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    I nacol coursestandards_2011 I nacol coursestandards_2011 Document Transcript

    • October 2011 VERSION 2National Standards forQuality Online Courses National Standards for Quality Online Courses: Version 2 1
    • October 2011VERSION 2National Standardsfor Quality OnlineCoursesOctober 2011TOLL-FREE888.95.NACOL (888.956.2265)DIRECT 703.752.6216 fax 703.752.6201email info@inacol.org web www.inacol.orgmail 1934 Old Gallows Road, Suite 350 Vienna, VA 22182-4040
    • Acknowledgements iNACOL organized a committee of experts with various backgrounds in the field of K-12 online learning to take the lead in refreshing the iNACOL National Standards for Quality Online Courses, Version 2. They are representatives from educational organizations that share an interest in online education and believe that it is important that students have access to the highest quality of online courses. With their experience and expertise of the original National Standards of Quality for Online Courses, Brent Bakken from the Texas Virtual School Network (TxVSN) and Brian Bridges from the California Learning Resources Network (CLRN) co-chaired this project. iNACOL would like to thank them for their leadership as well as the involvement of these experienced and knowledgeable leaders in the field of K-12 online learning: Brent Bakken – Texas Virtual School Network (TxVSN) Region 10 Chris Bell – Julian Carter School Jeff Bergin – Pearson Brian Bridges – California Learning Resource Network (CLRN) Sheryl Dalpe – Clear Creek Independent School District Kelley Day – Program Manager – California Learning Resource Network Jill Dickinson – Florida Virtual School (FLVS) Jean Dixie – Deer Park Independent School District Yvonne Domings – National Universal Design for Learning Taskforce/CAST Rick Ferdig – Kent State University Myk Garn – Southern Regional Education Board (SREB) Mark Hicks – National Collegiate Athletic Association (NCAA) Pat Hoge – Connections Academy Denise Kelly – Apex Learning Shawn Mahoney – NovaNet Scott McLeod – University of Kentucky Melissa Myers – Advanced Academics Susan Patrick – International Association for K-12 Online Learning Nick Sproull – National Collegiate Athletic Association (NCAA) Rick Ogston – CarpeDiem Schools Liz Pape – Virtual High School Global Consortium David Pelizzari – K12 – Inc. Allison Powell – International Association for K-12 Online Learning (iNACOL) Chris Rapp – Evergreen Education Group Ruth Rominger – National Repository of Online Courses (NROC) Theresa Rouse – Santa Cruz County Office of Education Kelly Schwirzke – Santa Cruz County Office of Education Themy Sparangis – Los Angeles Unified School District (LAUSD) Tom Stanley – Clark County School District Matt Wicks – International Association for K-12 Online Learning (iNACOL) Amy Wood – Pearson2 INTERNATIONAL ASSOCIATION for K-12 Online Learning
    • VERSION 2National Standards for Quality Online CoursesOriginally published in 2007 by the North American Council for Online Learning (NACOL)IntroductionThe mission of the International Association for K-12 Online Learning (iNACOL) is to ensure allstudents have access to world-class education and quality online learning opportunities that preparethem for a lifetime of success. National Standards for Quality Online Courses is designed to providestates, districts, online programs, and other organizations with a set of quality guidelines for onlinecourse content, instructional design, technology, student assessment, and course management.The original initiative in version one of the standards began with a thorough literature review ofexisting online course quality standards, followed by a survey offered to representatives of theiNACOL network to ensure the efficacy of the standards adopted. As a result of the research review,iNACOL had chosen to fully endorse the work of the Southern Regional Education Board (SREB)Quality Online Course Standards as a comprehensive set of criteria.* The standards as identified bySREB, already in use by sixteen SREB states, proved to be the most comprehensive and includedguidelines set forth in the other criteria from the literature review. A full cross-reference of standardsis available, including the iNACOL-endorsed NEA Guide to Teaching Online Courses, which includedthe key fundamental criteria. We were and are still grateful for SREB’s work and for their permissionto distribute these standards on a national scale.Since the original standards were released, other organizations have released quality standards foronline courses. iNACOL organized a team of experts in the area of course development, instructionaldesign, professional development, research, education, and administration to review these newstandards and new literature around the topic and determined there was a need to refreshversion one of the iNACOL standards. The same process was used in developing version two ofthe standards in addition to having version one as a starting point in the development of the newversion.Over the past three years, iNACOL has received feedback that several organizations are using thesestandards in the development and review of online courses. In this new version of the standards,reviewer considerations have been added for each indicator. Additionally, a rubric has been includedto assist in the review of online courses based on this new version. iNACOL would like to thank theTexas Education Agency’s Texas Virtual School Network (TxVSN) for developing and sharing thisrubric.These guidelines should be implemented and monitored by each district or organization, as theyreserve the right to apply the guidelines according to the best interest of the population for whichthey serve. National Standards for Quality Online Courses: Version 2 3 National Standards of Quality for Online Courses (CC-BY 2007)
    • Understanding Online Courses and Blended Learning Online learning is expanding access to courses in K-12 education and providing a new network of highly qualified teachers to schools and students in underserved communities. Online learning has numerous benefits, including expanding course offerings, offering customized and personalized learning, giving struggling students a second chance to master a subject through online credit recovery when they fall behind, and providing a rigorous, interactive learning model for schools with embedded assessments that are data-rich1. Online learning is providing the content, pedagogical approach and integration of digital tools and resources that now support new models of teaching and learning, including blended learning, personalized instruction, portable and mobile learning. Blended learning occurs in a variety of venues and models. It occurs at the district and school level, where both online and face-to-face classes are offered. At the classroom level, blended learning can occur when online courses are supported with in-class instruction or instructional support. At the instructional level, blended learning incorporates digital tools and resources into content and assessments, building students’ digital literacy skills as well as content knowledge. Blended classrooms enable schools to maintain continuity of learning during a pandemic or natural disaster, offer opportunities for personalization of classroom instruction, and offer students multiple pathways to learning. Blended learning may incorporate online content in the form of a lesson, a single course, or an entire curriculum. The roles of teachers and students may be quite similar to their roles in a typical classroom, or they may change dramatically as learning becomes student-centered2 as shown in the diagram below. A blended classroom or course that includes online instruction may expand learning beyond the school day or school year, or it may still be defined by classroom hours. The committee of experts who refreshed the online course standards have also developed a diagram of the Defining Dimensions of Blended Learning Programs based on the original work of Michigan Virtual School to assist in the understanding of how quality online content and digital resources and tools can be implemented within a blended school or program. This diagram specifically focuses on the unique characteristics across blended learning programs. From minimally using online content and digital tools and resources in a face-to-face classroom to a cohesively designed blended learning model, blended learning is emerging in a variety of forms. Blended learning trends show that implementations of new models look less like older models of distance learning and are emerging toward personalizing digital learning for each individual student at scale. The focus of this diagram is on illustrating the variety of instructional models for blended learning. Blended learning can and does happen in a school model and there are specific operational issues an administrator must be aware of such as various policy issues, how funding follows the student, and technical issues of how administrative tools connect and work together; however, in this graphic we chose to focus on the course/instructional level. 1 Wicks, M. (2010). A National Primer for K-12 Online Learning, Version 2. International Association for K-12 Online Learning: Vienna, VA. 2 Watson, J., Murin, A., Vashaw, L., Gemin, B. and Rapp, C. (2010). Keeping Pace with K-12 Online Learning: A Review of Policy and Practice. Evergreen Education Group: Evergreen, CO.4 INTERNATIONAL ASSOCIATION for K-12 Online Learning
