Penny Ralston-Berg August 7, 2009 Distance Teaching and Learning Madison, WI

Demographics

Types of Interaction Students’ Rank Learning activities encourage me to interact with content in the course. 1.90 Learning activities encourage me to interact with my instructor. 1.58 Learning activities encourage me to interact with other students. 1.33

Content Interaction Students’ Rank The course provides practice exercises that I may complete on my own to master difficult content. 1.82 Course contains instructional graphics that help explain complex concepts. 1.67 Ungraded practice quizzes are provided so that I may check my own knowledge and understanding of a topic. 1.63 I find course-related content and share it with the instructor and classmates. 1.02 Course contains audio and video content. 0.96 I author / create course-related content and share it with instructor and classmates. 0.90 Course contains interactive games or simulations. 0.86

Instructor Interaction Students’ Rank Clear standards are set for instructor response (turn-around time for email, grade posting, etc.). 2.32 Clear standards are set for instructor availability (office hours, etc.) 2.17 Instructor actively participates in the class discussions. 2.01 Instructor summarizes and guides the class discussions. 1.96 Instructor shares personal insights and experiences above and beyond the reading assignments. 1.74 Instructor does not participate in class discussions. 0.42

Student-Student Interaction Students’ Rank Requirements for my interaction with the instructor, content, and other students are clearly explained. 2.40 Opportunity to ask questions of other students and get help from sources other than the instructor. 1.64 I share my ideas, opinions, and findings with my classmates in a public forum. 1.40 I coach other students and help answer their questions. 1.09 I am asked to introduce myself to the class. 1.06 I use wikis, shared documents, or other online collaborative tools to complete group work. 1.04 I work in groups with other students. 0.93

Course Overview and Introduction Quality Matters Rubric Standards 2008-2010 edition with Assigned Point Values © 2006 MarylandOnline, Inc. Students’ Rank Clear instructions tell me how to get started and how to find various course components. 2.56 Minimum preparation or prerequisite knowledge I need to succeed in the course is clearly stated. 2.06 Minimum technical skills expected of me are clearly stated. 1.92 The instructor introduces her- or himself. 1.84 A statement introduces me to the purpose of the course and its components. 1.82 Etiquette (or “netiquette”) guidelines for how to behave online are clearly stated. 1.46 I am asked to introduce myself to the class. 1.06

Learning Objectives Quality Matters Rubric Standards 2008-2010 edition with Assigned Point Values © 2006 MarylandOnline, Inc. Students’ Rank Instructions on how to meet the learning objectives are adequate and stated clearly. 2.28 The learning objectives are appropriate for the level of the course. 2.12 The course learning objectives describe outcomes that I am able to achieve. 1.81 The course contains learning objectives listing what I am expected to learn. 1.80 The course contains learning objectives listing what I am expected to learn. 1.80 The module/unit learning objectives describe outcomes that I am able to achieve and are consistent with the course-level objectives. 1.76 All learning objectives are clearly stated and written from my perspective. 1.74

Assessment and Measurement Quality Matters Rubric Standards 2008-2010 edition with Assigned Point Values © 2006 MarylandOnline, Inc. Students’ Rank Assessments measure the stated learning objectives and are consistent with course activities and resources. 2.38 The grading policy is stated clearly. 2.48 Criteria for how my work and participation will be evaluated are descriptive and specific. 2.55 Assessments are appropriately timed within the length of the course, varied, and appropriate to the content being assessed. 2.44 “ Self-check” or practice assignments are provided, and I am provided with timely feedback. 2.08 The course provides practice exercises that I may complete on my own to master difficult content. 1.82 Ungraded practice quizzes are provided so that I may check my own knowledge and understanding of a topic. 1.63

Resources and Materials Quality Matters Rubric Standards 2008-2010 edition with Assigned Point Values © 2006 MarylandOnline, Inc. Students’ Rank Instructional materials have sufficient breadth, depth, and currency for me to learn the subject. 2.34 Instructional materials contribute to the achievement of the course and module/unit learning objectives. 2.28 Instructional materials contribute to the achievement of the course and module/unit learning objectives. 2.28 The relationship between the instructional materials and the learning activities in clearly explained to me. 2.09 All resources and materials used in the course are appropriately cited. 1.72 Activities are included with each lesson. 1.58

Learner Engagement Quality Matters Rubric Standards 2008-2010 edition with Assigned Point Values © 2006 MarylandOnline, Inc. Students’ Rank Requirements for course interaction clearly articulated 5.28 Clear standards set for instructor response and availability 5.20 Activities promote achievement of stated outcomes 5.12 Activities foster content-student interaction 5.00 Course design prompts instructor to be present, active, engaged 4.94 Activities foster instructor-student interaction 4.64 Activities foster student-student interaction 4.24

Course Technology Quality Matters Rubric Standards 2008-2010 edition with Assigned Point Values © 2006 MarylandOnline, Inc. Students’ Rank Required technologies are provided or easily downloaded 5.40 Instructions to access online resources are sufficient and easy to understand 5.24 Tools and media support outcomes and are integrated with text and assignments 4.96

Learner Support Quality Matters Rubric Standards 2008-2010 edition with Assigned Point Values © 2006 MarylandOnline, Inc. Students’ Rank Clear description of technical support offered 4.78 Tutorials and resources to answer basic questions 4.60 Clear description of academic support offered 4.44

Accessibility Quality Matters Rubric Standards 2008-2010 edition with Assigned Point Values © 2006 MarylandOnline, Inc. Students’ Rank QM Rank The course incorporates ADA standards and reflect conformance with institutional policy regarding accessibility in online and hybrid courses. 5.02 3 Course pages and course materials provide equivalent alternatives to auditory and visual content. 4.86 2 Course pages have links that are self-describing and meaningful. 4.56 2 The course ensures screen readability. 4.26 1