i nacol coursestandards_2011
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National Standards for Quality Online Courses: Version 2 1
VERSION 2
National Standards for Quality Online Courses
October 2011
October 2011
VERSION 2
National Standards for Quality Online Courses
October 2011
TOLL-FREE 888.95.NACOL (888.956.2265) DIRECT 703.752.6216 FAx 703.752.6201EmAIL [email protected] wEb www.inacol.org mAIL 1934 Old Gallows Road, Suite 350 Vienna, VA 22182-4040
INTERNATIONAL ASSOCIATION fOR K-12 ONLINE LEARNINg 2
Acknowledgements
iNACOL organized a committee of experts with various backgrounds in the field of K-12 online learning to take the lead in refreshing the iNACOL National Standards for Quality Online Courses, Version 2. They are representatives from educational organizations that share an interest in online education and believe that it is important that students have access to the highest quality of online courses.
With their experience and expertise of the original National Standards of Quality for Online Courses, Brent Bakken from the Texas Virtual School Network (TxVSN) and Brian Bridges from the California Learning Resources Network (CLRN) co-chaired this project. iNACOL would like to thank them for their leadership as well as the involvement of these experienced and knowledgeable leaders in the field of K-12 online learning:
Brent Bakken – Texas Virtual School Network (TxVSN) Region 10
Chris Bell – Julian Carter School
Jeff Bergin – Pearson
Brian Bridges – California Learning Resource Network (CLRN)
Sheryl Dalpe – Clear Creek Independent School District
Kelley Day – Program Manager – California Learning Resource Network
Jill Dickinson – florida Virtual School (fLVS)
Jean Dixie – Deer Park Independent School District
Yvonne Domings – National Universal Design for Learning Taskforce/CAST
Rick Ferdig – Kent State University
Myk Garn – Southern Regional Education Board (SREB)
Mark Hicks – National Collegiate Athletic Association (NCAA)
Pat Hoge – Connections Academy
Denise Kelly – Apex Learning
Shawn Mahoney – NovaNet
Scott McLeod – University of Kentucky
Melissa Myers – Advanced Academics
Susan Patrick – International Association for K-12 Online Learning
Nick Sproull – National Collegiate Athletic Association (NCAA)
Rick Ogston – CarpeDiem Schools
Liz Pape – Virtual High School global Consortium
David Pelizzari – K12 – Inc.
Allison Powell – International Association for K-12 Online Learning (iNACOL)
Chris Rapp – Evergreen Education group
Ruth Rominger – National Repository of Online Courses (NROC)
Theresa Rouse – Santa Cruz County Office of Education
Kelly Schwirzke – Santa Cruz County Office of Education
Themy Sparangis – Los Angeles Unified School District (LAUSD)
Tom Stanley – Clark County School District
Matt Wicks – International Association for K-12 Online Learning (iNACOL)
Amy Wood – Pearson
National Standards for Quality Online Courses: Version 2 3
VERSION 2
National Standards for Quality Online Courses
Introduction
The mission of the International Association for K-12 Online Learning (iNACOL) is to ensure all students have access to world-class education and quality online learning opportunities that prepare them for a lifetime of success. National Standards for Quality Online Courses is designed to provide states, districts, online programs, and other organizations with a set of quality guidelines for online course content, instructional design, technology, student assessment, and course management.
The original initiative in version one of the standards began with a thorough literature review of existing online course quality standards, followed by a survey offered to representatives of the iNACOL network to ensure the efficacy of the standards adopted. As a result of the research review, iNACOL had chosen to fully endorse the work of the Southern Regional Education Board (SREB) Quality Online Course Standards as a comprehensive set of criteria.* The standards as identified by SREB, already in use by sixteen SREB states, proved to be the most comprehensive and included guidelines set forth in the other criteria from the literature review. A full cross-reference of standards is available, including the iNACOL-endorsed NEA Guide to Teaching Online Courses, which included the key fundamental criteria. We were and are still grateful for SREB’s work and for their permission to distribute these standards on a national scale.
Since the original standards were released, other organizations have released quality standards for online courses. iNACOL organized a team of experts in the area of course development, instructional design, professional development, research, education, and administration to review these new standards and new literature around the topic and determined there was a need to refresh version one of the iNACOL standards. The same process was used in developing version two of the standards in addition to having version one as a starting point in the development of the new version.
Over the past three years, iNACOL has received feedback that several organizations are using these standards in the development and review of online courses. In this new version of the standards, reviewer considerations have been added for each indicator. Additionally, a rubric has been included to assist in the review of online courses based on this new version. iNACOL would like to thank the Texas Education Agency’s Texas Virtual School Network (TxVSN) for developing and sharing this rubric.
These guidelines should be implemented and monitored by each district or organization, as they reserve the right to apply the guidelines according to the best interest of the population for which they serve.
National Standards of Quality for Online Courses (CC-BY 2007)
Originally published in 2007 by the North American Council for Online Learning (NACOL)
INTERNATIONAL ASSOCIATION fOR K-12 ONLINE LEARNINg 4
Understanding Online Courses and Blended Learning
Online learning is expanding access to courses in K-12 education and providing a new network of highly qualified teachers to schools and students in underserved communities. Online learning has numerous benefits, including expanding course offerings, offering customized and personalized learning, giving struggling students a second chance to master a subject through online credit recovery when they fall behind, and providing a rigorous, interactive learning model for schools with embedded assessments that are data-rich1. Online learning is providing the content, pedagogical approach and integration of digital tools and resources that now support new models of teaching and learning, including blended learning, personalized instruction, portable and mobile learning.
Blended learning occurs in a variety of venues and models. It occurs at the district and school level, where both online and face-to-face classes are offered. At the classroom level, blended learning can occur when online courses are supported with in-class instruction or instructional support. At the instructional level, blended learning incorporates digital tools and resources into content and assessments, building students’ digital literacy skills as well as content knowledge. Blended classrooms enable schools to maintain continuity of learning during a pandemic or natural disaster, offer opportunities for personalization of classroom instruction, and offer students multiple pathways to learning.
Blended learning may incorporate online content in the form of a lesson, a single course, or an entire curriculum. The roles of teachers and students may be quite similar to their roles in a typical classroom, or they may change dramatically as learning becomes student-centered2 as shown in the diagram below. A blended classroom or course that includes online instruction may expand learning beyond the school day or school year, or it may still be defined by classroom hours.
The committee of experts who refreshed the online course standards have also developed a diagram of the Defining Dimensions of Blended Learning Programs based on the original work of Michigan Virtual School to assist in the understanding of how quality online content and digital resources and tools can be implemented within a blended school or program. This diagram specifically focuses on the unique characteristics across blended learning programs. from minimally using online content and digital tools and resources in a face-to-face classroom to a cohesively designed blended learning model, blended learning is emerging in a variety of forms. Blended learning trends show that implementations of new models look less like older models of distance learning and are emerging toward personalizing digital learning for each individual student at scale.
The focus of this diagram is on illustrating the variety of instructional models for blended learning. Blended learning can and does happen in a school model and there are specific operational issues an administrator must be aware of such as various policy issues, how funding follows the student, and technical issues of how administrative tools connect and work together; however, in this graphic we chose to focus on the course/instructional level.
1 Wicks, M. (2010). A National Primer for K-12 Online Learning, Version 2. International Association for K-12 Online Learning: Vienna, VA.2 Watson, J., Murin, A., Vashaw, L., gemin, B. and Rapp, C. (2010). Keeping Pace with K-12 Online Learning: A Review of Policy and Practice. Evergreen Education group: Evergreen, CO.
National Standards for Quality Online Courses: Version 2 5
The graphic of the Defining Dimensions of Blended Learning Models tries to draw out what the possibilities are in terms of the continuum of blended instructional approaches. iNACOL is not making a value judgment on what is appropriate and what should or should not be used in a blended learning model within this graphic. The goal of this graphic is to show how blended models are being implemented from the early stages to mature, fully developed blended programs. In the original version of the iNACOL National Standards for Quality Online Courses (2006), iNACOL identified key criteria for course quality standards and since then has revised these standards based on surveys of best practice in the field. iNACOL’s goal is to provide a working framework of the characteristics of emerging blended learning and a multi-stage process of defining high-quality blended learning in the future.
Each of the dimensions impacts the role of the teacher across a variety of implementations. We have divided the dimensions into categories to show characteristics of the instructional model, student-centered approaches, and operational dimensions.
The International Association for K-12 Online Learning (iNACOL) hopes this diagram will serve as a tool for educators, administrators and policymakers to understand the essential elements of blended learning in order to make informed decisions about implementing blended programs. These leaders and innovations in online and blended learning continue to build a pathway to change the landscape of how we think about learning while increasing student opportunities for a new community of learners.
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InstructIonal MaterIal level
Learning Object Unit/Lesson Single Course Entire Curriculum
InstructIonal resources
Course minimally uses digital content, resources, and tools to supplement instruction
Digital content, resources, and tools expand and enhance the curriculum and content
Use of digital resources and tools are integral to content, curriculum and instruction
assessMent
Whole-class assessments, used primarily in the classroom, during the school day as the primary means of feedback
A combination of traditional and online assessments are used inside and outside the classroom
Greater amount of digital, real-time data and feedback allow for individualized instruction
coMMunIcatIon
(student / teacher & student / student)
Occurs primarily synchronously and in the physical classroom
Is a mixture of synchronous & asynchronous and may be in the physical classroom or online
Occurs primarily asynchronously and online or from a distance
attendance requIreMents
Students are required to attend a physical classroom 5 days a week
Students attend a physical class-room less than 5 days a week and work online at other times
Students have flexible physical classroom and/or location attendance requirements.
student learner’s role
Student is primarily the recipient of teacher provided instruction. Teacher sets day-to-day pace.
Student takes active role in learning with reliance on digital content, resources and tools. Student has more control of own pace.
IndIvIdualIzatIon of InstructIon
All students expected to complete same instructional pathway
Students engage with digital content to customize their instructional pathway
Students engage with digital con-tent and have multiple pathways that are competency-based and not tied to a fixed school calendar.