    • The graphic of the Defining Dimensions of Blended Learning Models tries to draw out what thepossibilities are in terms of the continuum of blended instructional approaches. iNACOL is notmaking a value judgment on what is appropriate and what should or should not be used in ablended learning model within this graphic. The goal of this graphic is to show how blended modelsare being implemented from the early stages to mature, fully developed blended programs. Inthe original version of the iNACOL National Standards for Quality Online Courses (2006), iNACOLidentified key criteria for course quality standards and since then has revised these standards basedon surveys of best practice in the field. iNACOL’s goal is to provide a working framework of thecharacteristics of emerging blended learning and a multi-stage process of defining high-qualityblended learning in the future.Each of the dimensions impacts the role of the teacher across a variety of implementations. We havedivided the dimensions into categories to show characteristics of the instructional model, student-centered approaches, and operational dimensions.The International Association for K-12 Online Learning (iNACOL) hopes this diagram will serve as atool for educators, administrators and policymakers to understand the essential elements of blendedlearning in order to make informed decisions about implementing blended programs. These leadersand innovations in online and blended learning continue to build a pathway to change the landscapeof how we think about learning while increasing student opportunities for a new community oflearners. National Standards for Quality Online Courses: Version 2 5
    • the defInIng dIMensIons of Blended learnIng Models level of Blended learnIng Less Online Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . More Online Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mostly Online Instruction InstructIonal Learning Object Unit/Lesson Single Course Entire Curriculum Characteristics of Instructional Models MaterIal level Course minimally uses digital Digital content, resources, and Use of digital resources and InstructIonal content, resources, and tools to tools expand and enhance the tools are integral to content, resources supplement instruction curriculum and content curriculum and instruction Whole-class assessments, used A combination of traditional and Greater amount of digital, primarily in the classroom, during online assessments are used inside real-time data and feedback allow assessMent the school day as the primary and outside the classroom for individualized instruction means of feedback coMMunIcatIon Occurs primarily synchronously Is a mixture of synchronous & Occurs primarily asynchronously (student / teacher & and in the physical classroom asynchronous and may be in the and online or from a distance Characteristics Driving the Changing Roles of Educators student / student) physical classroom or online Student-Centered Instruction Students are required to attend a Students attend a physical class- Students have flexible physical attendance physical classroom 5 days a week room less than 5 days a week and classroom and/or location requIreMents work online at other times attendance requirements. Student is primarily the recipient of teacher Student takes active role in learning with reliance student provided instruction. Teacher sets day-to-day pace. on digital content, resources and tools. Student has learner’s role more control of own pace. All students expected to complete Students engage with digital Students engage with digital con- IndIvIdualIzatIon same instructional pathway content to customize their tent and have multiple pathways of InstructIon instructional pathway that are competency-based and not tied to a fixed school calendar. “Direct student learning” through “Facilitate student learning” “Coordinate student learning” traditional teacher roles and through a team approach with a through the expanded use of InstructIonal staffing models significant reliance on technology- technology-based tools and support Models based tools and content content, as well as the effective use of outside experts and/or community resources School Considerations Fixed daily schedule, instruction Mixed schedule of online and Highly flexible schedule, with InstructIon primarily in physical classroom physical instruction instruction is possible 24x7. schedule and Learning centers support locatIon instruction. Support is school-based, and provided primarily by the Support structures (e.g. online tutoring, home mentors, access to acadeMIc teacher during the class period. and technical support services) in place 24x7, in student support addition to teacher support. School or classroom based with Available across school campus Available on and off campus with students using shared classroom with students checking out students using their own device. technologIcal computer resources. Access to computers from a lab or bringing Access to infrastructure is 24x7. Infrastructure infrastructure ends with class their own. Access to infrastructure period. is during school hours. © International Association for K-12 Online Learning iNACOL included this graphic within the National Standards for Quality Online Courses to provide those new to the field with a better understanding of how online content and digital tools and resources can be implemented in both face-to-face classrooms as part of a blended learning environment as well as within a fully online course. As the committee was refreshing the course standards, the topic of developing a separate set of standards for blended courses was discussed. The committee and iNACOL believe that all online content, however it may be implemented, should meet the standards in this document, and hope that the graphic above will serve as a guide to implementing quality blended learning models for our students.6 INTERNATIONAL ASSOCIATION for K-12 Online Learning
    • The National Standards for Quality Online Courses are identified on the following pages. Rating Scale 0 Absent—component is missing 1 Unsatisfactory—needs significant improvement 2 Somewhat satisfactory—needs targeted improvements 3 Satisfactory—discretionary improvement needed 4 Very satisfactory—no improvement neededSection A: ContentDescription: The course provides online learners with multiple ways of engaging with learningexperiences that promote their mastery of content and are aligned with state or national contentstandards. To what extent does the course Reviewer Considerations Rating meet the criteria in this area? Academic Content Standards and Assessments 1.  he goals and objectives clearly state T Within the learning management system, course what the participants will know goals and objectives are present, explicitly or be able to do at the end of the stated, and can be easily found by students. The course. The goals and objectives are student’s level of mastery is measured against measurable in multiple ways. each goal and objective. After reading the list of goals and objectives, students will understand what they will be learning throughout the course. 2.  he course content and assignments T The content and assignments for the core are aligned with the state’s content courses are explicitly and thoroughly aligned to standards, common core curriculum, the credit granting state’s academic standards, or other accepted content standards curriculum frameworks and assessments. set for Advanced Placement® courses, Advanced Placement® courses must be approved technology, computer science, or other with the College Board and other elective courses whose content is not included courses should be aligned to other nationally in the state standards. accepted content standards such as computer science, technology courses, etc. National Standards for Quality Online Courses: Version 2 7
    • To what extent does the course Reviewer Considerations Rating meet the criteria in this area? Academic Content Standards and Assessments (continued) 3.  he course content and assignments T The course components (objectives, assessments, are of sufficient rigor, depth and instructional strategies, content, assignments breadth to teach the standards being and technology) are sufficiently broad, deep addressed. and rigorous such that successful students will have the knowledge and skills required by the standards upon completion of the course. 4. nformation literacy and I Information Literacy, including digital fluency, communication skills are incorporated and communication skills are incorporated as an and taught as an integral part of the integral part of the curriculum. curriculum. 5.  ultiple learning resources and M Before the course begins, students are provided materials to increase student success multiple learning resources that prepare them for are available to students before the the online course. These could include textbooks, course begins. instructional materials links to browser plug- ins, and other software, which students must install. Additional materials related to successful strategies for completing an online course, tutorials, orientations, and a list of prerequisite knowledge and skills are also provided at this time. Course Overview and Introduction 6. A clear, complete course overview  The syllabus and overview include: course and syllabus are included in the objectives and student learning outcomes; course. assignments; student expectations; time requirements; required materials; the grading policy; teacher-student, teacher-parent contact policies; the intended audience; and the content scope and sequence. 7.  Course requirements are consistent The course requirements include: a timeframe with course goals, are representative for participation, an approximate time required of the scope of the course and are for individual activities, and expectations for clearly stated. communications.8 INTERNATIONAL ASSOCIATION for K-12 Online Learning
    • To what extent does the course Reviewer Considerations Rating meet the criteria in this area?Course Overview and Introduction (continued)8. nformation is provided to students, I Instructor information is provided to students parents and mentors on how to with contact, availability, and biographical communicate with the online information. Information on how to contact instructor and course provider. the instructor via phone, email, and/or online messaging tools is provided within the contact information. If regular contact with the instructor is required as part of the course, clear expectations for meeting this requirement are posted within the course.Legal and Acceptable Use Policies9. The course reflects multi-cultural  The course creates equal educational education, and the content is opportunities for students from diverse racial, accurate, current and free of bias or ethnic, social-class and cultural groups. advertising. The content is up to date, accurate and free of any bias.10. Expectations for academic integrity,  A “Code of Conduct” including netiquette use of copyrighted materials, standards, copyright and academic integrity plagiarism and netiquette (Internet expectations is provided. etiquette) regarding lesson activities, discussions, and e-mail communications are clearly stated.11.  rivacy policies are clearly stated. P A policy statement is posted on the course provider’s website and/or in the learning management system disclosing the organization’s information gathering and dissemination practices.Instructor Resources12.  nline instructor resources and notes O Resources and notes to aid online instructors in are included. teaching and facilitating the course are included within the learning management system.13.  ssessment and assignment answers A Built-in course assessments are provided, and and explanations are included. access to answers, explanations, and/or rubrics are included. National Standards for Quality Online Courses: Version 2 9
    • Section B: Instructional Design Description: The course uses learning activities that engage students in active learning; provides students with multiple learning paths to master; the content is based on student needs; and provides ample opportunities for interaction and communication — student to student, student to instructor and instructor to student. To what extent does the course Reviewer Considerations Rating meet the criteria in this area? Instructional and Audience Analysis 1. Course design reflects a clear  A variety of instructional and assessment understanding of all students’ needs methods, materials and assessments are used and incorporates varied ways to learn throughout the course, which allow students to and master the curriculum. demonstrate their achievement of the goals and objectives of the course. Course, Unit and Lesson Design 2.  The course is organized by units The course is organized by units and lessons and lessons that fall into a logical that fall into a logical sequence. At the start sequence. Each unit and lesson of each unit or lesson, an overview is posted includes an overview describing describing the objectives, activities, assignments, objectives, activities, assignments, assessments, and resources to be used and assessments, and resources to provide completed. A variety of activities, assignments, multiple learning opportunities for assessments, and resources are used to provide students to master the content. students with different paths to master the content. Instructional Strategies and Activities 3. The course instruction includes  The course provides multiple opportunities for activities that engage students in students to be actively engaged in the content active learning. that includes meaningful and authentic learning experiences such as collaborative learning groups, student-led review sessions, games, analysis or reactions to videos, discussions, concept mapping, analyzing case studies, etc.10 INTERNATIONAL ASSOCIATION for K-12 Online Learning
    • To what extent does the course Reviewer Considerations Rating meet the criteria in this area?4.  he course and course instructor T Students are given a variety of activities, provide students with multiple assignments, assessments and resources to learning paths, based on student allow them to successfully master the content. needs that engage students in a If a student is unsuccessful with mastering a variety of ways. particular concept, the course content provides the instructor with suggestions they are able to use in order to provide additional remediation activities or alternative assignments. If a student is not challenged throughout the course, the instructor may adapt the content to add enrichment activities to best meet the student’s talents and skills.Instructional Strategies and Activities (continued)5.  The course provides opportunities for Assignments, activities and assessments provide students to engage in higher-order opportunities for students to elevate their thinking, critical reasoning activities thinking beyond knowledge and comprehension and thinking in increasingly complex into the realm of analyzing situations, ways. synthesizing information or evaluating an argument. Activities should include open-ended questions and encourage students to categorize and classify information. Opportunities for group work, decision-making and finding patterns should also be included in the course activities.6. The course provides options for the  The instructor has access to adapt the course to instructor to adapt learning activities meet the students’ needs by providing additional to accommodate students’ needs. assignments, resources and activities for remediation or enrichments for the course.7.  Readability levels, written language The course content should be written at assignments and mathematical appropriate readability levels for the grade level requirements are appropriate for of the student audience and the grade level the course content and grade-level should be prominently explained within the expectations. course description. National Standards for Quality Online Courses: Version 2 11
    • To what extent does the course Reviewer Considerations Rating meet the criteria in this area? Communication and Interaction 8.  The course design provides Learning activities and other opportunities are opportunities for appropriate created to foster instructor-student interaction. instructor-student interaction, Students receive timely and frequent feedback including opportunities for timely on their progress that emphasizes the intended and frequent feedback about student learner outcomes. The feedback is highly progress. individualized, detailed, and recommends specific, individualized improvement, and strategies to encourage continued progress toward mastery. 9.  The course design includes explicit Instructor-student interactions begin early communication/activities (both enough in the course to confirm active before and during the first week of participation by all students. the course) that confirms whether students are engaged and are progressing through the course. The instructor will follow program guidelines to address non-responsive students. 10. The course provides opportunities  Learning activities and other learning for appropriate instructor-student opportunities are developed to foster instructor- and student-student interaction to student and student-student interaction. The foster mastery and application of the technology and course content encourage material. exchanges amongst the instructor and students through email, discussions, synchronous chats, simulations, lab activities and other group projects. Within the grading policy, guidelines defining student participation and expectations are provided. Threaded and/or synchronous discussions are available for developing community, asking and finding answers to questions about the course, and around the content. Access is available to groups or individual students based on the purpose of the activity. Rules, roles, and expectations for the discussion are clear and posted within the discussion forum. Resources and Materials 11.  Students have access to resources A wide variety of supplemental tools and that enrich the course content. resources are clearly identified and readily available within the learning management system.12 INTERNATIONAL ASSOCIATION for K-12 Online Learning
    • Section C: Student AssessmentDescription: The course uses multiple strategies and activities to assess student readiness for andprogress in course content and provides students with feedback on their progress. To what extent does the course Reviewer Considerations Rating meet the criteria in this area? Evaluation Strategies 1. Student evaluation strategies are  The strategies used to assess students consistent with course goals and throughout the course are consistent with and objectives, are representative of the aligned to what is presented in the course goals scope of the course and are clearly and objectives document posted within the stated. course. 2.  he course structure includes T Assessment types are matched to the level adequate and appropriate methods of knowledge being tested. Both formative and procedures to assess students’ assessments (that inform and support learning) mastery of content. and summative assessments (that demonstrate mastery) are a part of the course structure. Student-selected assessment options, enabling learners to demonstrate mastery in different ways, are available. Feedback 3. Ongoing, varied, and frequent  The course provides frequent and ongoing assessments are conducted formative assessments to check for student throughout the course to inform understanding and to ensure they are prepared instruction. for the next lesson. Initial pre-tests may be provided to assess student readiness. 4.  ssessment strategies and tools make A Feedback tools and procedures are built into the student continuously aware of his/ the course to allow students to periodically self- her progress in class and mastery of monitor their academic progress. the content. Assessment Resources and Materials 5.  ssessment materials provide the A Multiple versions of tests, test banks and other instructor with the flexibility to assess resources that support alternative evaluation students in a variety of ways. methods are available. 6. Grading rubrics are provided to the Rubrics, rationale, and/or characteristics are instructor and may be shared with provided for each graded assignment. students. 7.  he grading policy and practices are T Grading policies and practices are clearly easy to understand. defined and may include any penalties that may be assessed to grades and/or extra credit opportunities. National Standards for Quality Online Courses: Version 2 13
