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E-Learning Check List

Instructor    Course number  

Best Practice Pedagogy

Principle: Course objectives are stated in a manner that is clear and measurable and are available to the students.

Always
(yes)

Sometimes

Never
(no)

NA

Objectives are written at the appropriate level of Bloom’s or other recognized taxonomies and are measurable.

     

Activities, lessons, and assessments are aligned to the stated objectives.

        

Objectives for each module or activity are stated in that activity or module.

        

evidence and comments: 

 

Principle: Content is designed and logically structured to allow students to meet the course objectives in an appropriate amount of time.

Always
(yes)

Sometimes

Never
(no)

NA

All modules are sequenced appropriately in clearly identified and manageable parts. Content format is consistent from segment to segment.

       

Course design shows clear evidence of an understanding for the time required for online learning demonstrated through a Course Expectations page which specifies amount of time required to complete the course as well as other course requirements and expectations.

        

evidence and comments: 

 

Principle: Learning activities are student centered and designed to encourage higher order thinking skills as well as provide students with skills, knowledge, and abilities necessary to meet the course objectives.

Always
(yes)

Sometimes

Never
(no)

NA

Content has the same depth, breadth, and rigor as other courses in the face to face program, and has been designed specifically for the online environment.

       

Content addresses multiple learning styles through a variety of activities and assignments.

       

Students are given many opportunities for practice, reflection, and engagement with the course content.

       

Course reflects sensitivity to race, gender, etc. Images, icons, and content reflect neutrality or diversity.

        

Teaching activities provide a meaningful connection to real life experiences.

        

Teaching strategies are aligned with learning objectives.

        

Problem based learning, case based learning and/or decision making activities are evident.

        

evidence and comments: 

 

Principle: Course content provides valuable external resources.

Always
(yes)

Sometimes

Never
(no)

NA

External resources are reasonable in number and enhance content. Links are clearly identified as required or supplemental.

       

Resources are validated and updated as necessary.

        

evidence and comments: 

Principle: Content is enhanced by appropriate media.

Always
(yes)

Sometimes

Never
(no)

NA

Media is used to support a specific objective or idea. Images, sounds, video, etc., add meaning to the content and are not distracters.

       

Use of media takes student support into account. Plug-ins and players are free with appropriate links and bandwidth requirements are stated.

        

evidence and comments: 

 

Principle: Content is clearly copyright compliant.

Always
(yes)

Sometimes

Never
(no)

NA

Sources and permission to use are cited for all  necessary materials.

        

Course has an About This Course page or another mechanism for citing sources and other credits.

        

evidence and comments: 

 

Principle: Course design provides for learning communities.

Always
(yes)

Sometimes

Never
(no)

NA

Several opportunities are provided for students to engage in collaborative learning activities. Tools such as discussion board, chat rooms, student presentations, group activities, and student home pages are well-utilized for effective student-to-student learning activities.

       

Expectations regarding student interaction in the course are clearly defined.

        

evidence and comments: 

 


Principle:  Course design provides for frequent feedback to students.  

Always
(yes)

Sometimes

Never
(no)

NA

Instructor responds quickly to student questions and requests. Assignments are graded in a timely manner.

        

Email and bulletin board postings and assignments receive a response within stated parameters.

        

The instructor has communicated to students an expected and reasonable time frame for feedback. Course expectation or similar page includes time response frame.

        

evidence and comments: 

 

Best Practice Use of Technology

Principle: Technology is used to facilitate delivery of pedagogically sound courses.

Always
(yes)

Sometimes

Never
(no)

NA

Graphics and multi-media have clear instructional purposes which reinforce content.

        

Resource links are made available in a Read This First page for students to test their browser and to download necessary plug-ins.

        

Innovative and up-to-date approaches are used to deliver content.

       

evidence and comments: 

 

Principle: Technology is selected with consideration for ease of use and user accessibility. 

Always
(yes)

Sometimes

Never
(no)

NA

Section 508 compliance is met. (level 1). Tables, images, multi-media include text identification, explanations, and print versions.

        

Browser requirements, plug-ins, computer settings, and band width are clearly stated with identified links to upgrade. Read This First type page includes all necessary information for optimal viewing and use of media.

        

evidence and comments: 

 

Principle: Student support is provided throughout the course.

Always
(yes)

Sometimes

Never
(no)

NA

Students are oriented to specifics of the online course. This includes a "how to" for assignments, activities, and communication.

        

Online WebCT orientation is provided for students unfamiliar with WebCT. (MCG has a student orientation course available to all new students.).

        

FAQ’s, telephone and email support information are included in Read This First.

       

Direct link to library resources is included.

        

Students have access to additional electronic resources.

        

evidence and comments: 


   

Best Practice Assessment

Principle: Assessments are aligned to course objectives and activities.  

Always
(yes)

Sometimes

Never
(no)

NA

Assessments take into consideration different learning styles and include traditional exams, self-tests, collaborative projects, and application activities.

        

Assessments are on the appropriate level of Bloom’s taxonomy as listed in the objectives.

        

evidence and comments: 

 

Principle: Rubrics and/or evaluation criteria are available to students.

Always
(yes)

Sometimes

Never
(no)

NA

Evaluation criteria are included in the syllabus and within each module as appropriate.

        

Rubrics or other specific criteria used for subjective evaluation are available to students at the outset.

        

Examples of expected outcomes are provided for subjectively graded material.

        

evidence and comments: 


 

Principle: Educational effectiveness and student satisfaction is evaluated 

Always
(yes)

Sometimes

Never
(no)

NA

Students successfully complete course material and receive passing grades on exams. (comparable to traditional courses)

        

Student satisfaction surveys indicate that the course was well done, easy to navigate, the instructor was available and helpful, and that the course was challenging and informative. Text file for upload into WebCT (Evaluation Database)

       

evidence and comments: