Delivered as part of an eLearning work group at Mountain View College, this presentation provides an overview of educational best practices for online course design and delivery.

1. ELEARNING WORK GROUP:
BEST PRACTICES FOR TEACHING ONLINE

2. PURPOSE OF WORK GROUP

3. PURPOSE OF WORK GROUP
Goals
• Improve quality, scale, and breadth of online program
• Showcase individual instructors or disciplines successful in designing and
developing own courses and programs
• Identify elements of quality in online courses and work towards developing
institutional standards
• Develop, share, and train on quality attributes of teaching online

4. PURPOSE OF WORK GROUP
Deliverables
1. Summary of Best Practices for Teaching Online
2. Faculty Checklist for Developing Online Courses
3. Professional Development Plan to Support Online Faculty

5. PARTICIPANTS

6. PARTICIPANTS
• Faculty
• Administrators
• Committees
• Library and Instructional Lab Support
• Students

7. PARTICIPANTS
• Roll Call

8. MEETING AGENDA

9. MEETING AGENDA
1. Discuss Desired Student Experience
2. Discuss the Challenges We Face
3. Review Quality Standards
4. Identify Desired Elements of Quality

10. DISCUSSION

11. DISCUSS DESIRED STUDENT EXPERIENCE
• DCCCD Strategic Priorities
• Streamline navigation to and through our system and beyond
• Consistency in information and process
• MVC Core Value
• Strategic Direction - Accommodate 21st century learners by adopting innovations that
promote greater student success

12. DISCUSS CHALLENGES WE FACE

13. REVIEW QUALITY STANDARDS

14. REVIEW QUALITY STANDARDS
• Quality Scorecard (QSC)
• 9 categories, 75 indicators
• Quality Matters (QM)
• 8 categories, 43 indicators
• Open SUNY Course Quality Review (OSCQR)
• 6 categories, 50 indicators
• DCCCD Colleges
• Guide vs. Checklist vs. Requirements vs. Course Review

15. IDENTIFY ELEMENTS OF QUALITY

16. IDENTIFY ELEMENTS OF QUALITY
OSCQR
1. Course Overview and Information
2. Course Technology and Tools
3. Design and Layout
4. Content and Activities
5. Interaction
6. Assessment and Feedback
Quality Matters
1. Course Overview Introduction
2. Learning Objectives (Competencies)
3. Assessment and Measurement
4. Instructional Materials
5. Course Activities and Learner
Interaction
6. Course Technology
7. Learner Support
8. Accessibility and Usability

17. IDENTIFY ELEMENTS OF QUALITY
OSCQR
1. Course Overview and
Information
2. Course Technology and Tools
3. Design and Layout
4. Content and Activities
5. Interaction
6. Assessment and Feedback
Quality Matters
1. Course Overview Introduction
2. Learning Objectives
(Competencies)
3. Assessment and Measurement
4. Instructional Materials
5. Course Activities and Learner
Interaction
6. Course Technology
7. Learner Support
8. Accessibility and Usability
MVC
1.
2.
3.
4.
5.

18. IDENTIFY ELEMENTS OF QUALITY
OSCQR
1. Course Overview and
Information
2. Course Technology and Tools
3. Design and Layout
4. Content and Activities
5. Interaction
6. Assessment and Feedback
Quality Matters
1. Course Overview Introduction
2. Learning Objectives
(Competencies)
3. Assessment and Measurement
4. Instructional Materials
5. Course Activities and Learner
Interaction
6. Course Technology
7. Learner Support
8. Accessibility and Usability
MVC
1. Course Overview
2. Syllabus Design
3. Curriculum Design and
Alignment
4. Interaction and Engagement
5. Universal Design and
Accessibility

19. IDENTIFY ELEMENTS OF QUALITY
• Start here link
• Syllabus
• Instructor contact information
• First steps explained
• Instructor welcome message
• Purpose of course
• Students asked to introduce themselves
1. Course Overview
2. Syllabus Design
3. Curriculum Design
and Alignment
4. Interaction and
Engagement
5. Universal Design
and Accessibility

20. IDENTIFY ELEMENTS OF QUALITY
• Prerequisite requirements
• Technology requirements and tech support resources
• Institutional policies
• College support resources
• Learning outcomes
• Grading policy
• Communication and response time
1. Course Overview
2. Syllabus Design
3. Curriculum Design
and Alignment
4. Interaction and
Engagement
5. Universal Design
and Accessibility

21. IDENTIFY ELEMENTS OF QUALITY
• Course learning outcomes, module objectives,
assigned activities, and assessments align and are
consistent with each other
• Grading exists to ensure students can track their
learning progress
• Variety of instructional materials are utilized
1. Course Overview
2. Syllabus Design
3. Curriculum Design
and Alignment
4. Interaction and
Engagement
5. Universal Design
and Accessibility

22. IDENTIFY ELEMENTS OF QUALITY
• Instructor interaction with students occurs every week
• Opportunities exist for students to interact with each
other
1. Course Overview
2. Syllabus Design
3. Curriculum Design
and Alignment
4. Interaction and
Engagement
5. Universal Design
and Accessibility

23. IDENTIFY ELEMENTS OF QUALITY
• Course navigation is easily understood
• Media is presented with accessible features (such as
subtitles included)
• Curriculum is provided in accessible formats (such as
saving as PDF)
• Tools not utilized are removed from visibility
1. Course Overview
2. Syllabus Design
3. Curriculum Design
and Alignment
4. Interaction and
Engagement
5. Universal Design
and Accessibility

24. NEXT STEPS

25. NEXT MEETING
1. Review and Revise Draft Handout and
Faculty Checklist
2. Focus on Professional Development Plan

26. THANK YOU FOR YOUR HELP.
Steve Sosa,
Dean of eLearning, Instructional
Support, & Professional
Development