Standards for Online Course Design
Good online course design makes a critical difference in student success. The Purple Standard for Online Course Design offers best practices for a positive student experience. Let it guide your decisions as you (re)design your online course.
Quality Matters (or simply QM) is a set of research-based standards and best practices for online course design. QM has developed a 42-point rubric to guide faculty and instructional designers as they create effective learning experiences for students. Courses that meet at least 85% of the standards can earn QM certification, a mark of quality that is recognized across the country.
For more information about QM course certification at Minnesota State Mankato, contact Michael Manderfeld, IT Solutions instructional designer.
Purple Standard for Online Course Design
QM certification is prestigious, but it's also a lot of work. We recommend that you start designing your course with our purple standard, a collection of essential practices for online course design. The purple standard was developed by CETL, the IT Solutions instructional designers, and a faculty workgroup in March 2018.
1. Course Overview and Introduction
A student’s first impression of a course and its teacher occur with a welcome message. This introductory message sets the tone, states expectations, describes the pace, and helps students find the materials they need to be successful learners. It may also help them use the learning management system. In addition to posting the welcome message in D2L Brightspace, some teachers email the message directly to students prior to the course start date.
Instructions make clear how to get started and where to find various course components.
Learners are introduced to the purpose and structure of the course.
2. Learning Objectives (Competencies)
By defining essential and measurable skills, abilities, knowledge, or values, course learning outcomes describe what students will be able to when they finish the course. Module or unit learning outcomes describe what learners will be able to do at the end of a portion of the course. Unit objectives should support elements of the course-level objectives.
The course learning objectives, or course/program competencies, describe outcomes that are measureable.
The module/unit learning objectives describe outcomes that are measurable and consistent with the course-level objectives.
All learning objectives are stated clearly and written from the learner’s perspective.
The relationship between learning objectives and course activities is clearly stated.
The learning objectives are suited to the level of the course.
3. Assessment and Measurement
Assessment activities determine whether students are learning the material they need to know in order to accomplish the learning objectives or competencies. The online format and the characteristics of online learners are well suited for performance-based assessments (sometimes called authentic assessments). Assessments also help students evaluate their own performance and make adjustments to their learning habits or seek help from the teacher or other support services.
The assessments measure the stated learning objectives or competencies.
The course grading policy is clearly stated.
Specific and descriptive criteria are provided for the evaluation of learners’ work and are tied to the grading policy.
4. Instructional Materials
Learning materials are the backbone of the course. Textbooks, e-books, videos, podcasts, open educational resources, websites, and other resources help students learn the content they need to be successful. Supplementary information from you can provide instructions to complete projects or assignments, offer advice that will help them avoid common problems, and plan their approach to studying the unit or module.
The instructional materials contribute to the achievement of the stated course and module/unit learning objectives or competencies.
Both the purpose of instructional materials and how the materials are to be used for learning activities are clearly explained.
5. Course Activities and Learner Interaction
The online learning experience can be lonely and isolating. Organization of the online course and consistency in terms, deadlines, locations, and materials helps students locate what they need and stay on task. Community-building activities and regular interaction with the teacher and other students can aid in retention, completion, and performance. Regular communication from the teacher can help students understand expectation and stay focused on the course.
The learning activities promote the achievement of the stated learning activities or competencies.
Learning activities provide opportunities for interaction that support active learning.
The instructor’s plan for class response time and feedback on assignments is clearly stated.
6. Course Technology
Technology is the heart of an online course, but please don’t believe the myth of the digital native. The students in online classes know how to email and use social media. They probably know how to use the basic features of office productivity software. They probably don’t know how technology is used in your discipline. They probably don’t know how to use educational technology other than the ones their high school used. Students need to know what technology will be used, how to gain access to it, and where to get help if they need it.
The tools used in the course support the learning objectives and competencies.
Course tools promote learner engagement and active learning.
7. Learner Support
Student success in the classroom isn’t just about good teaching and good content. It also relies upon a range of factors outside the classroom that help or hinder their learning. Students often need access to support services like the IT Solutions Help Desk and Accessibility Resources. Other important services include the Center for Academic Success, the Counseling Center, the Hub (for financial issues), and the Registrar’s Office.
The course instructional articulate or link to a clear description of the technical support offered and how to obtain it.
Course instructions articulate or link to the institution’s accessibility policies and services.
8. Accessibility and Usability
Online courses must meet the needs of people from a variety of backgrounds, abilities, and learning styles. Usability is the ability of a student to navigate through the online course, find the information they need, and perform the tasks that are required for successful learning. The principles of Universal Design for Learning can help instructors select or design course materials that help all students have a good learning experience.
Course navigation facilitates ease of use.
Information is provided about the accessibility of all technologies required in the course.
Looking for more information about designing your online course? Check out the Network for Educational Development.
Standards for Online Course Design
Good online course design makes a critical difference in student success. Online course design standards are best practices to help you design courses with create positive student experiences.
Pedagogical Competencies for Online Instruction
Teaching online courses effectively requires faculty to have specific pedagogical, technical, and administrative skills. We offer this rubric for self-assessment of your pedagogical competency.
Technical Competencies for Online Instruction
Teaching online courses is more than knowing the content. We offer this rubric for self-assessment of your technical competency.
Administrative Competencies for Online Instruction
There are some big picture issues that faculty need to know to be effective online teachers. We offer this rubric for self-assessment of your administrative competency.