InstructIonal support Models
“Direct student learning” through traditional teacher roles and staffing models
“Facilitate student learning” through a team approach with a significant reliance on technology-based tools and content
“Coordinate student learning” through the expanded use of technology-based tools and content, as well as the effective use of outside experts and/or community resources
InstructIon schedule and
locatIon
Fixed daily schedule, instruction primarily in physical classroom
Mixed schedule of online and physical instruction
Highly flexible schedule, with instruction is possible 24x7. Learning centers support instruction.
access to acadeMIc student support
Support is school-based, and provided primarily by the teacher during the class period.
Support structures (e.g. online tutoring, home mentors, and technical support services) in place 24x7, in addition to teacher support.
technologIcal Infrastructure
School or classroom based with students using shared classroom computer resources. Access to infrastructure ends with class period.
Available across school campus with students checking out computers from a lab or bringing their own. Access to infrastructure is during school hours.
Available on and off campus with students using their own device. Access to infrastructure is 24x7.
Less Online Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . More Online Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mostly Online Instruction
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© International Association for K-12 Online Learning
iNACOL included this graphic within the National Standards for Quality Online Courses to provide those new to the field with a better understanding of how online content and digital tools and resources can be implemented in both face-to-face classrooms as part of a blended learning environment as well as within a fully online course. As the committee was refreshing the course standards, the topic of developing a separate set of standards for blended courses was discussed. The committee and iNACOL believe that all online content, however it may be implemented, should meet the standards in this document, and hope that the graphic above will serve as a guide to implementing quality blended learning models for our students.
National Standards for Quality Online Courses: Version 2 7
The National Standards for Quality Online Courses are identified on the following pages.
Rating Scale0 Absent—component is missing
1 Unsatisfactory—needs significant improvement
2 Somewhat satisfactory—needs targeted improvements
3 Satisfactory—discretionary improvement needed
4 Very satisfactory—no improvement needed
Section A: Content
Description: The course provides online learners with multiple ways of engaging with learning experiences that promote their mastery of content and are aligned with state or national content standards.
To what extent does the course meet the criteria in this area?
Reviewer Considerations Rating
Academic Content Standards and Assessments
1. The goals and objectives clearly state what the participants will know or be able to do at the end of the course. The goals and objectives are measurable in multiple ways.
Within the learning management system, course goals and objectives are present, explicitly stated, and can be easily found by students. The student’s level of mastery is measured against each goal and objective. After reading the list of goals and objectives, students will understand what they will be learning throughout the course.
2. The course content and assignments are aligned with the state’s content standards, common core curriculum, or other accepted content standards set for Advanced Placement® courses, technology, computer science, or other courses whose content is not included in the state standards.
The content and assignments for the core courses are explicitly and thoroughly aligned to the credit granting state’s academic standards, curriculum frameworks and assessments. Advanced Placement® courses must be approved with the College Board and other elective courses should be aligned to other nationally accepted content standards such as computer science, technology courses, etc.
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To what extent does the course meet the criteria in this area?
Reviewer Considerations Rating
Academic Content Standards and Assessments (continued)
3. The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed.
The course components (objectives, assessments, instructional strategies, content, assignments and technology) are sufficiently broad, deep and rigorous such that successful students will have the knowledge and skills required by the standards upon completion of the course.
4. Information literacy and communication skills are incorporated and taught as an integral part of the curriculum.
Information Literacy, including digital fluency, and communication skills are incorporated as an integral part of the curriculum.
5. Multiple learning resources and materials to increase student success are available to students before the course begins.
Before the course begins, students are provided multiple learning resources that prepare them for the online course. These could include textbooks, instructional materials links to browser plug-ins, and other software, which students must install. Additional materials related to successful strategies for completing an online course, tutorials, orientations, and a list of prerequisite knowledge and skills are also provided at this time.
Course Overview and Introduction
6. A clear, complete course overview and syllabus are included in the course.
The syllabus and overview include: course objectives and student learning outcomes; assignments; student expectations; time requirements; required materials; the grading policy; teacher-student, teacher-parent contact policies; the intended audience; and the content scope and sequence.
7. Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated.
The course requirements include: a timeframe for participation, an approximate time required for individual activities, and expectations for communications.
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To what extent does the course meet the criteria in this area?
Reviewer Considerations Rating
Course Overview and Introduction (continued)
8. Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider.
Instructor information is provided to students with contact, availability, and biographical information. Information on how to contact the instructor via phone, email, and/or online messaging tools is provided within the contact information. If regular contact with the instructor is required as part of the course, clear expectations for meeting this requirement are posted within the course.
Legal and Acceptable Use Policies
9. The course reflects multi-cultural education, and the content is accurate, current and free of bias or advertising.
The course creates equal educational opportunities for students from diverse racial, ethnic, social-class and cultural groups. The content is up to date, accurate and free of any bias.
10. Expectations for academic integrity, use of copyrighted materials, plagiarism and netiquette (Internet etiquette) regarding lesson activities, discussions, and e-mail communications are clearly stated.
A “Code of Conduct” including netiquette standards, copyright and academic integrity expectations is provided.
11. Privacy policies are clearly stated. A policy statement is posted on the course provider’s website and/or in the learning management system disclosing the organization’s information gathering and dissemination practices.
Instructor Resources
12. Online instructor resources and notes are included.
Resources and notes to aid online instructors in teaching and facilitating the course are included within the learning management system.
13. Assessment and assignment answers and explanations are included.
Built-in course assessments are provided, and access to answers, explanations, and/or rubrics are included.
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Section B: Instructional Design
Description: The course uses learning activities that engage students in active learning; provides students with multiple learning paths to master; the content is based on student needs; and provides ample opportunities for interaction and communication — student to student, student to instructor and instructor to student.
To what extent does the course meet the criteria in this area?
Reviewer Considerations Rating
Instructional and Audience Analysis
1. Course design reflects a clear understanding of all students’ needs and incorporates varied ways to learn and master the curriculum.
A variety of instructional and assessment methods, materials and assessments are used throughout the course, which allow students to demonstrate their achievement of the goals and objectives of the course.
Course, Unit and Lesson Design
2. The course is organized by units and lessons that fall into a logical sequence. Each unit and lesson includes an overview describing objectives, activities, assignments, assessments, and resources to provide multiple learning opportunities for students to master the content.
The course is organized by units and lessons that fall into a logical sequence. At the start of each unit or lesson, an overview is posted describing the objectives, activities, assignments, assessments, and resources to be used and completed. A variety of activities, assignments, assessments, and resources are used to provide students with different paths to master the content.
Instructional Strategies and Activities
3. The course instruction includes activities that engage students in active learning.
The course provides multiple opportunities for students to be actively engaged in the content that includes meaningful and authentic learning experiences such as collaborative learning groups, student-led review sessions, games, analysis or reactions to videos, discussions, concept mapping, analyzing case studies, etc.
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To what extent does the course meet the criteria in this area?
Reviewer Considerations Rating
4. The course and course instructor provide students with multiple learning paths, based on student needs that engage students in a variety of ways.
Students are given a variety of activities, assignments, assessments and resources to allow them to successfully master the content. If a student is unsuccessful with mastering a particular concept, the course content provides the instructor with suggestions they are able to use in order to provide additional remediation activities or alternative assignments. If a student is not challenged throughout the course, the instructor may adapt the content to add enrichment activities to best meet the student’s talents and skills.
Instructional Strategies and Activities (continued)
5. The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways.
Assignments, activities and assessments provide opportunities for students to elevate their thinking beyond knowledge and comprehension into the realm of analyzing situations, synthesizing information or evaluating an argument. Activities should include open-ended questions and encourage students to categorize and classify information. Opportunities for group work, decision-making and finding patterns should also be included in the course activities.
6. The course provides options for the instructor to adapt learning activities to accommodate students’ needs.
The instructor has access to adapt the course to meet the students’ needs by providing additional assignments, resources and activities for remediation or enrichments for the course.
7. Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations.
The course content should be written at appropriate readability levels for the grade level of the student audience and the grade level should be prominently explained within the course description.
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To what extent does the course meet the criteria in this area?
Reviewer Considerations Rating
Communication and Interaction
8. The course design provides opportunities for appropriate instructor-student interaction, including opportunities for timely and frequent feedback about student progress.
Learning activities and other opportunities are created to foster instructor-student interaction. Students receive timely and frequent feedback on their progress that emphasizes the intended learner outcomes. The feedback is highly individualized, detailed, and recommends specific, individualized improvement, and strategies to encourage continued progress toward mastery.
9. The course design includes explicit communication/activities (both before and during the first week of the course) that confirms whether students are engaged and are progressing through the course. The instructor will follow program guidelines to address non-responsive students.
Instructor-student interactions begin early enough in the course to confirm active participation by all students.
10. The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material.
Learning activities and other learning opportunities are developed to foster instructor-student and student-student interaction. The technology and course content encourage exchanges amongst the instructor and students through email, discussions, synchronous chats, simulations, lab activities and other group projects. Within the grading policy, guidelines defining student participation and expectations are provided.
Threaded and/or synchronous discussions are available for developing community, asking and finding answers to questions about the course, and around the content. Access is available to groups or individual students based on the purpose of the activity. Rules, roles, and expectations for the discussion are clear and posted within the discussion forum.
Resources and Materials
11. Students have access to resources that enrich the course content.
A wide variety of supplemental tools and resources are clearly identified and readily available within the learning management system.
National Standards for Quality Online Courses: Version 2 13
Section C: Student Assessment
Description: The course uses multiple strategies and activities to assess student readiness for and progress in course content and provides students with feedback on their progress.
To what extent does the course meet the criteria in this area?
Reviewer Considerations Rating
Evaluation Strategies
1. Student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course and are clearly stated.
The strategies used to assess students throughout the course are consistent with and aligned to what is presented in the course goals and objectives document posted within the course.
2. The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content.
Assessment types are matched to the level of knowledge being tested. Both formative assessments (that inform and support learning) and summative assessments (that demonstrate mastery) are a part of the course structure. Student-selected assessment options, enabling learners to demonstrate mastery in different ways, are available.
Feedback
3. Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction.
The course provides frequent and ongoing formative assessments to check for student understanding and to ensure they are prepared for the next lesson. Initial pre-tests may be provided to assess student readiness.
4. Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content.
feedback tools and procedures are built into the course to allow students to periodically self-monitor their academic progress.
Assessment Resources and Materials
5. Assessment materials provide the instructor with the flexibility to assess students in a variety of ways.
Multiple versions of tests, test banks and other resources that support alternative evaluation methods are available.
6. grading rubrics are provided to the instructor and may be shared with students.
Rubrics, rationale, and/or characteristics are provided for each graded assignment.
7. The grading policy and practices are easy to understand.
grading policies and practices are clearly defined and may include any penalties that may be assessed to grades and/or extra credit opportunities.
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Section D: Technology
Description: The course takes full advantage of a variety of technology tools, has a user-friendly interface and meets accessibility standards for interoperability and access for learners with special needs.
To what extent does the course meet the criteria in this area?
Reviewer Considerations Rating
Course Architecture
1. The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities.
The instructor of record for the course has access to make additions to the content within the learning management system (LMS). Access should allow the instructor to add content, activities, and assessments, where appropriate. The content from the “original” base course is left unchanged.
2. The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules.
The course is created to adjust to multiple school calendars. Assignments and deadlines can easily be adapted and updated depending on the program offering the course’s schedule.
User Interface
3. Clear and consistent navigation is present throughout the course.
The course utilizes consistent and predictable navigation methods. Students can move logically and easily between areas of the course; color, graphics and icons are used to guide the student through the course; and a consistent look and feel exist throughout the course (consistent text, colors, bullets, and heading styles). Minimal training is required to navigate the course.
4. Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs.
Course makes maximum use of the robust capabilities of the online medium and makes these resources available by alternative means (video, CDs, podcasts).
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To what extent does the course meet the criteria in this area?
Reviewer Considerations Rating
Technology Requirements and Interoperability
5. All technology requirements (including hardware, browser, software, etc...) are specified.
All technology requirements (including hardware, browser, software, etc.) are identified in the course description or during the student registration process and specified to students before they begin the course.
6. Prerequisite skills in the use of technology are identified.
All prerequisite technology skills necessary for the specific class are identified in the course description or during the registration process and are shared with students before they begin the course.
7. The course uses content-specific tools and software appropriately.
A variety of software and online tools are used appropriately and as needed within the online course. Tools should be easy to use, necessary for teaching and/or enriching the lesson, cross-platform and free to the student (or built into the course). The tools should be linked from within the course or sent as software with other course materials at the beginning of the course.
8. The course is designed to meet internationally recognized interoperability standards.
Interoperability technical standards allow sharing content among different learning management systems and ensure sharing of questions, assessments and results with others.
9. Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found.
Course developers or publishers clearly state the copyright and licensing status of all content, including permission to share where applicable. Copyright and licensing information should be readily available, understandable and standardized in terms of use.
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To what extent does the course meet the criteria in this area?
Reviewer Considerations Rating
Accessibility
10. Course materials and activities are designed to provide appropriate access to all students. The course, developed with universal design principles in mind, conforms to the U.S. Section 504 and Section 508 provisions for electronic and information technology as well as the W3C’s Web Content Accessibility guidelines (WCAg 2.0).
Through the use of web accessibility evaluation tools, all web pages required for students to engage in online education (e.g., registration, library, course materials, grade retrieval) are validated to conform to accessibility standards. NIMAS is used to ensure textbooks and other instructional materials are accessible to the visually impaired.
Data Security
11. Student information remains confidential, as required by the family Educational Rights and Privacy Act (fERPA).
Defined course procedures for reporting grade and student information complies with the family Educational Rights and Privacy Act (fERPA) http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html) posted within the course.
National Standards for Quality Online Courses: Version 2 17
Section E: Course Evaluation and Support
Description: The course is evaluated regularly for effectiveness, using a variety of assessment strategies, and the findings are used as a basis for improvement. The course is kept up to date, both in content and in the application of new research on course design and technologies. Online instructors and their students are prepared to teach and learn in an online environment and are provided support during the course.
To what extent does the course meet the criteria in this area?
Reviewer Considerations Rating
Accessing Course Effectiveness
1. The course provider uses multiple ways of assessing course effectiveness.
A combination of student, instructor, content experts, instructional designer and outside reviewers may be used to evaluate the course for effectiveness. A variety of methods may be used including course evaluations, student completion rates, satisfaction surveys, peer review, teacher and student feedback, and student performance on in-course as well as state or national assessments. University researchers have been encouraged to conduct studies on the effectiveness of the course.
2. The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement.
The provider indicates the frequency of course evaluations, whether reviews are conducted internally or externally, and how the provider uses evaluation results to improve courses.
Course Updates
3. The course is updated periodically to ensure that the content is current.
The date the course was last updated is posted. Courses should be reviewed at a minimum of every three years to keep the content current, engaging, and relevant.
Certification
4. Course instructors, whether face-to-face or virtual, are certificated and “highly qualified.” The online course teacher possesses a teaching credential from a state-licensing agency and is “highly qualified” as defined under ESEA.
This standard can only be evaluated in the context of specific instructor(s) having been identified to teach the course. The online course teacher possesses a teaching credential from a state-licensing agency and is “highly qualified” as defined under ESEA.
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To what extent does the course meet the criteria in this area?
Reviewer Considerations Rating
Instructor and Student Support
5. Professional development about the online course delivery system is offered by the provider to assure effective use of the courseware and various instructional media available.
Professional development is available for instructors of online courses, which includes using the technology tools specific to the course. Appropriate evidence could include training schedules, materials, tutorials or external links, as well as expectations for training frequency and annual hours of training.
6. The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator.
Online technical help and support should be available any time. If 24/7 support is not available, support hours are clearly posted within the course or on the online program’s website and a maximum response time is noted. Assistance may take the form of frequently Asked Questions, training resources, mentors, or peer support.
7. Course instructors, whether face-to-face or virtual, have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment.
This standard can only be evaluated in the context of specific instructor(s) having been identified to teach the course. Online instructors have been provided professional development to identify and address the ways in which the online environment can enhance and/or hinder the learning experience and have sensitivity to the perception of written online language.
8. Course instructors, whether face-to-face or virtual, receive instructor professional development, which includes the support and use of a variety of communication modes to stimulate student engagement online.
This standard can only be evaluated in the context of specific instructor(s) having been identified to teach the course. Professional development prepares the instructor to use multiple, varied means of communication with and stimulating engagement of online students. Modes include but should not be limited to email, threaded discussions, live chat/whiteboard sessions, document sharing, etc.
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To what extent does the course meet the criteria in this area?
Reviewer Considerations Rating
Instructor and Student Support (continued)
9. The provider assures that course instructors, whether face-to-face or virtual, are provided support, as needed, to ensure their effectiveness and success in meeting the needs of online students.
This standard can only be evaluated in the context of specific instructor(s) having been identified to teach the course. Instructor curricular support, contact numbers, guidelines, mentor assistance, best instructional practices, or accessibility and participation in professional networks are available.
10. Students are offered an orientation for taking an online course before starting the coursework.
Students are offered an orientation for taking an online course before starting the coursework. The orientation should describe the experience of learning online and what is needed to manage challenges successfully. Time commitments, software and hardware requirements, and how to set up the student’s computer and work environment may be part of this orientation. The training may be provided either in written form, face-to-face, through a video, or entirely online.
INTERNATIONAL ASSOCIATION fOR K-12 ONLINE LEARNINg 20
Sta
nd
ard
Ab
sen
t0
Un
sati
s-fa
ctor
y1
Som
ewh
atS
atis
fact
ory
2S
atis
fact
ory
3V
ery
S
atis
fact
ory
4S
core
A1
The
goal
s an
d ob
ject
ives
cl
early
sta
te w
hat
the
part
icip
ants
will
kno
w o
r be
abl
e to
do
at t
he e
nd o
f th
e co
urse
. The
goa
ls a
nd
obje
ctiv
es a
re m
easu
rabl
e in
m
ultip
le w
ays.
With
in t
he le
arni
ng
man
agem
ent
syst
em,
cour
se g
oals
and
ob
ject
ives
are
no
t pr
esen
t.
With
in t
he le
arni
ng
man
agem
ent
syst
em, c
ours
e go
als
and
obje
ctiv
es
are
stat
ed, b
ut
are
no
t co
mpl
ete,
ea
sily
fou
nd, o
r un
ders
tood
by
stud
ents
. The
cou
rse
mea
sure
s go
als
and
obje
ctiv
es in
on
ly
ON
E w
ay.
With
in t
he le
arni
ng
man
agem
ent
syst
em, c
ours
e go
als
and
obje
ctiv
es a
re
pres
ent,
cle
arly
st
ated
, and
can
be
foun
d by
stu
dent
s.
The
stud
ent’
s le
vel o
f m
aste
ry is
mea
sure
d in
on
ly O
NE
way
.
With
in t
he le
arni
ng
man
agem
ent
syst
em, c
ours
e go
als
and
obje
ctiv
es a
re
pres
ent,
cle
arly
st
ated
, and
can
be
foun
d by
stu
dent
s.
The
stud
ent’
s le
vel o
f m
aste
ry is
mea
sure
d in
at
leas
t T
WO
di
ffer
ent
way
s ag
ains
t th
e go
als
and
obje
ctiv
es.
With
in t
he le
arni
ng
man
agem
ent
syst
em, c
ours
e go
als
and
obje
ctiv
es a
re
pres
ent,
exp
licitl
y st
ated
, and
can
be
eas
ily f
ound
by
stu
dent
s. T
he
stud
ent’
s le
vel o
f m
aste
ry is
mea
sure
d in
TH
REE
or
mo
re
way
s ag
ains
t th
e go
als
and
obje
ctiv
es.
A2
The
cour
se c
onte
nt a
nd
assi
gnm
ents
are
alig
ned
with
the
sta
te’s
con
tent
st
anda
rds,
com
mon
co
re c
urric
ulum
, or
othe
r ac
cept
ed c
onte
nt
stan
dard
s se
t fo
r A
dvan
ced
Plac
emen
t® c
ours
es,
tech
nolo
gy, c
ompu
ter
scie
nce,
or
othe
r co
urse
s w
hose
con
tent
is n
ot
incl
uded
in t
he s
tate
st
anda
rds.
ON
E o
r m
ore
of
the
stat
e co
nten
t st
anda
rds
are
not
obse
rved
or
part
ially
ob
serv
ed.