    • Section D: Technology Description: The course takes full advantage of a variety of technology tools, has a user-friendly interface and meets accessibility standards for interoperability and access for learners with special needs. To what extent does the course Reviewer Considerations Rating meet the criteria in this area? Course Architecture 1. The course architecture permits the  The instructor of record for the course has online instructor to add content, access to make additions to the content within activities and assessments to extend the learning management system (LMS). Access learning opportunities. should allow the instructor to add content, activities, and assessments, where appropriate. The content from the “original” base course is left unchanged. 2.  The course accommodates multiple The course is created to adjust to multiple school school calendars; e.g., block, 4X4 and calendars. Assignments and deadlines can easily traditional schedules. be adapted and updated depending on the program offering the course’s schedule. User Interface 3. Clear and consistent navigation is  The course utilizes consistent and predictable present throughout the course. navigation methods. Students can move logically and easily between areas of the course; color, graphics and icons are used to guide the student through the course; and a consistent look and feel exist throughout the course (consistent text, colors, bullets, and heading styles). Minimal training is required to navigate the course. 4.  ich media are provided in multiple R Course makes maximum use of the robust formats for ease of use and access capabilities of the online medium and makes in order to address diverse student these resources available by alternative means needs. (video, CDs, podcasts).14 INTERNATIONAL ASSOCIATION for K-12 Online Learning
    • To what extent does the course Reviewer Considerations Rating meet the criteria in this area?Technology Requirements and Interoperability5.  ll technology requirements A All technology requirements (including hardware, (including hardware, browser, browser, software, etc.) are identified in the software, etc...) are specified. course description or during the student registration process and specified to students before they begin the course.6. Prerequisite skills in the use of  All prerequisite technology skills necessary for the technology are identified. specific class are identified in the course description or during the registration process and are shared with students before they begin the course.7.  he course uses content-specific tools T A variety of software and online tools are used and software appropriately. appropriately and as needed within the online course. Tools should be easy to use, necessary for teaching and/or enriching the lesson, cross- platform and free to the student (or built into the course). The tools should be linked from within the course or sent as software with other course materials at the beginning of the course.8.  he course is designed to meet T Interoperability technical standards allow sharing internationally recognized content among different learning management interoperability standards. systems and ensure sharing of questions, assessments and results with others.9.  opyright and licensing status, C Course developers or publishers clearly state including permission to share where the copyright and licensing status of all content, applicable, is clearly stated and easily including permission to share where applicable. found. Copyright and licensing information should be readily available, understandable and standardized in terms of use. National Standards for Quality Online Courses: Version 2 15
    • To what extent does the course Reviewer Considerations Rating meet the criteria in this area? Accessibility 10. Course materials and activities are  Through the use of web accessibility evaluation designed to provide appropriate tools, all web pages required for students to access to all students.  The course, engage in online education (e.g., registration, developed with universal design library, course materials, grade retrieval) principles in mind, conforms to are validated to conform to accessibility the U.S. Section 504 and Section standards.  NIMAS is used to ensure textbooks 508 provisions for electronic and and other instructional materials are accessible to information technology as well as the visually impaired. the W3C’s Web Content Accessibility Guidelines (WCAG 2.0).   Data Security 11.  Student information remains Defined course procedures for reporting grade confidential, as required by the and student information complies with the Family Educational Rights and Privacy Family Educational Rights and Privacy Act (FERPA) Act (FERPA). http://www.ed.gov/policy/gen/guid/fpco/ferpa/ index.html) posted within the course.16 INTERNATIONAL ASSOCIATION for K-12 Online Learning
    • Section E: Course Evaluation and SupportDescription: The course is evaluated regularly for effectiveness, using a variety of assessmentstrategies, and the findings are used as a basis for improvement. The course is kept up to date,both in content and in the application of new research on course design and technologies. Onlineinstructors and their students are prepared to teach and learn in an online environment and areprovided support during the course. To what extent does the course Reviewer Considerations Rating meet the criteria in this area? Accessing Course Effectiveness 1. The course provider uses  A combination of student, instructor, content multiple ways of assessing course experts, instructional designer and outside effectiveness. reviewers may be used to evaluate the course for effectiveness.  A variety of methods may be used including course evaluations, student completion rates, satisfaction surveys, peer review, teacher and student feedback, and student performance on in-course as well as state or national assessments. University researchers have been encouraged to conduct studies on the effectiveness of the course. 2.  he course is evaluated using a T The provider indicates the frequency of course continuous improvement cycle for evaluations, whether reviews are conducted effectiveness and the findings used as internally or externally, and how the provider a basis for improvement. uses evaluation results to improve courses. Course Updates 3. The course is updated periodically to  The date the course was last updated is posted. ensure that the content is current. Courses should be reviewed at a minimum of every three years to keep the content current, engaging, and relevant. Certification 4.  Course instructors, whether face- This standard can only be evaluated in the to-face or virtual, are certificated context of specific instructor(s) having been and “highly qualified.” The online identified to teach the course. The online course course teacher possesses a teaching teacher possesses a teaching credential from a credential from a state-licensing state-licensing agency and is “highly qualified” agency and is “highly qualified” as as defined under ESEA. defined under ESEA. National Standards for Quality Online Courses: Version 2 17
    • To what extent does the course Reviewer Considerations Rating meet the criteria in this area? Instructor and Student Support 5.  rofessional development about P Professional development is available for the online course delivery system instructors of online courses, which includes is offered by the provider to assure using the technology tools specific to the course. effective use of the courseware and Appropriate evidence could include training various instructional media available. schedules, materials, tutorials or external links, as well as expectations for training frequency and annual hours of training. 6.  he course provider offers technical T Online technical help and support should support and course management be available any time. If 24/7 support is not assistance to students, the course available, support hours are clearly posted instructor, and the school coordinator. within the course or on the online program’s website and a maximum response time is noted. Assistance may take the form of Frequently Asked Questions, training resources, mentors, or peer support. 7.  ourse instructors, whether face- C This standard can only be evaluated in the to-face or virtual, have been context of specific instructor(s) having been provided professional development identified to teach the course. Online instructors in the behavioral, social, and when have been provided professional development to necessary, emotional, aspects of the identify and address the ways in which the online learning environment. environment can enhance and/or hinder the learning experience and have sensitivity to the perception of written online language. 8.  ourse instructors, whether face- C This standard can only be evaluated in the to-face or virtual, receive instructor context of specific instructor(s) having been professional development, which identified to teach the course. Professional includes the support and use of a development prepares the instructor to use variety of communication modes to multiple, varied means of communication with stimulate student engagement online. and stimulating engagement of online students. Modes include but should not be limited to email, threaded discussions, live chat/whiteboard sessions, document sharing, etc.18 INTERNATIONAL ASSOCIATION for K-12 Online Learning
