements for formal and informal interaction explicitly stated?
• Are the technological requirements for the course outlined and explicitly communicated to the students?
• Are students provided with opportunities to practice using the technologies they will be required to use?
• Does the course provide activities that require collaboration and cooperation?
• Are the mixed modes of collaboration, i.e. small group, large group activities?
• Are the criteria for successful collaboration explicitly stated?
• Is it likely that the course design will promote a sense community for the course participants?
• Is instructor availability regularly scheduled and explicitly stated?
• Are there multiple methods for contacting course participants?

Assessment and Measurement

• How well will the assessment instruments measure students' achievement of the course outcomes?
• Does the course provide students with multiple opportunities and methods to evaluate their progress in the course?
• Is knowledge construction supported through the use of guided practice and evaluation?
• Does the course provide activities and/or assessments that support the development of autonomous learning and metacognitive skills?
• Do the course assessments make use of a variety of technologies?
• Do the course assessments make use of unique features and/or situations available to learners at a distance?
• Are non-traditional assessments incorporated as part of the course evaluation tools?
• Does the course provide students with mechanisms for providing feedback about the course design and use of instructional technology?
• Does the course provide students with mechanisms for providing feedback about the course methodologies?
• Does the course provide students with mechanisms for providing feedback about their learning experience?

Instructional Media and Tools

• What technologies are identified and how do they support the course goals?
• How does the selected technology support and promote interactivity?
• Is the instructional media used in the course readily accessible to most users?
• Is the instructional media readily adaptable to meet the needs of students who, due to a disability, can not access the media but are otherwise qualified for the course?
• Does the course incorporate a variety of instructional media, i.e. print, web, and electronic discussion?
• Are course activities and assessments well matched to the chosen instructional media?
• Do course activities support learners in their use of instructional media for learning?
• Does the course address the needs of learners from diverse social, economic and cultural backgrounds?
• Does the course consider the needs of students with disabilities?
• Is there provision for and/or guidelines developed to deal with temporary interruptions?

---

References: 

Innovation in Distance Education (IDE) Report. An Emerging Set of Guiding Principles and Practices for the Design and Development of Distance Education. Pennsylvania State University in collaboration with Lincoln University and Cheyney University.

Return to Top

American Distance Education Consortium (ADEC). ADEC Guiding Principles for Distance Teaching and Learning.

Return to Top

Go Back