The
cour
se c
onte
nt
and
assi
gnm
ents
are
al
igne
d to
the
sta
te’s
ac
adem
ic s
tand
ards
, as
sess
men
ts,
or n
atio
nally
/in
tern
atio
nally
ac
cept
ed c
onte
nt
stan
dard
s se
t fo
r A
dvan
ced
Plac
emen
t® o
r ot
her
elec
tive
cour
ses
who
se c
onte
nt is
no
t in
clud
ed in
sta
te
stan
dard
s.
The
cour
se c
onte
nt
and
assi
gnm
ents
ar
e A
LL e
xplic
itly
and
thor
ough
ly
alig
ned
to t
he s
tate
’s
acad
emic
sta
ndar
ds,
asse
ssm
ents
, or
nat
iona
lly/
inte
rnat
iona
lly
acce
pted
con
tent
st
anda
rds
set
for
Adv
ance
d Pl
acem
ent®
or
othe
r el
ectiv
e co
urse
s w
hose
con
tent
is
not
incl
uded
in s
tate
st
anda
rds.
Ap
pen
dix
A: S
amp
le R
ub
ric
Cou
rse
Revi
ew S
corin
g Ru
bric
dev
elop
ed b
y th
e Te
xas
Educ
atio
n A
genc
y’s
Texa
s V
irtua
l Sch
ool N
etw
ork
(TxV
SN)
National Standards for Quality Online Courses: Version 2 21
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nd
ard
Ab
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ctor
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Som
ewh
atS
atis
fact
ory
2S
atis
fact
ory
3V
ery
S
atis
fact
ory
4S
core
A3
The
cour
se c
onte
nt
and
assi
gnm
ents
are
of
suffi
cien
t rig
or, d
epth
an
d br
eadt
h to
tea
ch t
he
stan
dard
s be
ing
addr
esse
d.
Cou
rse
com
pone
nts
(obj
ectiv
es,
asse
ssm
ents
, in
stru
ctio
nal
stra
tegi
es, c
onte
nt,
assi
gnm
ents
, and
te
chno
logy
) hav
e n
o
rigor
or
dept
h an
d br
eadt
h.
Cou
rse
com
pone
nts
(obj
ectiv
es,
asse
ssm
ents
, in
stru
ctio
nal
stra
tegi
es, c
onte
nt,
assi
gnm
ents
, and
te
chno
logy
) lac
k su
ffici
ent
rigor
or
dept
h an
d br
eadt
h.
Cou
rse
com
pone
nts
(obj
ectiv
es,
asse
ssm
ents
, in
stru
ctio
nal
stra
tegi
es, c
onte
nt,
assi
gnm
ents
, and
te
chno
logy
) are
su
ffici
entl
y br
oad,
de
ep a
nd r
igor
ous
such
tha
t su
cces
sful
st
uden
ts w
ill h
ave
the
know
ledg
e an
d sk
ills
requ
ired
by
the
stan
dard
s up
on
com
plet
ion
of t
he
cour
se.
Cou
rse
com
pone
nts
(obj
ectiv
es,
asse
ssm
ents
, in
stru
ctio
nal
stra
tegi
es, c
onte
nt,
assi
gnm
ents
, and
te
chno
logy
) are
ex
cep
tio
nal
ly
broa
d, d
eep
and
rigor
ous
such
th
at s
ucce
ssfu
l st
uden
ts w
ill h
ave
the
know
ledg
e an
d sk
ills
requ
ired
by
the
stan
dard
s up
on
com
plet
ion
of t
he
cour
se.
A4
Info
rmat
ion
liter
acy
and
com
mun
icat
ion
skill
s ar
e in
corp
orat
ed a
nd t
augh
t as
an
inte
gral
par
t of
the
cu
rric
ulum
.
Info
rmat
ion
liter
acy
and
com
mun
icat
ion
skill
s ar
e n
ot
inte
grat
ed in
to t
he
cour
se c
onte
nt.
Min
imal
an
d
insu
ffici
ent
info
rmat
ion
liter
acy
and
com
mun
icat
ion
skill
s ar
e in
tegr
ated
in
the
cou
rse
cont
ent.
Insu
ffici
ent
info
rmat
ion
liter
acy
and
com
mun
icat
ion
skill
s ar
e in
tegr
ated
in
to t
he c
ours
e co
nten
t.
Info
rmat
ion
liter
acy
incl
udin
g di
gita
l flue
ncy
and
com
mun
icat
ion
skill
s ar
e in
corp
orat
ed a
s an
inte
gral
par
t of
th
e cu
rric
ulum
.
Info
rmat
ion
liter
acy
incl
udin
g di
gita
l flue
ncy
and
com
mun
icat
ion
skill
s ar
e in
corp
orat
ed
exte
nsi
vely
as
an
inte
gral
par
t of
the
cu
rric
ulum
.
INTERNATIONAL ASSOCIATION fOR K-12 ONLINE LEARNINg 22
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nd
ard
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sen
t0
Un
sati
s-fa
ctor
y1
Som
ewh
atS
atis
fact
ory
2S
atis
fact
ory
3V
ery
S
atis
fact
ory
4S
core
A5
Mul
tiple
lear
ning
res
ourc
es
and
mat
eria
ls t
o in
crea
se
stud
ent
succ
ess
are
avai
labl
e to
stu
dent
s be
fore
the
co
urse
beg
ins.
Befo
re t
he c
ours
e be
gins
, the
re a
re n
o le
arni
ng r
esou
rces
av
aila
ble
for
stud
ents
.
Befo
re t
he c
ours
e be
gins
, the
re a
re
insu
ffici
ent
lear
ning
re
sour
ces
avai
labl
e fo
r th
e st
uden
ts.
Befo
re t
he c
ours
e be
gins
, stu
dent
s ar
e pr
ovid
ed
mul
tiple
lear
ning
re
sour
ces
(tex
tboo
ks,
inst
ruct
iona
l m
ater
ials
, lin
ks t
o br
owse
r pl
ug-in
s,
and
othe
r so
ftw
are,
w
hich
stu
dent
s m
ust
inst
all)
that
pre
pare
th
em f
or t
he o
nlin
e co
urse
.
Befo
re t
he c
ours
e be
gins
, stu
dent
s ar
e pr
ovid
ed
mul
tiple
lear
ning
re
sour
ces
(tex
tboo
ks,
inst
ruct
iona
l m
ater
ials
, lin
ks t
o br
owse
r pl
ug-in
s,
and
othe
r so
ftw
are,
w
hich
stu
dent
s m
ust
inst
all)
that
pr
epar
e th
em f
or
the
onlin
e co
urse
. A
dditi
onal
mat
eria
ls
rela
ted
to s
ucce
ssfu
l st
rate
gies
for
co
mpl
etin
g an
onl
ine
cour
se, t
utor
ials
, or
ient
atio
ns,
and
prer
equi
site
kn
owle
dge
and
skill
s ar
e al
so p
rovi
ded
at
this
tim
e.
National Standards for Quality Online Courses: Version 2 23
Sta
nd
ard
Ab
sen
t0
Un
sati
s-fa
ctor
y1
Som
ewh
atS
atis
fact
ory
2S
atis
fact
ory
3V
ery
S
atis
fact
ory
4S
core
A6
A c
lear
, com
plet
e co
urse
ov
ervi
ew a
nd s
ylla
bus
are
incl
uded
in t
he c
ours
e.
Ther
e is
no
cour
se
over
view
and
sy
llabu
s.
Ther
e is
a lo
catio
n w
ithin
the
cou
rse
for
the
cour
se o
verv
iew
or
syl
labu
s bu
t th
e ac
tual
ove
rvie
w o
r sy
llabu
s is
mis
sing
.
The
cour
se o
verv
iew
an
d/o
r sy
llabu
s ne
ed
to b
e si
gnifi
cant
ly
impr
oved
. Min
imal
in
form
atio
n is
pr
ovid
ed.
The
cour
se o
verv
iew
an
d sy
llabu
s in
clud
e ite
ms
such
as:
co
urse
obj
ectiv
es
and
stud
ent
lear
ning
out
com
es,
assi
gnm
ents
, stu
dent
ex
pect
atio
ns, t
ime
requ
irem
ents
, re
quire
d m
ater
ials
, gr
adin
g po
licy,
te
ache
r co
ntac
t in
form
atio
n, a
nd
cont
ent
scop
e an
d se
quen
ce.
The
cour
se o
verv
iew
an
d sy
llabu
s in
clud
e co
urse
obj
ectiv
es
and
stud
ent
lear
ning
out
com
es,
assi
gnm
ents
, stu
dent
ex
pect
atio
ns, t
ime
requ
irem
ents
, re
quire
d m
ater
ials
, gr
adin
g po
licy,
te
ache
r co
ntac
t in
form
atio
n,
inte
nded
aud
ienc
e,
cont
ent
scop
e an
d se
quen
ce, a
nd o
ther
he
lpfu
l inf
orm
atio
n.
A7
Cou
rse
requ
irem
ents
are
co
nsis
tent
with
cou
rse
goal
s, a
re r
epre
sent
ativ
e of
th
e sc
ope
of t
he c
ours
e an
d ar
e cl
early
sta
ted.
Cou
rse
requ
irem
ents
ar
e m
issi
ng.
Cou
rse
requ
irem
ents
ar
e va
gue
and
are
not
cons
iste
nt w
ith
the
cour
se g
oals
.
The
cour
se
requ
irem
ents
(t
imef
ram
e fo
r pa
rtic
ipat
ion,
ap
prox
imat
e tim
e re
quire
d fo
r in
divi
dual
act
iviti
es
and
expe
ctat
ions
fo
r co
mm
unic
atio
ns)
are
inco
nsis
tent
with
co
urse
goa
ls, o
r no
t re
pres
enta
tive
of t
he
scop
e of
the
cou
rse,
or
not
cle
arly
sta
ted.
Cou
rse
requ
irem
ents
(t
imef
ram
e fo
r pa
rtic
ipat
ion,
ap
prox
imat
e tim
e re
quire
d fo
r in
divi
dual
act
iviti
es
and
expe
ctat
ions
fo
r co
mm
unic
atio
ns)
are
cons
iste
nt
with
cou
rse
goal
s,
repr
esen
tativ
e of
the
sc
ope
of t
he c
ours
e an
d cl
early
sta
ted.