    • To what extent does the course Reviewer Considerations Rating meet the criteria in this area?Instructor and Student Support (continued)9. The provider assures that course  This standard can only be evaluated in the instructors, whether face-to-face context of specific instructor(s) having been or virtual, are provided support, as identified to teach the course. Instructor needed, to ensure their effectiveness curricular support, contact numbers, guidelines, and success in meeting the needs of mentor assistance, best instructional practices, online students. or accessibility and participation in professional networks are available.10. Students are offered an orientation  Students are offered an orientation for taking an for taking an online course before online course before starting the coursework. starting the coursework. The orientation should describe the experience of learning online and what is needed to manage challenges successfully. Time commitments, software and hardware requirements, and how to set up the student’s computer and work environment may be part of this orientation. The training may be provided either in written form, face-to-face, through a video, or entirely online. National Standards for Quality Online Courses: Version 2 19
    • 20 Appendix A: Sample Rubric Course Review Scoring Rubric developed by the Texas Education Agency’s Texas Virtual School Network (TxVSN) Unsatis- Somewhat Very Standard Absent 0 factory 1 Satisfactory 2 Satisfactory 3 Satisfactory 4 Score The goals and objectives Within the learning Within the learning Within the learning Within the learning Within the learning clearly state what the management system, management management management management participants will know or course goals and system, course system, course goals system, course goals system, course goals be able to do at the end of objectives are not goals and objectives and objectives are and objectives are and objectives are the course. The goals and present. are stated, but present, clearly present, clearly present, explicitly objectives are measurable in are not complete, stated, and can be stated, and can be stated, and can A1 multiple ways. easily found, or found by students. found by students. be easily found understood by The student’s level of The student’s level of by students. The students. The course mastery is measured mastery is measured student’s level ofINTERNATIONAL ASSOCIATION for K-12 Online Learning measures goals and in only ONE way. in at least TWO mastery is measured objectives in only different ways in THREE or more ONE way. against the goals and ways against the objectives. goals and objectives. T  he course content and ONE or more of The course content The course content assignments are aligned the state content and assignments are and assignments with the state’s content standards are not aligned to the state’s are ALL explicitly standards, common observed or partially academic standards, and thoroughly core curriculum, or observed. assessments, aligned to the state’s other accepted content or nationally/ academic standards, standards set for Advanced internationally assessments, Placement® courses, accepted content or nationally/ A2 technology, computer standards set internationally science, or other courses for Advanced accepted content whose content is not Placement® or other standards set included in the state elective courses for Advanced standards. whose content is Placement® or other not included in state elective courses standards. whose content is not included in state standards.
    • Unsatis- Somewhat Very Standard Absent 0 factory 1 Satisfactory 2 Satisfactory 3 Satisfactory 4 Score The course content Course components Course components Course components Course components and assignments are of (objectives, (objectives, (objectives, (objectives, sufficient rigor, depth assessments, assessments, assessments, assessments, and breadth to teach the instructional instructional instructional instructional standards being addressed. strategies, content, strategies, content, strategies, content, strategies, content, assignments, and assignments, and assignments, and assignments, and technology) have no technology) lack technology) are technology) are rigor or depth and sufficient rigor or sufficiently broad, exceptionally breadth. depth and breadth. deep and rigorous broad, deep and A3 such that successful rigorous such students will have that successful the knowledge and students will have skills required by the knowledge and the standards upon skills required by completion of the the standards upon course. completion of the course. Information literacy and Information literacy Minimal and Insufficient Information Information communication skills are and communication insufficient information literacy literacy including literacy including incorporated and taught skills are not information literacy and communication digital fluency and digital fluency and as an integral part of the integrated into the and communication skills are integrated communication skills communication skills A4 curriculum. course content. skills are integrated into the course are incorporated as are incorporated in the course content. an integral part of extensively as an content. the curriculum. integral part of the curriculum.National Standards for Quality Online Courses: Version 2 21
    • 22 Unsatis- Somewhat Very Standard Absent 0 factory 1 Satisfactory 2 Satisfactory 3 Satisfactory 4 Score Multiple learning resources Before the course Before the course Before the course Before the course and materials to increase begins, there are no begins, there are begins, students begins, students student success are available learning resources insufficient learning are provided are provided to students before the available for resources available multiple learning multiple learning course begins. students. for the students. resources (textbooks, resources (textbooks, instructional instructional materials, links to materials, links to browser plug-ins, browser plug-ins, and other software, and other software, which students must which students install) that prepare must install) that A5 them for the online prepare them for course. the online course.INTERNATIONAL ASSOCIATION for K-12 Online Learning Additional materials related to successful strategies for completing an online course, tutorials, orientations, and prerequisite knowledge and skills are also provided at this time.
    • Unsatis- Somewhat Very Standard Absent 0 factory 1 Satisfactory 2 Satisfactory 3 Satisfactory 4 Score A clear, complete course There is no course There is a location The course overview The course overview The course overview overview and syllabus are overview and within the course for and/or syllabus need and syllabus include and syllabus include included in the course. syllabus. the course overview to be significantly items such as: course objectives or syllabus but the improved. Minimal course objectives and student actual overview or information is and student learning outcomes, syllabus is missing. provided. learning outcomes, assignments, student assignments, student expectations, time expectations, time requirements, A6 requirements, required materials, required materials, grading policy, grading policy, teacher contact teacher contact information, information, and intended audience, content scope and content scope and sequence. sequence, and other helpful information. Course requirements are Course requirements Course requirements The course Course requirements The course consistent with course are missing. are vague and are requirements (timeframe for requirements goals, are representative of not consistent with (timeframe for participation, include: a detailed the scope of the course and the course goals. participation, approximate timeframe for are clearly stated. approximate time required for participation, time required for individual activities an approximate individual activities and expectations time required for and expectations for communications) individual activities, A7 for communications) are consistent and specific are inconsistent with with course goals, expectations for course goals, or not representative of the communications, representative of the scope of the course and are consistent scope of the course, and clearly stated. with course goals, or not clearly stated. representative of the scope of the course and clearly stated.National Standards for Quality Online Courses: Version 2 23
    • 24 Unsatis- Somewhat Very Standard Absent 0 factory 1 Satisfactory 2 Satisfactory 3 Satisfactory 4 Score Information is provided There is no There is little Appropriate Appropriate to students, parents instructor/provider instructor/provider instructor/provider instructor/provider and mentors on how to contact information contact information communication communication communicate with the available. provided. information such as information such as online instructor and course office hours, phone office hours, phone provider. number, email, number, email, A8 and biographical and biographical information is information is provided. provided. The process for communicating with the instructor is clearly outlined.INTERNATIONAL ASSOCIATION for K-12 Online Learning The course reflects multi- Content does not Content is missing Content is missing The course reflects The course creates cultural education, and reflect multi-cultural TWO of four ONE of four multi-cultural equal educational the content is accurate, education, is not up- conditions (multi- conditions (multi- education, and the opportunities for current and free of bias or to-date, accurate, or cultural, up-to- cultural, up-to- content is accurate, students from advertising. free of any bias or date, accurate or date, accurate or current and free of diverse racial, ethnic, A9 advertising. free of any bias or free of any bias or bias or advertising. social‐class, and advertising). advertising). cultural groups. The content is up to date, accurate and free of any bias or advertising. Expectations for academic Copyright, Some, but not all Issues addressing integrity, use of copyrighted plagiarism, expectations are copyrighted materials, plagiarism netiquette, and clearly stated in the materials, plagiarism, and netiquette (Internet integrity information course or are not netiquette, and A10 etiquette) regarding lesson are not included in linked to if located integrity are included activities, discussions, e-mail the course or are not outside of the in the course or are communications are clearly linked to if located course. linked to if located stated. outside of the outside of the course. course.
