1. CA12
Assessing Online Courses
Howard University
April 2013

2. Workshop Objectives
Upon completing this workshop, you will be able to do
the following:
1. Explain how the assessment of online courses differs
from that of face-to-face courses.
2. List the benefits of assessing online courses.
3. Access an online course on Blackboard.
4. Assess the design of an online course, using the
Quality Matters rubric.
5. Assess course delivery in an online course.
6. Introduce colleagues to CETLA’s resources for online
teaching.

3. Definitions • F2F (face-to-face)
• Hybrid* (30-79% online)
• DL (80-100% online)
• Online (Hybrid* and DL)
• How many of you have
taught an online course?
• How many of you have
taught with Blackboard?
*aka “Blended”

4. Why Assess Online Courses?
Reaccreditation
Better Student Learning
Better Teaching

5. How Does Assessment Differ
for F2F vs. Online Courses?
F2F
• Students
– Student evaluations
– Student performance
• Peers
– Review of course materials
– Classroom observation
• Administrators
+ Implementation of policies
Online
• Students
– Student evaluations (online)
– Student performance
• Peers
– Review of course materials
– Course site visit
• Administrators
+ Implementation of policies,
including HU Distance Ed
Policy

6. Why Should Peer Reviewers Visit the
Coursesite?
• The syllabus alone cannot reveal enough
about the course design and delivery.
• Poor course design or delivery can lead to high
student attrition rates and low student
achievement.
• Careful peer reviews of coursesites help
faculty improve their online courses.

7. Who Should
Visit the Course?
IDEALLY
• A team of three reviewers
• All experienced QM-
certified online instructors
• One Master Reviewer
• One subject-matter expert
(SME)
• One external reviewer
REALISTICALLY
• More than one reviewer
• At least one DL-certified
online instructor
• ?
• At least one subject-matter
expert (SME)
• ?
Note: Visitors should request background information
from the instructor (see the QM Instructor’s
Worksheet) prior to the visit.

8. How Can You
Visit a Course?
• Ask the instructor to add you as
a student.
• Ask the instructor to make all
assignments and tests
available—password-protected
if necessary.
• Log into
http://howard.blackboard.com.
• If you can’t log in, contact one
of ISAS’s Blackboard System
Administrators: Umesh Giri
(ugiri@howard.edu , 6-2834) or
Konya Hurt
(khurt@howard.edu , 6-2940).

9. What Affects the Quality of
Online Courses?
• Technology
• Administrative
infrastructure
• Faculty training
• Student readiness
• Course content
• Course design
• Course delivery

10. Why Is Assessing Course Design So
Important in an Online Course?
“When learners can’t find what they need or are
confused about where to go and what to do, it is
harder for them to learn. Being an online learner
is challenging enough without these additional
barriers. Plus, frustrated learners tend to either
drop out or drive the instructor crazy….”
Patti Shank
Watch this video: http://www.youtube.com/watch?v=OG9fnbqmdxA

11. How Can You Assess Course Design?
Use the Quality Matters (QM) rubric!
• Based on research, best practices, and instructional
design principles
• Aligned with national standards (e.g., Sloan
Consortium Pillars)
• Aligned with accreditation standards for distance-
learning (e.g., Middle States)
• Consistent with HU Provost’s syllabus guidelines

12. What Is the QM Rubric?
Rubric Standards
Annotated Rubric

13. How Do You Rate a Course?
• If 2-3 reviewers agree that a course meets a
standard, award full points.
• If 2-3 reviewers agree that a course does not
meet a standard, do not award any points.
• A course must meet all 3-point standards.
• The instructor may make minor changes during
the review.
• An effective course will earn 72 of the 85 points
(85%).

14. Standard 1.1 “Instructions make clear how to get
started and where to find various course components.”
1point
2points
3points
0% 0%0%
1. 1 point
2. 2 points
3. 3 points

15. Standard 5.2 “Learning activities provide opportunities
for interaction that support active learning.”
1point
2points
3points
0% 0%0%
1. 1 point
2. 2 points
3. 3 points

16. Standard 6.3 “Navigation throughout the online
components of the course is logical, consistent, and
efficient.”
1point
2points
3points
0% 0%0%
1. 1 point
2. 2 points
3. 3 points

17. Why Is Assessing Course Delivery So
Important in an Online Course?
Watch this video:
http://www.youtube.com/watch?v=KgdzpIs4uAI&feature=player_embedded

18. How Can You Assess Course Delivery?
• Ask the instructor to generate two Blackboard
course reports:
– “Overall Summary of User Activity” for all
students
– “Overall Summary of User Activity” for the
instructor
• Visit the coursesite.

19. What Should You Look for in the Site?
What to Assess*
1. Social Presence &
Availability
2. Instructor Feedback
3. Student Retention
What to Check
1. Announcements, Contacts,
Syllabus
2. Discussion Board and other
social media (but no access
to Grade Center)
3. Course activity report
(especially statistics for
Early Warning System,
Performance Dashboard,
and day-by-day student
“hits”)
© The Learning House, 2013

20. What Should You Look for in the Site?
What to Assess*
4. Instructor Forum (or
Chatroom) Participation
5. Communication of University
and/or Course Policies
6. Pacing
What to Check
4. Discussion Board and/or
Chatroom
(“Collaboration”)
5. Syllabus, Announcements,
and Content Areas
6. Announcements, Content
Areas, and External Links
(or “Resources”)
© The Learning House, 2013

21. What DL resources does CETLA offer?
• Faculty can upload CETLA’s template to facilitate
course development and assessment.
• Faculty can earn Blackboard certification via
seven workshops, one three-day seminar, a
previous certificate, or a demo.
• Faculty can earn DL certification via a 5-day
online seminar, a certificate, or a demo.
• Faculty can find other resources on CETLA’s
Distance-Learning Resource webpage.