The
cour
se
requ
irem
ents
in
clud
e: a
det
aile
d tim
efra
me
for
part
icip
atio
n,
an a
ppro
xim
ate
time
requ
ired
for
indi
vidu
al a
ctiv
ities
, an
d sp
ecifi
c ex
pect
atio
ns f
or
com
mun
icat
ions
, an
d ar
e co
nsis
tent
w
ith c
ours
e go
als,
re
pres
enta
tive
of t
he
scop
e of
the
cou
rse
and
clea
rly s
tate
d.
INTERNATIONAL ASSOCIATION fOR K-12 ONLINE LEARNINg 24
Sta
nd
ard
Ab
sen
t0
Un
sati
s-fa
ctor
y1
Som
ewh
atS
atis
fact
ory
2S
atis
fact
ory
3V
ery
S
atis
fact
ory
4S
core
A8
Info
rmat
ion
is p
rovi
ded
to s
tude
nts,
par
ents
an
d m
ento
rs o
n ho
w t
o co
mm
unic
ate
with
the
on
line
inst
ruct
or a
nd c
ours
e pr
ovid
er.
Ther
e is
no
inst
ruct
or/p
rovi
der
cont
act
info
rmat
ion
avai
labl
e.
Ther
e is
litt
le
inst
ruct
or/p
rovi
der
cont
act
info
rmat
ion
prov
ided
.
App
ropr
iate
in
stru
ctor
/pro
vide
r co
mm
unic
atio
n in
form
atio
n su
ch a
s of
fice
hour
s, p
hone
nu
mbe
r, em
ail,
and
biog
raph
ical
in
form
atio
n is
pr
ovid
ed.
App
ropr
iate
in
stru
ctor
/pro
vide
r co
mm
unic
atio
n in
form
atio
n su
ch a
s of
fice
hour
s, p
hone
nu
mbe
r, em
ail,
and
biog
raph
ical
in
form
atio
n is
pr
ovid
ed.
The
proc
ess
for
com
mun
icat
ing
with
th
e in
stru
ctor
is
clea
rly o
utlin
ed.
A9
The
cour
se r
eflec
ts m
ulti-
cultu
ral e
duca
tion,
and
th
e co
nten
t is
acc
urat
e,
curr
ent
and
free
of
bias
or
adve
rtis
ing.
Con
tent
doe
s no
t re
flect
mul
ti-cu
ltura
l ed
ucat
ion,
is n
ot u
p-
to-d
ate,
acc
urat
e, o
r fr
ee o
f an
y bi
as o
r ad
vert
isin
g.
Con
tent
is m
issi
ng
TW
O o
f fo
ur
cond
ition
s (m
ulti-
cultu
ral,
up-t
o-
date
, acc
urat
e or
fr
ee o
f an
y bi
as o
r ad
vert
isin
g).
Con
tent
is m
issi
ng
ON
E of
fou
r co
nditi
ons
(mul
ti-cu
ltura
l, up
-to
-da
te, a
ccur
ate
or
free
of
any
bias
or
adve
rtis
ing)
.
The
cour
se r
eflec
ts
mul
ti-cu
ltura
l ed
ucat
ion,
and
the
co
nten
t is
acc
urat
e,
curr
ent
and
free
of
bias
or
adve
rtis
ing.
The
cour
se c
reat
es
equa
l edu
catio
nal
oppo
rtun
ities
for
st
uden
ts f
rom
di
vers
e ra
cial
, eth
nic,
so
cial
‐cla
ss, a
nd
cultu
ral g
roup
s. T
he
cont
ent
is u
p to
da
te, a
ccur
ate
and
free
of
any
bias
or
adve
rtis
ing.
A10
Expe
ctat
ions
for
aca
dem
ic
inte
grit
y, u
se o
f co
pyrig
hted
m
ater
ials
, pla
giar
ism
an
d ne
tique
tte
(Inte
rnet
et
ique
tte)
reg
ardi
ng le
sson
ac
tiviti
es, d
iscu
ssio
ns, e
-mai
l co
mm
unic
atio
ns a
re c
lear
ly
stat
ed.
Cop
yrig
ht,
plag
iaris
m,
netiq
uett
e, a
nd
inte
grit
y in
form
atio
n ar
e no
t in
clud
ed in
th
e co
urse
or
are
not
linke
d to
if lo
cate
d ou
tsid
e of
the
co
urse
.
Som
e, b
ut n
ot a
ll ex
pect
atio
ns a
re
clea
rly s
tate
d in
the
co
urse
or
are
not
linke
d to
if lo
cate
d ou
tsid
e of
the
co
urse
.
Issu
es a
ddre
ssin
g co
pyrig
hted
m
ater
ials
, pla
giar
ism
, ne
tique
tte,
and
in
tegr
ity
are
incl
uded
in
the
cou
rse
or a
re
linke
d to
if lo
cate
d ou
tsid
e of
the
co
urse
.
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nd
ard
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sen
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ewh
atS
atis
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ory
2S
atis
fact
ory
3V
ery
S
atis
fact
ory
4S
core
A11
Priv
acy
polic
ies
are
clea
rly
stat
ed.
Priv
acy
polic
ies
are
not
incl
uded
in t
he
cour
se o
r ar
e no
t lin
ked
to if
loca
ted
outs
ide
of t
he
cour
se.
A p
olic
y st
atem
ent
is in
clud
ed in
the
co
urse
or
is li
nked
to
if lo
cate
d ou
tsid
e of
the
cou
rse.
The
po
licy
disc
lose
s th
e or
gani
zatio
n’s
info
rmat
ion
gath
erin
g an
d di
ssem
inat
ion
prac
tices
.
A p
olic
y st
atem
ent
is
post
ed o
n th
e co
urse
pr
ovid
er’s
web
site
an
d in
the
cou
rse
and
is e
asily
fou
nd
by t
he s
tude
nt. T
he
polic
y di
sclo
ses
the
orga
niza
tion’
s in
form
atio
n ga
ther
ing
and
diss
emin
atio
n pr
actic
es.
A12
Onl
ine
inst
ruct
or r
esou
rces
an
d no
tes
are
incl
uded
.In
stru
ctor
res
ourc
es
and
note
s ar
e no
t in
clud
ed in
the
co
urse
.
Inst
ruct
or r
esou
rces
an
d no
tes
are
avai
labl
e in
the
co
urse
.
Inst
ruct
or r
esou
rces
an
d no
tes
are
avai
labl
e fo
r ev
ery
lear
ning
uni
t in
the
co
urse
.
A13
Ass
essm
ent
and
assi
gnm
ent
answ
ers
and
expl
anat
ions
ar
e in
clud
ed.
No
answ
ers,
ex
plan
atio
ns, r
ubric
s or
exa
mpl
es a
re
incl
uded
.
Ans
wer
s an
d ex
plan
atio
ns a
re
avai
labl
e, b
ut n
o ru
bric
s or
exa
mpl
es
are
incl
uded
.
Ans
wer
s,
expl
anat
ions
, an
d ru
bric
s ar
e pr
ovid
ed; h
owev
er,
no e
xam
ples
are
in
clud
ed.
Ans
wer
s,
expl
anat
ions
, rub
rics,
an
d ex
ampl
es
of c
ompl
eted
as
sess
men
ts a
nd
assi
gnm
ents
are
in
clud
ed in
the
in
stru
ctor
res
ourc
es.
INTERNATIONAL ASSOCIATION fOR K-12 ONLINE LEARNINg 26
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nd
ard
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ctor
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ewh
atS
atis
fact
ory
2S
atis
fact
ory
3V
ery
S
atis
fact
ory
4S
core
B1
Cou
rse
desi
gn r
eflec
ts a
cl
ear
unde
rsta
ndin
g of
al
l stu
dent
s’ n
eeds
and
in
corp
orat
es v
arie
d w
ays
to le
arn
and
mas
ter
the
curr
icul
um.
Ther
e is
no
var
iety
of
inst
ruct
iona
l and
as
sess
men
t m
etho
ds.
Ther
e is
lim
ited
va
riety
of
inst
ruct
iona
l an
d as
sess
men
t m
etho
ds.
Mat
eria
ls
and
asse
ssm
ents
us
ed t
hrou
ghou
t th
e co
urse
pre
vent
st
uden
ts f
rom
de
mon
stra
ting
achi
evem
ent
of t
he
goal
s an
d ob
ject
ives
of
the
cou
rse.
Ther
e is
a v
arie
ty
of in
stru
ctio
nal
and
asse
ssm
ent
met
hods
. M
ater
ials
an
d as
sess
men
ts
used
thr
ough
out
the
cour
se
allo
w s
tude
nts
to d
emon
stra
te
achi
evem
ent
of t
he
goal
s an
d ob
ject
ives
of
the
cou
rse.
Ther
e is
a r
ich
var
iety
of
inst
ruct
iona
l and
as
sess
men
t m
etho
ds.
Enga
ging
mat
eria
ls
and
auth
entic
as
sess
men
ts a
re
used
thr
ough
out
the
cour
se t
o al
low
stu
dent
s to
dem
onst
rate
ac
hiev
emen
t of
the
go
als
and
obje
ctiv
es
of t
he c
ours
e.
B2
The
cour
se is
org
aniz
ed b
y un
its
and
less
ons
that
fal
l in
to a
logi
cal s
eque
nce.
Ea
ch u
nit
and
less
on
incl
udes
an
over
view
de
scrib
ing
obje
ctiv
es,
activ
ities
, ass
ignm
ents
, as
sess
men
ts, a
nd r
esou
rces
to
pro
vide
mul
tiple
lear
ning
op
port
uniti
es f
or s
tude
nts
to m
aste
r th
e co
nten
t.
The
cour
se is
not
or
gani
zed
into
uni
ts/
mod
ules
and
less
ons
that
fal
l int
o a
logi
cal
sequ
ence
.
The
cour
se is
or
gani
zed
into
uni
ts/
mod
ules
tha
t fa
ll in
to
a lo
gica
l seq
uenc
e,
bu
t so
me
less
ons
do n
ot in
clud
e an
ov
ervi
ew, o
r fe
w o
r lim
ited
reso
urce
s ar
e no
ted.
The
cour
se is
or
gani
zed
by u
nits
an
d le
sson
s. A
t th
e st
art
of e
ach
unit
or le
sson
, an
over
view
is p
oste
d de
scrib
ing
the
obje
ctiv
es, a
ctiv
ities
, as
sign
men
ts,
asse
ssm
ents
, and
re
sour
ces
to b
e us
ed
and
com
plet
ed.
The
cour
se is
or
gani
zed
by u
nits
an
d le
sson
s. A
t th
e st
art
of e
ach
unit
or le
sson
, an
over
view
is p
oste
d de
scrib
ing
the
obje
ctiv
es, a
ctiv
ities
, as
sign
men
ts,
asse
ssm
ents
, and
re
sour
ces
to b
e us
ed
and
com
plet
ed. A
va
riety
of
activ
ities
, as
sign
men
ts,
asse
ssm
ents
, and
re
sour
ces
are
used
to
pro
vide
stu
dent
s w
ith d
iffe
rent
pa
ths
to m
aste
r th
e co
nten
t.
National Standards for Quality Online Courses: Version 2 27
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nd
ard
Ab
sen
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s-fa
ctor
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Som
ewh
atS
atis
fact
ory
2S
atis
fact
ory
3V
ery
S
atis
fact
ory
4S
core
B3
The
cour
se in
stru
ctio
n in
clud
es a
ctiv
ities
tha
t en
gage
stu
dent
s in
act
ive
lear
ning
.
The
cour
se
inst
ruct
ion
does
not
in
clud
e ac
tiviti
es t
hat
enga
ge s
tude
nts
in
activ
e le
arni
ng.
The
cour
se p
rovi
des
limite
d op
port
uniti
es
for
stud
ents
to
be
activ
ely
enga
ged
in
the
cont
ent.
The
cour
se p
rovi
des
seve
ral o
ppor
tuni
ties
for
stud
ents
to
be
activ
ely
enga
ged
in t
he c
onte
nt
that
incl
udes
m
eani
ngfu
l and
au
then
tic le
arni
ng
expe
rienc
es s
uch
as
colla
bora
tive
lear
ning
gr
oups
, stu
dent
-led
revi
ew s
essi
ons,
ga
mes
, ana
lysi
s or
re
actio
ns t
o vi
deos
, di
scus
sion
s, c
once
pt
map
ping
, ana
lyzi
ng
case
stu
dies
, etc
.
The
cour
se
cons
iste
ntly
pr
ovid
es m
ultip
le
oppo
rtun
ities
for
st
uden
ts t
o be
ac
tivel
y en
gage
d in
the
con
tent
th
at in
clud
es
mea
ning
ful a
nd
auth
entic
lear
ning
ex
perie
nces
incl
udin
g co
llabo
rativ
e le
arni
ng
grou
ps, s
tude
nt-le
d re
view
ses
sion
s,
gam
es, a
naly
sis
or
reac
tions
to
vide
os,
disc
ussi
ons,
con
cept
m
appi
ng, a
naly
zing
ca
se s
tudi
es, e
tc.
B4
The
cour
se a
nd c
ours
e in
stru
ctor
pro
vide
stu
dent
s w
ith m
ultip
le le
arni
ng
path
s, b
ased
on
stud
ent
need
s th
at e
ngag
e st
uden
ts
in a
var
iety
of
way
s.
The
cour
se a
nd
cour
se in
stru
ctor
do
not
addr
ess
a va
riety
of
lear
ning
sty
les.
The
cour
se a
nd
cour
se in
stru
ctor
pr
ovid
e a
limite
d va
riety
of
activ
ities
, as
sign
men
ts,
asse
ssm
ents
, and
re
sour
ces.
The
cour
se a
nd
cour
se in
stru
ctor
pr
ovid
e a
varie
ty o
f le
arni
ng a
ctiv
ities
th
at a
ddre
ss d
iffe
rent
le
arni
ng s
tyle
s an
d pr
efer
ence
s (a
udito
ry, v
isua
l, ta
ctile
/kin
esth
etic
).
The
cour
se a
nd
cour
se in
stru
ctor
co
nsis
tent
ly p
rovi
de
a w
ide
varie
ty o
f le
arni
ng a
ctiv
ities
th
at a
ddre
ss d
iffe
rent
le
arni
ng s
tyle
s an
d pr
efer
ence
s (a
udito
ry, v
isua
l, ta
ctile
/kin
esth
etic
).
INTERNATIONAL ASSOCIATION fOR K-12 ONLINE LEARNINg 28
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nd
ard
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sen
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ctor
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ewh
atS
atis
fact
ory
2S
atis
fact
ory
3V
ery
S
atis
fact
ory
4S
core
B5
The
cour
se p
rovi
des
oppo
rtun
ities
for
stu
dent
s to
eng
age
in h
ighe
r-or
der
thin
king
, crit
ical
rea
soni
ng
activ
ities
and
thi
nkin
g in
in
crea
sing
ly c
ompl
ex w
ays.
The
cour
se d
oes
no
t pr
ovid
e op
port
uniti
es f
or
stud
ents
to
elev
ate
thei
r th
inki
ng b
eyon
d re
mem
berin
g an
d un
ders
tand
ing.
The
cour
se p
rovi
des
an in
adeq
uat
e am
ou
nt
of
assi
gnm
ents
, ac
tiviti
es, a
nd
asse
ssm
ents
for
st
uden
ts t
o el
evat
e th
eir
thin
king
bey
ond
rem
embe
ring
and
unde
rsta
ndin
g.
The
cour
se p
rovi
des
a su
ffici
ent
amo
un
t of
as
sign
men
ts,
activ
ities
, and
as
sess
men
ts f
or
stud
ents
to
elev
ate
thei
r th
inki
ng b
eyon
d re
mem
berin
g an
d un
ders
tand
ing.
The
cour
se
con
sist
entl
y pr
ovid
es
assi
gnm
ents
, ac
tiviti
es, a
nd
asse
ssm
ents
for
st
uden
ts t
o el
evat
e th
eir
thin
king
bey
ond
rem
embe
ring
and
unde
rsta
ndin
g.
B6
The
cour
se p
rovi
des
optio
ns f
or t
he in
stru
ctor
to
ada
pt le
arni
ng a
ctiv
ities
to
acc
omm
odat
e st
uden
ts’
need
s.
The
cour
se d
oes
n
ot
prov
ide
optio
ns
for
the
inst
ruct
or t
o ad
apt
the
cour
se t
o m
eet
the
stud
ents
’ ne
eds.
The
cour
se p
rovi
des
optio
ns f
or t
he in
-st
ruct
or t
o ad
apt
the
cour
se t
o m
eet
the
stud
ents
’ nee
ds
by p
rovi
ding
add
i-tio
nal a
ssig
nmen
ts,
reso
urce
s, a
nd a
ctiv
i-tie
s fo
r re
med
iatio
n or
enr
ichm
ents
for
th
e co
urse
.
B7
Read
abili
ty le
vels
, writ
ten
lang
uage
ass
ignm
ents
and
m
athe
mat
ical
req
uire
men
ts
are
appr
opria
te f
or t
he
cour
se c
onte
nt a
nd g
rade
-le
vel e
xpec
tatio
ns.
Read
abili
ty le
vels
, w
ritte
n la
ngua
ge
assi
gnm
ents
and
m
athe
mat
ical
re
quire
men
ts a
re
no
t ap
prop
riate
for
th
e co
urse
con
tent
an
d gr
ade-
leve
l ex
pect
atio
ns.
Read
abili
ty le
vels
, w
ritte
n la
ngua
ge
assi
gnm
ents
and
m
athe
mat
ical
re
quire
men
ts
are
som
etim
es
inap
prop
riate
for
th
e co
urse
con
tent
an
d gr
ade-
leve
l ex
pect
atio
ns.
Read
abili
ty le
vels
, w
ritte
n la
ngua
ge
assi
gnm
ents
and
m
athe
mat
ical
re
quire
men
ts a
re
appr
opria
te f
or
the
cour
se c
onte
nt
and
grad
e-le
vel
expe
ctat
ions
.
National Standards for Quality Online Courses: Version 2 29
Sta
nd
ard
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sen
t0
Un
sati
s-fa
ctor
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Som
ewh
atS
atis
fact
ory
2S
atis
fact
ory
3V
ery
S
atis
fact
ory
4S
core
B8
The
cour
se d
esig
n pr
ovid
es o
ppor
tuni
ties
for
appr
opria
te in
stru
ctor
- st
uden
t in
tera
ctio
n,
incl
udin
g op
port
uniti
es
for
timel
y an
d fr
eque
nt
feed
back
abo
ut s
tude
nt
prog
ress
.
The
cour
se d
esig
n do
es n
ot
prov
ide
oppo
rtun
ities
fo
r ap
prop
riate
in
stru
ctor
- st
uden
t in
tera
ctio
n, in
clud
ing
oppo
rtun
ities
for
tim
ely
and
freq
uent
fe
edba
ck a
bout
st
uden
t pr
ogre
ss.
The
cour
se d
esig
n pr
ovid
es f
ew
oppo
rtun
ities
fo
r ap
prop
riate
in
stru
ctor
-stu
dent
in
tera
ctio
n, a
nd
few
op
port
uniti
es f
or
timel
y an
d fr
eque
nt
feed
back
abo
ut
stud
ent
prog
ress
.
The
cour
se d
esig
n pr
ovid
es f
ew
oppo
rtun
ities
fo
r ap
prop
riate
in
stru
ctor
-stu
dent
in
tera
ctio
n, o
r fe
w
oppo
rtun
ities
for
tim
ely
and
freq
uent
fe
edba
ck a
bout
st
uden
t pr
ogre
ss.
Lear
ning
act
iviti
es
and
othe
r op
port
uniti
es a
re
crea
ted
to f
oste
r in
stru
ctor
-stu
dent
in
tera
ctio
n. S
tude
nts
rece
ive
timel
y an
d fr
eque
nt f
eedb
ack
on t
heir
prog
ress
th
at e
mph
asiz
es
the
inte
nded
le
arne
r ou
tcom
es.
The
feed
back
is
indi
vidu
aliz
ed a
nd
deta
iled.
Lear
ning
act
iviti
es
and
othe
r op
port
uniti
es a
re
crea
ted
to f
oste
r in
stru
ctor
-stu
dent
in
tera
ctio
n. S
tude
nts
rece
ive
timel
y an
d fr
eque
nt f
eedb
ack
on t
heir
prog
ress
th
at e
mph
asiz
es t
he
inte
nded
lear
ner
outc
omes
. The
fe
edba
ck is
hig
hly
indi
vidu
aliz
ed,
deta
iled,
and
re
com
men
ds
spec
ific,
in
divi
dual
ized
im
prov
emen
t,
and
stra
tegi
es t
o en
cour
age
cont
inue
d pr
ogre
ss t
owar
d m
aste
ry.
B9
The
cour
se d
esig
n in
clud
es
expl
icit
com
mun
icat
ion
/ac
tiviti
es (b
oth
befo
re
and
durin
g th
e fir
st
wee
k of
the
cou
rse)
tha
t co
nfirm
whe
ther
stu
dent
s ar
e en
gage
d an
d ar
e pr
ogre
ssin
g th
roug
h th
e co
urse
. The
inst
ruct
or w
ill
follo
w p
rogr
am g
uide
lines
to
add
ress
non
-res
pons
ive
stud
ents
.
Ther
e is
no
evi
denc
e of
inst
ruct
or-s
tude
nt
inte
ract
ions
bef
ore
and
durin
g th
e fir
st
wee
k of
the
cou
rse
to c
onfir
m a
ctiv
e pa
rtic
ipat
ion
by a
ll st
uden
ts.
Ther
e is
evi
denc
e of
in
stru
ctor
-stu
dent
in
tera
ctio
ns b
efor
e o
r du
ring
the
first
w
eek
of t
he c
ours
e to
con
firm
act
ive
part
icip
atio
n by
all
stud
ents
.
Ther
e is
evi
denc
e of
in
stru
ctor
-stu
dent
in
tera
ctio
ns b
efor
e an
d d
urin
g th
e fir
st
wee
k of
the
cou
rse
to c
onfir
m a
ctiv
e pa
rtic
ipat
ion
by a
ll st
uden
ts.
Intr
oduc
tory
stu
dent
co
mm
unic
atio
n an
d ac
tiviti
es a
re p
rese
nt
and
requ
ired
befo
re
and
durin
g th
e fir
st
wee
k of
the
cou
rse
to c
onfir
m a
ctiv
e pa
rtic
ipat
ion
by a
ll st
uden
ts.
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ewh
atS
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2S
atis
fact
ory
3V
ery
S
atis
fact
ory
4S
core
B10
The
cour
se p
rovi
des
oppo
rtun
ities
for
ap
prop
riate
inst
ruct
or-
stud
ent
and
stud
ent-
stud
ent
inte
ract
ion
to f
oste
r m
aste
ry a
nd a
pplic
atio
n of
th
e m
ater
ial.
Ther
e is
no
op
port
unit
y fo
r in
stru
ctor
-stu
dent
or
stu
dent
-stu
dent
in
tera
ctio
n w
ith t
he
purp
ose
of m
aste
ring
cont
ent.
Ther
e is
onl
y in
stru
ctor
-stu
dent
o
r st
uden
t-st
uden
t in
tera
ctio
n, b
ut n
ot
both
.
Onl
y O
NE
type
of
activ
e, o
ngoi
ng
lear
ning
act
ivit
y is
cr
eate
d to
fos
ter
inst
ruct
or-s
tude
nt
and
stu
dent
-stu
dent
in
tera
ctio
n. T
his
activ
ity
is in
tegr
al
to c
onte
nt b
ut m
ay
lack
mon
itorin
g an
d cl
arit
y.
A m
inim
um
of
TW
O d
iffe
rent
iate
d ac
tive,
ong
oing
and
re
quire
d (g
rade
d)
lear
ning
act
iviti
es
are
crea
ted
to f
oste
r in
stru
ctor
-stu
dent
an
d s
tude
nt-s
tude
nt
inte
ract
ion.
The
se
activ
ities
are
inte
gral
to
con
tent
and
ar
e de
fined
and
m
onito
red
to e
nsur
e m
aste
ry o
f co
nten
t.
Thre
e o
r m
ore
di
ffer
entia
ted
activ
e,
ongo
ing
lear
ning
and
re
quire
d (g
rade
d)
activ
ities
are
cre
ated
to
fos
ter
inst
ruct
or-
stud
ent
and
stu
dent
-st
uden
t in
tera
ctio
n.
Thes
e ac
tiviti
es a
re
inte
gral
to
cont
ent
and
are
defin
ed a
nd
mon
itore
d to
ens
ure
mas
tery
of
cont
ent.
Th
ere
is a
ppro
pria
te
dept
h, c
ompl
exit
y an
d rig
or t
o th
ese
activ
ities
.
B11
Stud
ents
hav
e ac
cess
to
reso
urce
s th
at e
nric
h th
e co
urse
con
tent
.
No
addi
tiona
l too
ls
and
reso
urce
s ar
e id
entifi
ed o
r av
aila
ble
with
in t
he c
ours
e to
en
rich
the
cont
ent.
Supp
lem
enta
l too
ls
and
reso
urce
s ar
e id
entifi
ed b
ut d
o no
t en
rich
and
are
inap
prop
riate
and
/or
not
rel
evan
t to
the
co
nten
t.
Supp
lem
enta
l too
ls
and
reso
urce
s ar
e id
entifi
ed a
nd
read
ily a
vaila
ble
with
in t
he le
arni
ng
man
agem
ent
syst
em.
The
reso
urce
s en
rich
and
are
rele
vant
to
the
cont
ent.
A w
ide
varie
ty o
f su
pple
men
tal t
ools
an
d re
sour
ces
are
clea
rly id
entifi
ed
and
read
ily a
vaila
ble
with
in t
he le
arni
ng
man
agem
ent
syst
em.
The
reso
urce
s en
rich
and
are
rele
vant
to
the
cont
ent.
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3V
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S
atis
fact
ory
4S
core
C1
Stud
ent
eval
uatio
n st
rate
gies
are
con
sist
ent
with
cou
rse
goal
s an
d ob
ject
ives
, are
re
pres
enta
tive
of t
he s
cope
of
the
cou
rse
and
are
clea
rly
stat
ed.
Stra
tegi
es t
o as
sess
st
uden
ts a
re n
ot
alig
ned
with
the
co
urse
goa
ls a
nd
obje
ctiv
es.
FOU
R o
r m
ore
as
sess
men
ts a
re n
ot
cons
iste
nt o
r al
igne
d w
ith t
he c
ours
e go
als
and
obje
ctiv
es.
ON
E to
TH
REE
as
sess
men
ts a
re n
ot
cons
iste
nt o
r al
igne
d w
ith t
he c
ours
e go
als
and
obje
ctiv
es.
The
stra
tegi
es u
sed
to a
sses
s st
uden
ts
thro
ugho
ut t
he
cour
se a
re c
onsi
sten
t w
ith a
nd a
ligne
d to
w
hat
is p
rese
nted
in
the
cour
se g
oals
and
ob
ject
ives
pos
ted
with
in t
he c
ours
e.
C2
The
cour
se s
truc
ture
in
clud
es a
dequ
ate
and
appr
opria
te m
etho
ds
and
proc
edur
es t
o as
sess
st
uden
ts’ m
aste
ry o
f co
nten
t.
Cou
rse
has
no
for
m
of a
sses
smen
t to
de
term
ine
stud
ent
mas
tery
.
The
cour
se s
truc
ture
in
clud
es in
adeq
uate
/ in
appr
opria
te
met
hods
and
pr
oced
ures
to
asse
ss
stud
ents
’ mas
tery
of
cont
ent.
Mul
tiple
typ
es o
f as
sess
men
ts a
llow
st
uden
ts t
o de
mon
-st
rate
the
ir un
der-
stan
ding
. for
mat
ive
and
sum
mat
ive
asse
ssm
ents
are
a
part
of
the
stru
ctur
e of
the
cou
rse.
Ex-
ampl
es m
ay in
clud
e pr
e-te
sts,
pos
t-te
sts,
ob
ject
ive
and
subj
ec-
tive
ques
tioni
ng, s
elf-
asse
ssm
ents
, gro
up
proj
ects
, eva
luat
ing
leve
ls a
nd q
ualit
y of
par
ticip
atio
n an
d po
rtfo
lios.
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2S
atis
fact
ory
3V
ery
S
atis
fact
ory
4S
core
C3
Ong
oing
, var
ied,
and
fr
eque
nt a
sses
smen
ts a
re
cond
ucte
d th
roug
hout
the
co
urse
to
info
rm in
stru
ctio
n.
Stud
ent
asse
ssm
ent
is n
ot o
ngoi
ng,
varie
d an
d/o
r fr
eque
nt.
The
cour
se c
onta
ins
inad
equa
te
asse
ssm
ents
to
chec
k fo
r st
uden
t un
ders
tand
ing
and
to e
nsur
e th
ey a
re
prep
ared
for
the
nex
t le
sson
.
The
cour
se p
rovi
des
ongo
ing,
var
ied,
and
fr
eque
nt f
orm
ativ
e as
sess
men
ts t
o ch
eck
for
stud
ent
unde
rsta
ndin
g an
d to
ens
ure
they
are
pr
epar
ed f
or t
he n
ext
less
on.
The
cour
se p
rovi
des
ongo
ing,
var
ied,
and
fr
eque
nt f
orm
ativ
e as
sess
men
ts t
o ch
eck
for
stud
ent
unde
rsta
ndin
g an
d to
ens
ure
they
ar
e pr
epar
ed f
or
the
next
less
on.
Pre-
asse
ssm
ents
ar
e pr
ovid
ed t
o de
term
ine
stud
ent
read
ines
s.
C4
Ass
essm
ent
stra
tegi
es a
nd
tool
s m
ake
the
stud
ent
cont
inuo
usly
aw
are
of h
is/
her
prog
ress
in c
lass
and
m
aste
ry o
f th
e co
nten
t.
No
feed
back
too
ls o
r pr
oced
ures
are
fou
nd
in t
he c
ours
e.
feed
back
too
ls a
nd
proc
edur
es a
re b
uilt
into
the
cou
rse
for
cont
inuo
us s
tude
nt
self-
mon
itorin
g.
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atis
fact
ory
3V
ery
S
atis
fact
ory
4S
core
C5
Ass
essm
ent
mat
eria
ls
prov
ide
the
inst
ruct
or w
ith
the
flexi
bilit
y to
ass
ess
stud
ents
in a
var
iety
of
way
s.