    • Unsatis- Somewhat Very Standard Absent 0 factory 1 Satisfactory 2 Satisfactory 3 Satisfactory 4 Score Privacy policies are clearly Privacy policies are A policy statement A policy statement is stated. not included in the is included in the posted on the course course or are not course or is linked provider’s website linked to if located to if located outside and in the course outside of the of the course. The and is easily found course. policy discloses by the student. The A11 the organization’s policy discloses information the organization’s gathering and information dissemination gathering and practices. dissemination practices. Online instructor resources Instructor resources Instructor resources Instructor resources and notes are included. and notes are not and notes are and notes are A12 included in the available in the available for every course. course. learning unit in the course. Assessment and assignment No answers, Answers and Answers, Answers, answers and explanations explanations, rubrics explanations are explanations, explanations, rubrics, are included. or examples are available, but no and rubrics are and examples included. rubrics or examples provided; however, of completed A13 are included. no examples are assessments and included. assignments are included in the instructor resources.National Standards for Quality Online Courses: Version 2 25
    • 26 Unsatis- Somewhat Very Standard Absent 0 factory 1 Satisfactory 2 Satisfactory 3 Satisfactory 4 Score Course design reflects a There is no variety There is limited There is a variety There is a rich variety clear understanding of of instructional and variety of of instructional of instructional and all students’ needs and assessment methods. instructional and assessment assessment methods. incorporates varied ways and assessment methods. Materials Engaging materials to learn and master the methods. Materials and assessments and authentic curriculum. and assessments used throughout assessments are used throughout the course used throughout B1 the course prevent allow students the course to students from to demonstrate allow students demonstrating achievement of the to demonstrate achievement of the goals and objectives achievement of the goals and objectives of the course. goals and objectives of the course. of the course.INTERNATIONAL ASSOCIATION for K-12 Online Learning The course is organized by The course is not The course is The course is The course is units and lessons that fall organized into units/ organized into units/ organized by units organized by units into a logical sequence. modules and lessons modules that fall into and lessons. At and lessons. At Each unit and lesson that fall into a logical a logical sequence, the start of each the start of each includes an overview sequence. but some lessons unit or lesson, an unit or lesson, an describing objectives, do not include an overview is posted overview is posted activities, assignments, overview, or few or describing the describing the assessments, and resources limited resources are objectives, activities, objectives, activities, to provide multiple learning noted. assignments, assignments, opportunities for students assessments, and assessments, and B2 to master the content. resources to be used resources to be used and completed. and completed. A variety of activities, assignments, assessments, and resources are used to provide students with different paths to master the content.
    • Unsatis- Somewhat Very Standard Absent 0 factory 1 Satisfactory 2 Satisfactory 3 Satisfactory 4 Score The course instruction The course The course provides The course provides The course includes activities that instruction does not limited opportunities several opportunities consistently engage students in active include activities that for students to be for students to be provides multiple learning. engage students in actively engaged in actively engaged opportunities for active learning. the content. in the content students to be that includes actively engaged meaningful and in the content authentic learning that includes experiences such as meaningful and B3 collaborative learning authentic learning groups, student-led experiences including review sessions, collaborative learning games, analysis or groups, student-led reactions to videos, review sessions, discussions, concept games, analysis or mapping, analyzing reactions to videos, case studies, etc. discussions, concept mapping, analyzing case studies, etc. The course and course The course and The course and The course and The course and instructor provide students course instructor do course instructor course instructor course instructor with multiple learning not address a variety provide a limited provide a variety of consistently provide paths, based on student of learning styles. variety of activities, learning activities a wide variety of needs that engage students assignments, that address different learning activities B4 in a variety of ways. assessments, and learning styles that address different resources. and preferences learning styles (auditory, visual, and preferences tactile/kinesthetic). (auditory, visual, tactile/kinesthetic).National Standards for Quality Online Courses: Version 2 27
    • 28 Unsatis- Somewhat Very Standard Absent 0 factory 1 Satisfactory 2 Satisfactory 3 Satisfactory 4 Score The course provides The course does The course provides The course provides The course opportunities for students not provide an inadequate a sufficient consistently to engage in higher-order opportunities for amount of amount of provides thinking, critical reasoning students to elevate assignments, assignments, assignments, activities and thinking in their thinking beyond activities, and activities, and activities, and B5 increasingly complex ways. remembering and assessments for assessments for assessments for understanding. students to elevate students to elevate students to elevate their thinking beyond their thinking beyond their thinking beyond remembering and remembering and remembering and understanding. understanding. understanding. The course provides The course does The course provides options for the instructor not provide options options for the in-INTERNATIONAL ASSOCIATION for K-12 Online Learning to adapt learning activities for the instructor to structor to adapt to accommodate students’ adapt the course to the course to meet needs. meet the students’ the students’ needs B6 needs. by providing addi- tional assignments, resources, and activi- ties for remediation or enrichments for the course. Readability levels, written Readability levels, Readability levels, Readability levels, language assignments and written language written language written language mathematical requirements assignments and assignments and assignments and are appropriate for the mathematical mathematical mathematical course content and grade- requirements are requirements requirements are B7 level expectations. not appropriate for are sometimes appropriate for the course content inappropriate for the course content and grade-level the course content and grade-level expectations. and grade-level expectations. expectations.
    • Unsatis- Somewhat Very Standard Absent 0 factory 1 Satisfactory 2 Satisfactory 3 Satisfactory 4 Score The course design The course design The course design The course design Learning activities Learning activities provides opportunities for does not provide provides few provides few and other and other appropriate instructor- opportunities opportunities opportunities opportunities are opportunities are student interaction, for appropriate for appropriate for appropriate created to foster created to foster including opportunities instructor- student instructor-student instructor-student instructor-student instructor-student for timely and frequent interaction, including interaction, and few interaction, or few interaction. Students interaction. Students feedback about student opportunities for opportunities for opportunities for receive timely and receive timely and progress. timely and frequent timely and frequent timely and frequent frequent feedback frequent feedback feedback about feedback about feedback about on their progress on their progress student progress. student progress. student progress. that emphasizes that emphasizes the the intended intended learner B8 learner outcomes. outcomes. The The feedback is feedback is highly individualized and individualized, detailed. detailed, and recommends specific, individualized improvement, and strategies to encourage continued progress toward mastery. The course design includes There is no evidence There is evidence of There is evidence of Introductory student explicit communication/ of instructor-student instructor-student instructor-student communication and activities (both before interactions before interactions before interactions before activities are present and during the first and during the first or during the first and during the first and required before week of the course) that week of the course week of the course week of the course and during the first confirm whether students to confirm active to confirm active to confirm active week of the course B9 are engaged and are participation by all participation by all participation by all to confirm active progressing through the students. students. students. participation by all course. The instructor will students. follow program guidelines to address non-responsiveNational Standards for Quality Online Courses: Version 2 students. 29
    • 30 Unsatis- Somewhat Very Standard Absent 0 factory 1 Satisfactory 2 Satisfactory 3 Satisfactory 4 Score The course provides There is no There is only Only ONE type of A minimum of Three or more opportunities for opportunity for instructor-student active, ongoing TWO differentiated differentiated active, appropriate instructor- instructor-student or student-student learning activity is active, ongoing and ongoing learning and student and student- or student-student interaction, but not created to foster required (graded) required (graded) student interaction to foster interaction with the both. instructor-student learning activities activities are created mastery and application of purpose of mastering and student-student are created to foster to foster instructor- the material. content. interaction. This instructor-student student and student- activity is integral and student-student student interaction. B10 to content but may interaction. These These activities are lack monitoring and activities are integral integral to content clarity. to content and and are defined and are defined and monitored to ensure monitored to ensure mastery of content.INTERNATIONAL ASSOCIATION for K-12 Online Learning mastery of content. There is appropriate depth, complexity and rigor to these activities. Students have access to No additional tools Supplemental tools Supplemental tools A wide variety of resources that enrich the and resources are and resources are and resources are supplemental tools course content. identified or available identified but do identified and and resources are within the course to not enrich and are readily available clearly identified enrich the content. inappropriate and/ within the learning and readily available B11 or not relevant to the management system. within the learning content. The resources enrich management system. and are relevant to The resources enrich the content. and are relevant to the content.
    • Unsatis- Somewhat Very Standard Absent 0 factory 1 Satisfactory 2 Satisfactory 3 Satisfactory 4 Score Student evaluation Strategies to assess FOUR or more ONE to THREE The strategies used strategies are consistent students are not assessments are not assessments are not to assess students with course goals aligned with the consistent or aligned consistent or aligned throughout the and objectives, are course goals and with the course goals with the course goals course are consistent C1 representative of the scope objectives. and objectives. and objectives. with and aligned to of the course and are clearly what is presented in stated. the course goals and objectives posted within the course. The course structure Course has no form The course structure Multiple types of includes adequate and of assessment to includes inadequate/ assessments allow appropriate methods determine student inappropriate students to demon- and procedures to assess mastery. methods and strate their under- students’ mastery of procedures to assess standing. Formative content. students’ mastery of and summative content. assessments are a part of the structure of the course. Ex- C2 amples may include pre-tests, post-tests, objective and subjec- tive questioning, self- assessments, group projects, evaluating levels and quality of participation and portfolios.National Standards for Quality Online Courses: Version 2 31
    • 32 Unsatis- Somewhat Very Standard Absent 0 factory 1 Satisfactory 2 Satisfactory 3 Satisfactory 4 Score Ongoing, varied, and Student assessment The course contains The course provides The course provides frequent assessments are is not ongoing, inadequate ongoing, varied, and ongoing, varied, and conducted throughout the varied and/or assessments to frequent formative frequent formative course to inform instruction. frequent. check for student assessments to assessments to understanding and check for student check for student to ensure they are understanding and understanding prepared for the next to ensure they are and to ensure they C3 lesson. prepared for the next are prepared for lesson. the next lesson. Pre-assessments are provided to determine student readiness.INTERNATIONAL ASSOCIATION for K-12 Online Learning Assessment strategies and No feedback tools or Feedback tools and tools make the student procedures are found procedures are built C4 continuously aware of his/ in the course. into the course for her progress in class and continuous student mastery of the content. self-monitoring.
    • Unsatis- Somewhat Very Standard Absent 0 factory 1 Satisfactory 2 Satisfactory 3 Satisfactory 4 Score Assessment materials The course does not The course only The course offers The course offers provide the instructor with offer any type of offers ONE type of multiple types of a wide variety the flexibility to assess assessment. assessment with no assessments with of assessment students in a variety of variation. alternate types techniques to ways. of evaluation measure ongoing methods available student progress in the learning on clearly identified management system. learner outcomes. C5 Alternative evaluation methods are used to gauge student progress, and authentic assessments are provided to demonstrate mastery. Grading rubrics are provided There are no rubrics Rubrics are provided Explicit rubrics and to the instructor and may of assignments to the instructor and work samples are be shared with students. available. may be shared with provided for each the student. type of graded C6 assignment and are shared with the student. The grading policy and The course does not The course includes Grading policy and practices are easy to contain a grading a grading policy that practices are easy to C7 understand. policy. is either difficult to locate and are well- locate or hard to defined. understand.National Standards for Quality Online Courses: Version 2 33
    • 34 Unsatis- Somewhat Very Standard Absent 0 factory 1 Satisfactory 2 Satisfactory 3 Satisfactory 4 Score The course architecture The course The course permits the online instructor architecture does architecture permits to add content, activities not allow the the teacher to add and assessments to extend teacher to add content, activities D1 learning opportunities. content, activities and assessments and assessments to extend learning to extend learning opportunities. opportunities. The course accommodates The course does The course multiple school calendars; not accommodate accommodates D2 e.g., block, 4X4 and multiple school multiple school traditional schedules. calendars. calendars.INTERNATIONAL ASSOCIATION for K-12 Online Learning Clear and consistent The course The course The course The course navigation is present navigation is navigation is utilizes consistent utilizes consistent throughout the course. inconsistent and inconsistent and and predictable and predictable unpredictable. At unpredictable. navigation methods. navigation methods. times the navigation Minimal training is Students can move is missing. required to navigate logically and easily the course. between areas of the course; color, graphics and icons D3 are used to guide the student through the course; and a consistent look and feel exist through- out the course (consistent text, colors, bullets, and heading styles).
    • Unsatis- Somewhat Very Standard Absent 0 factory 1 Satisfactory 2 Satisfactory 3 Satisfactory 4 Score Rich media are provided in The course does not The course uses The course uses The course uses The course makes multiple formats for ease provide rich media in video or audio media but not in quality video, maximum use of the of use and access in order any format. sparingly. multiple formats. audio and Internet robust capabilities of to address diverse student The media may be resources throughout the online medium D4 needs. insufficient in quality. the course. and makes these resources available by alternative means (video, CDs, podcasts). All technology requirements All technology All technology All hardware, (including hardware, requirements are not requirements Web browser browser, software, etc...) specified. (including hardware, and software are specified. browser, software, requirements are etc...) are identified identified. Links for in the course available downloads D5 description or are provided to during the student students at the registration process beginning of the and specified to course. students before they begin the course. Prerequisite skills in the use No prerequisite Prerequisite of technology are identified. skills in the use technology skills of technology are necessary for the identified. specific class are identified in the course description D6 or during the registration process and are shared with students before they begin the course.National Standards for Quality Online Courses: Version 2 35
    • 36 Unsatis- Somewhat Very Standard Absent 0 factory 1 Satisfactory 2 Satisfactory 3 Satisfactory 4 Score The course uses content- The course does not Software and online specific tools and software, utilize appropriate tools are used appropriately. content-specific tools appropriately and and software. as needed within the online course. The tools should be D7 linked from within the course or sent as software with other course materials at the beginning of the course. The course is designed The course provider The course provider InteroperabilityINTERNATIONAL ASSOCIATION for K-12 Online Learning to meet internationally has no plans to meet has a target technical standards recognized interoperability the interoperability date to meet the allow sharing standards. standards. interoperability content among standards. different learning D8 management systems and ensure sharing of questions, assessments, and results with others. Copyright and licensing Copyright and Course developers status, including permission licensing status, or publishers to share where applicable, including permission clearly state the is clearly stated and easily to share where copyright and found. applicable, is not licensing status of all stated or found. content, including permission to share D9 where applicable. Copyright and licensing information is readily available, understandable and standardized in terms of use.
