This document evaluates two online courses based on best practices for online course design. For the first course on computer games and simulations, the evaluation found that while assignments and readings were clearly outlined, contact information for the professor and feedback mechanisms like a gradebook were not provided. For the second course on audio recording, the evaluation found that forums allowed student interaction and assignments supported active learning, but learning objectives and rubrics were not provided to communicate expectations. Overall, both courses provided content and activities to engage students, but could improve in areas like feedback, communication of expectations, and support for diverse learners.

1. EVALUATING
ONLINE COURSES
Presented by Angel

2. Course Site 1
 Name of faculty member whose site is being
reviewed: Prof. Eric Klopfer
 Course Name: Computer Games and
Simulations for Investigation and Education
 Course site (URL):
http://ocw.mit.edu/courses/urban-studies-and-
planning/11-127j-computer-games-and-
simulations-for-investigation-and-education-
spring-2009/index.htm
 Faculty member does not use the course site in
Blackboard.

3. 1.1 Encourage contact between
students and faculty
a. Contact information and office
hours were not posted.
b. Timeframes for email responses
were not posted.
c. Syllabus was being provided
online.
-- no prerequisites for the course
-- clear course description

4. 1.2 Develops reciprocity and
cooperation among students
a. No communication section in site.
b. Group activities were created;
some project-based activities
require student interaction with
their peers.

5. 1.3 Encourages active
learning
a. Content areas were not shown on the
site.
b. Assignments and activities were
provided to facilitate reflection on
learning and application to discipline.
Assignment direction of every week
was clearly provided.
c. Readings of different topics were
assigned every week. Reading
resources were fully provided.

6. 1.4 Give prompt feedback
a. No announcement information.
b. No gradebook; students were not
able to asses their own progress.

7. 1.5 Emphasizes time on task
a. Learning outcomes or objectives
were not provided in the syllabus.
b. An assignment overview was
provided and percentage of grade
of each assignment was clearly
told.
c. Weekly course outline and
assignment navigation were given.

8. 1.6 Communicates high
expectations
a. Grading rubrics were not provided,
but the percentage of grades for
major assignments were provided.
b. Direction in assignments and
activities was clearly provided.

9. 1.7 Respects diverse talents and
ways of learning
a. Instruction that addresses various
learning styles (visual, auditory,
tactile) was not provided.
b. Balance of theory and practice
was evident in course site.

10. Course Site 2
 Name of faculty member whose site is
being reviewed: Ann Morgan
 Course Name: Audio Recording and
Podcasting
 Course site (URL):
http://moodlecommons.org/course/view.ph
p?id=32
 Faculty member uses the course site in
Blackboard.

11. 2.1 Encourage contact between
students and faculty
a. Contact information and office
hours were not posted.
b. Timeframes for email responses
were not posted.
c. Forum “Ask Me Questions” was
created.
d. Syllabus was not formally provided
online.
-- clear course introduction

12. 2.2 Develops reciprocity and
cooperation among students
a. Forums allows participants create
threads.
b. Activities that require student
interaction with their peers were
created. (#1)

13. 2.3 Encourages active
learning
a. Topic outline was included in
content area .
b. Assignments and activities were
provided to facilitate reflection on
learning and application to
discipline. Assignment direction of
every week was clearly provided.
c. Resources for required
assignments were provided.

14. 2.4 Give prompt feedback
a. Announcement forum exists but
no news was ever posted.
b. No gradebook; students were not
able to asses their own progress.

15. 2.5 Emphasizes time on task
a. Learning outcomes or objectives
were not provided in the syllabus.
b. Time-based course outline and
assignment navigation were
provided.

16. 2.6 Communicates high
expectations
a. Grading rubrics were not provided.
b. Direction in assignments and activities
was clearly provided.
c. Netiquette was taught. (#3)

17. 2.7 Respects diverse talents and
ways of learning
a. Instruction that addresses various
learning styles (visual, auditory,
tactile) was provided.
b. Balance of theory and practice
was evident in course site.