Quality Guidelines for e-learning

Below is a DRAFT of a “Quality Guidelines for e-learning checklist” that I have compiled based on the following resources. This draft focuses only of course development and delivery.

Canadian Recommended E-learning Guidelines (CanREGs) http://www.futured.com/pdf/CanREGs%20Eng.pdf

Online Course Assessment Tool (OCAT) Carolina University http://www.wcu.edu/WebFiles/PDFs/facultycenter_OCAT_v2.0_25apr07.pdf

eLearning Consortium Canada Online Course Standards http://www.cais.ca/uploaded/Temp/Course_Standards_ELC_Draft_Feb_9_2013.pdf

1) Course outcomes and expectations:

  • Clearly states outcomes and expectations
  • Outcomes are relevant and appropriate
  • Outcomes are achievable and realistic
  • Time expected for course completion is clearly defined
  • Technology specifications required to access course are clearly listed
  • Assignment expectations are clearly described

2) Course development and delivery

  • Content is relevant to employment and further learning opportunities
  • Content is credible, cited and abides by copyright laws
  • Content is logically organized, balanced and free of bias
  • Delivery makes effective and efficient use of technology
  • Layout is clear, visually appealing and easily navigable
  • Learning materials are explicit and include live links
  • Course design encourages instructor presence
  • Course length is realistic

3) Instructional Pedagogy

  • Provide a variety of presentation styles appropriate for e-learning
  • Offer varied opportunities for communication (student-student/student-instructor)
  • Demonstrate subject expertise and technology proficiency
  • Incorporate an appropriate student-teacher ratio
  • Include both short and long term activities as well as individual and group activities
  • Include use of asynchronous and synchronous tools
  • Encourage collaboration and active engagement in the construction of knowledge
  • Allow students to engage in analytical and critical thinking
  • Provide learning resources that are varied and easily accessible

4) Assessment Practices

  • Ensure a variety of formative and summative assessment strategies are incorporated
  • Provide self-assessment opportunities to create awareness of skills and knowledge
  • Assessment must be authentic, frequent and timely
  • Assessment must be appropriate and responsive to the needs of the learners
  • Assessment must be valid and reliable
  • Include various forms such as ePortfolios, demonstrations, assignments and tests.
  • Assessment must align with outcomes.
  • Assessment choices must be suitable for e-learning.

 

 

 

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About Karin Potgieter

Originally from South Africa, I have been privileged to enjoy the beautiful lifestyle of Canada. My career in Early Childhood Education has been motivating, ranging from the endearing relationships with the children and families of the Preschool that I owned to the inspirational interactions with my students as instructor of the Early Childhood Education Certificate Program. My qualifications include a Bachelor's Degree in Psychology, Early Childhood Education Certificate, Provincial Instructors Diploma and en route to completing the Certificate in Online/eLearning Instruction.
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