    • Unsatis- Somewhat Very Standard Absent 0 factory 1 Satisfactory 2 Satisfactory 3 Satisfactory 4 Score Course materials and The course does not The course includes: The course includes The course includes The course includes activities are designed provide appropriate all of Rating 1 all of Ratings 1 and all of Ratings 1-3 to provide appropriate access. The National plus: keyboard 2 plus: plus: descriptions for access to all students. The Instructional accessible (does audio and video and course, developed with Materials not rely on mouse Closed Captioning, tables contain proper universal design principles Accessibility Standard for navigation), timed assignments headings and labels. in mind, conforms to the (NIMAS) to ensure recommended can be adjusted, and U.S. Sections 504 & 508 textbooks and fonts and sizes, and instructor created D10 provisions for electronic other instructional appropriate contrast documents use and information technology materials are colors. Styles. as well as the W3C’s Web accessible, alt Content Accessibility tags for images, Guidelines (WCAG 2.0).   transcripts (audio and video), and links are consistent and include the URL. Student information remains Course procedures Defined course confidential, as required for reporting procedures for by the Family Educational grade and student reporting grade and Rights and Privacy Act information are not student information D11 (FERPA). included. comply with the Family Educational Rights and Privacy Act (FERPA).National Standards for Quality Online Courses: Version 2 37
    • 38 Unsatis- Somewhat Very Standard Absent 0 factory 1 Satisfactory 2 Satisfactory 3 Satisfactory 4 Score The course provider uses The course provider The course provider A combination of A combination of multiple ways of assessing does not provide uses only ONE way student, instructor, student, instructor, course effectiveness. multiple ways of of assessing course content experts, content experts, in- assessing course effectiveness. instructional structional designer effectiveness. designer and and outside review- outside reviewers ers are used to may be used to evaluate the course evaluate the course for effectiveness. for effectiveness. Methods include Methods may course evaluations, E1 include course student completion evaluations, student rates, satisfaction completion rates, surveys, peer review,INTERNATIONAL ASSOCIATION for K-12 Online Learning satisfaction surveys, teacher and student peer review, feedback, and stu- teacher and student dent performance on feedback, and in-course as well as student performance state or national as- on in-course as well sessments. as state or national assessments. The course is evaluated The course is not The course is The provider using a continuous evaluated regularly evaluated regularly indicates the improvement cycle for for effectiveness. for effectiveness, but frequency of effectiveness and the the findings are not course evaluations, findings used as a basis for used as a basis for whether reviews are E2 improvement. improvement. conducted internally or externally, and how the provider uses evaluation results to improve courses.
    • Unsatis- Somewhat Very Standard Absent 0 factory 1 Satisfactory 2 Satisfactory 3 Satisfactory 4 Score The course is updated The course is not The course is The course is periodically to ensure that updated periodically. updated a minimum updated annually to the content is current. of every three years ensure the content to keep the content is current, engaging, E3 current, engaging, and relevant. The and relevant. date the course was last updated is posted. Course instructors, whether The online course The online course The online course face-to-face or virtual, are instructor is neither instructor possesses instructor possesses certificated and “highly credentialed nor a teaching credential a teaching credential qualified.” The online “highly qualified.” from a state- from a state- course teacher possesses licensing agency or licensing agency and E4 a teaching credential from is “highly qualified” is “highly qualified” a state-licensing agency as defined under as defined under and is “highly qualified” as Elementary and Elementary and defined under ESEA. Secondary Education Secondary Education Act (ESEA). Act (ESEA). Professional development No professional Professional develop- about the online course development is ment is available for delivery system is offered offered. instructors of on- by the provider to assure line courses, which effective use of the includes using the courseware and various technology tools spe- instructional media cific to the course. available. Appropriate evidence E5 could include train- ing schedules, ma- terials, tutorials, or external links, as well as expectations for training frequency and annual hours ofNational Standards for Quality Online Courses: Version 2 training. 39
    • 40 Unsatis- Somewhat Very Standard Absent 0 factory 1 Satisfactory 2 Satisfactory 3 Satisfactory 4 Score The course provider No technical Technical support Technical support offers technical support support or course and course and course and course management management management management assistance to students, the assistance is offered. assistance is available assistance is course instructor, and the and hours are clearly available 24/7 and a school coordinator. posted within the maximum response course or on the time is noted on the E6 online provider’s provider’s website. website. Assistance may take the form of Frequently Asked Questions, training resources, mentorsINTERNATIONAL ASSOCIATION for K-12 Online Learning or peer support. C  ourse instructors, whether No professional Online instructors face-to-face or virtual, development has have been provided have been provided been provided in professional professional development in the behavioral, development the behavioral, social, and social, and to identify and when necessary, emotional, emotional aspects address the ways aspects of the learning of the learning in which the online E7 environment. environment. environment can enhance and hinder the learning experience and have sensitivity to the perception of written online language.
    • Unsatis- Somewhat Very Standard Absent 0 factory 1 Satisfactory 2 Satisfactory 3 Satisfactory 4 Score Course instructors, No professional Professional Professional devel- whether face-to-face or development has development is opment prepares virtual, receive instructor been provided in offered but is the instructor to professional development, support and use limited to only use multiple, varied which includes the support of a variety of synchronous or means of communi- and use of a variety of communication asynchronous forms cation with and stim- communication modes modes to stimulate of communication. ulating engagement to stimulate student student engagement of online students engagement online. online. via synchronous and E8 asynchronous com- munication. Modes include but should not be limited to messaging, threaded discussions, live chat/ whiteboard sessions, document sharing, etc. The provider assures that  No support is Instructor curricular course instructors, whether provided to ensure support, contact face-to-face or virtual, the instructor’s numbers, guidelines, are provided support, as effectiveness and mentor assistance, needed, to ensure their success in meeting best instructional E9 effectiveness and success in the needs of online practices, meeting the needs of online students. accessibility and students. participation in professional networks are available.National Standards for Quality Online Courses: Version 2 41
    • 42 Unsatis- Somewhat Very Standard Absent 0 factory 1 Satisfactory 2 Satisfactory 3 Satisfactory 4 Score Students are offered an No student Students are offered Students are offered orientation for taking orientation is offered an orientation for an orientation for an online course before before starting the taking an online taking an online starting the coursework. course. course before course before start- starting the ing the coursework. coursework. The The orientation training may be should describe the provided either in experience of learn- written form, face- ing online and what to-face, through is needed to manage a video or entirely challenges success- online. fully. Time commit- E10 ments, software andINTERNATIONAL ASSOCIATION for K-12 Online Learning hardware require- ments and how to set up the student’s computer and work environment may be part of this orienta- tion. The training may be provided ei- ther in written form, face-to-face, through a video or entirely online.
    • National Standards for Quality Online Courses: Version 2 43
    • 44 INTERNATIONAL ASSOCIATION for K-12 Online Learning
    • TOLL-FREE 888.95.NACOL (888.956.2265) DIRECT 703.752.6216 fax 703.752.6201 email info@inacol.org web www.inacol.org mail 1934 Old Gallows Road, Suite 350, Vienna, VA 22182-4040