This checklist is based on the New England Commission of Higher Education (NECHE), Commission on Institutions of Higher Education Guidelines for the Evaluation of Distance Education, Quality Matters (QM) Program Standards, Maine Community College and CCV’s Center for Online Learning Standards.
- Clearly explain the structure of the course and how students should get started;
- Clearly explain communication expectations for forums, email, and assignments;
- Describe plans for feedback to students and response time (normally 48 hours or less);
- Provide an introduction and contact information;
- Ask students to introduce themselves to the class in the first week to build community online;
- Provide a course description and syllabus that explains all course policies and how students will meet course learning objectives;
- Build a gradebook within Canvas that aligns with the assessment methods on the course description;
- Clearly explain the course grading policy, including information about grades for work submitted late.
- Demonstrates proficiency with the technologies used, including effective use of Canvas tools for facilitating course activities, sharing information, engaging students with learning, and linking to available CCV resources;
- Is free of typographical errors, dead web links, and outdated, inaccurate, and duplicated information;
- Presents access to course evaluations and other mechanisms to encourage student feedback that can be used for course improvements;
- Supports logical, consistent, and efficient navigation throughout the course;
- Ensures course activities and design comply with all design standards detailed on the Course Design Rubric.
- Routinely engages in asynchronous online class meetings, discussions, and labs for a series of clearly delineated class meetings throughout the entire semester;
- Ensures that, for every hour spent in online course activities (e.g., discussion forums, chat sessions, group work, etc.), students are required to spend a minimum of 2 hours per week on reading, writing, research, and other independent work (most classes are 3 credit hours, meaning students will spend 3 hours in class and at least 6 hours on homework each week);
- Logs into the course regularly and posts in the discussion forum daily or at least 3 times a week in order to respond to student inquiries and promote student learning by responding to each student each week;
- Maintains a substantive presence by directing the discussion and feedback towards the learning objectives, not simply commending good student work;
- Manages course participation by modeling expected behavior in all course communications;
- Reminds and encourages students to participate in midterm/final course evaluations.
- Align with current curriculum and textbook editions;
- Incorporate Open Educational Resources (OER) when possible and appropriate;
- Meet all accessibility and ADA Standards as described on the Course Design Rubric;
- Encourage students to use campus and online support services such as tutoring, advising, career and library resources as provided through the Academic Support Guide included in every Canvas course;
- Highlight and use college library resources such as databases, journal articles, and e-books when appropriate;
- Provides materials that are current, properly cited, and representative of multiple perspectives on course topics;
- Presents an array of resources and assignments that accommodate various student learning styles.
- Includes learning assessment that aligns with course learning objectives and is supported by course activities and resources;
- Details specific criteria used to evaluate student work and participation;
- Displays grades and additional feedback in the gradebook within one week for any student work that factors into the final course grade;
- Presents diverse activities that provide opportunities for engagement and active student learning;
- Provides mid-semester and final evaluations of students that are completed by the deadlines.