The
cour
se d
oes
not
offe
r an
y ty
pe o
f as
sess
men
t.
The
cour
se o
nly
offe
rs O
NE
type
of
asse
ssm
ent
with
no
varia
tion.
The
cour
se o
ffer
s m
ultip
le t
ypes
of
asse
ssm
ents
with
al
tern
ate
type
s of
eva
luat
ion
met
hods
ava
ilabl
e in
the
lear
ning
m
anag
emen
t sy
stem
.
The
cour
se o
ffer
s a
wid
e va
riety
of
ass
essm
ent
tech
niqu
es t
o m
easu
re o
ngoi
ng
stud
ent
prog
ress
on
cle
arly
iden
tified
le
arne
r ou
tcom
es.
Alte
rnat
ive
eval
uatio
n m
etho
ds
are
used
to
gaug
e st
uden
t pr
ogre
ss,
and
auth
entic
as
sess
men
ts
are
prov
ided
to
dem
onst
rate
m
aste
ry.
C6
gra
ding
rub
rics
are
prov
ided
to
the
inst
ruct
or a
nd m
ay
be s
hare
d w
ith s
tude
nts.
Ther
e ar
e no
rub
rics
of a
ssig
nmen
ts
avai
labl
e.
Rubr
ics
are
prov
ided
to
the
inst
ruct
or a
nd
may
be
shar
ed w
ith
the
stud
ent.
Expl
icit
rubr
ics
and
wor
k sa
mpl
es a
re
prov
ided
for
eac
h ty
pe o
f gr
aded
as
sign
men
t an
d ar
e sh
ared
with
the
st
uden
t.
C7
The
grad
ing
polic
y an
d pr
actic
es a
re e
asy
to
unde
rsta
nd.
The
cour
se d
oes
not
cont
ain
a gr
adin
g po
licy.
The
cour
se in
clud
es
a gr
adin
g po
licy
that
is
eith
er d
iffic
ult
to
loca
te o
r ha
rd t
o un
ders
tand
.
gra
ding
pol
icy
and
prac
tices
are
eas
y to
lo
cate
and
are
wel
l-de
fined
.
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ory
2S
atis
fact
ory
3V
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S
atis
fact
ory
4S
core
D1
The
cour
se a
rchi
tect
ure
perm
its
the
onlin
e in
stru
ctor
to
add
con
tent
, act
iviti
es
and
asse
ssm
ents
to
exte
nd
lear
ning
opp
ortu
nitie
s.
The
cour
se
arch
itect
ure
does
no
t al
low
the
te
ache
r to
add
co
nten
t, a
ctiv
ities
an
d as
sess
men
ts
to e
xten
d le
arni
ng
oppo
rtun
ities
.
The
cour
se
arch
itect
ure
perm
its
the
teac
her
to a
dd
cont
ent,
act
iviti
es
and
asse
ssm
ents
to
ext
end
lear
ning
op
port
uniti
es.
D2
The
cour
se a
ccom
mod
ates
m
ultip
le s
choo
l cal
enda
rs;
e.g.
, blo
ck, 4
X4
and
trad
ition
al s
ched
ules
.
The
cour
se d
oes
not
acco
mm
odat
e m
ultip
le s
choo
l ca
lend
ars.
The
cour
se
acco
mm
odat
es
mul
tiple
sch
ool
cale
ndar
s.
D3
Cle
ar a
nd c
onsi
sten
t na
viga
tion
is p
rese
nt
thro
ugho
ut t
he c
ours
e.
The
cour
se
navi
gatio
n is
in
cons
iste
nt a
nd
unpr
edic
tabl
e. A
t tim
es t
he n
avig
atio
n is
mis
sing
.
The
cour
se
navi
gatio
n is
in
cons
iste
nt a
nd
unpr
edic
tabl
e.
The
cour
se
utili
zes
cons
iste
nt
and
pred
icta
ble
navi
gatio
n m
etho
ds.
Min
imal
tra
inin
g is
re
quire
d to
nav
igat
e th
e co
urse
.
The
cour
se
utili
zes
cons
iste
nt
and
pred
icta
ble
navi
gatio
n m
etho
ds.
Stud
ents
can
mov
e lo
gica
lly a
nd e
asily
be
twee
n ar
eas
of
the
cour
se; c
olor
, gr
aphi
cs a
nd ic
ons
are
used
to
guid
e th
e st
uden
t th
roug
h th
e co
urse
; and
a
cons
iste
nt lo
ok a
nd
feel
exi
st t
hrou
gh-
out
the
cour
se
(con
sist
ent
text
, co
lors
, bul
lets
, and
he
adin
g st
yles
).
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atis
fact
ory
3V
ery
S
atis
fact
ory
4S
core
D4
Rich
med
ia a
re p
rovi
ded
in
mul
tiple
for
mat
s fo
r ea
se
of u
se a
nd a
cces
s in
ord
er
to a
ddre
ss d
iver
se s
tude
nt
need
s.
The
cour
se d
oes
not
prov
ide
rich
med
ia in
an
y fo
rmat
.
The
cour
se u
ses
vide
o or
aud
io
spar
ingl
y.
The
cour
se u
ses
med
ia b
ut n
ot in
m
ultip
le f
orm
ats.
Th
e m
edia
may
be
insu
ffici
ent
in q
ualit
y.
The
cour
se u
ses
qual
ity
vide
o,
audi
o an
d In
tern
et
reso
urce
s th
roug
hout
th
e co
urse
.
The
cour
se m
akes
m
axim
um u
se o
f th
e ro
bust
cap
abili
ties
of
the
onlin
e m
ediu
m
and
mak
es t
hese
re
sour
ces
avai
labl
e by
alte
rnat
ive
mea
ns (v
ideo
, CD
s,
podc
asts
).
D5
All
tech
nolo
gy r
equi
rem
ents
(in
clud
ing
hard
war
e,
brow
ser,
soft
war
e, e
tc...
) ar
e sp
ecifi
ed.
All
tech
nolo
gy
requ
irem
ents
are
not
sp
ecifi
ed.
All
tech
nolo
gy
requ
irem
ents
(in
clud
ing
hard
war
e,
brow
ser,
soft
war
e,
etc.
..) a
re id
entifi
ed
in t
he c
ours
e de
scrip
tion
or
durin
g th
e st
uden
t re
gist
ratio
n pr
oces
s an
d sp
ecifi
ed t
o st
uden
ts b
efor
e th
ey
begi
n th
e co
urse
.
All
hard
war
e,
Web
bro
wse
r an
d so
ftw
are
requ
irem
ents
are
id
entifi
ed.
Link
s fo
r av
aila
ble
dow
nloa
ds
are
prov
ided
to
stud
ents
at
the
begi
nnin
g of
the
co
urse
.
D6
Prer
equi
site
ski
lls in
the
use
of
tec
hnol
ogy
are
iden
tified
.N
o pr
ereq
uisi
te
skill
s in
the
use
of
tec
hnol
ogy
are
iden
tified
.
Prer
equi
site
te
chno
logy
ski
lls
nece
ssar
y fo
r th
e sp
ecifi
c cl
ass
are
iden
tified
in t
he
cour
se d
escr
iptio
n or
dur
ing
the
regi
stra
tion
proc
ess
and
are
shar
ed w
ith
stud
ents
bef
ore
they
be
gin
the
cour
se.
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ewh
atS
atis
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ory
2S
atis
fact
ory
3V
ery
S
atis
fact
ory
4S
core
D7
The
cour
se u
ses
cont
ent-
spec
ific
tool
s an
d so
ftw
are,
ap
prop
riate
ly.
The
cour
se d
oes
not
utili
ze a
ppro
pria
te
cont
ent-
spec
ific
tool
s an
d so
ftw
are.
Soft
war
e an
d on
line
tool
s ar
e us
ed
appr
opria
tely
and
as
nee
ded
with
in
the
onlin
e co
urse
. Th
e to
ols
shou
ld b
e lin
ked
from
with
in
the
cour
se o
r se
nt a
s so
ftw
are
with
oth
er
cour
se m
ater
ials
at
the
begi
nnin
g of
the
co
urse
.
D8
The
cour
se is
des
igne
d to
mee
t in
tern
atio
nally
re
cogn
ized
inte
rope
rabi
lity
stan
dard
s.
The
cour
se p
rovi
der
has
no p
lans
to
mee
t th
e in
tero
pera
bilit
y st
anda
rds.
The
cour
se p
rovi
der
has
a ta
rget
da
te t
o m
eet
the
inte
rope
rabi
lity
stan
dard
s.
Inte
rope
rabi
lity
tech
nica
l sta
ndar
ds
allo
w s
harin
g co
nten
t am
ong
diff
eren
t le
arni
ng
man
agem
ent
syst
ems
and
ensu
re
shar
ing
of q
uest
ions
, as
sess
men
ts, a
nd
resu
lts
with
oth
ers.
D9
Cop
yrig
ht a
nd li
cens
ing
stat
us, i
nclu
ding
per
mis
sion
to
sha
re w
here
app
licab
le,
is c
lear
ly s
tate
d an
d ea
sily
fo
und.
Cop
yrig
ht a
nd
licen
sing
sta
tus,
in
clud
ing
perm
issi
on
to s
hare
whe
re
appl
icab
le, i
s no
t st
ated
or
foun
d.
Cou
rse
deve
lope
rs
or p
ublis
hers
cl
early
sta
te t
he
copy
right
and
lic
ensi
ng s
tatu
s of
all
cont
ent,
incl
udin
g pe
rmis
sion
to
shar
e w
here
app
licab
le.
Cop
yrig
ht a
nd
licen
sing
info
rmat
ion
is r
eadi
ly a
vaila
ble,
un
ders
tand
able
an
d st
anda
rdiz
ed in
te
rms
of u
se.
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fact
ory
3V
ery
S
atis
fact
ory
4S
core
D10
Cou
rse
mat
eria
ls a
nd
activ
ities
are
des
igne
d to
pro
vide
app
ropr
iate
ac
cess
to
all s
tude
nts.
The
co
urse
, dev
elop
ed w
ith
univ
ersa
l des
ign
prin
cipl
es
in m
ind,
con
form
s to
the
U
.S. S
ectio
ns 5
04
& 5
08
prov
isio
ns f
or e
lect
roni
c an
d in
form
atio
n te
chno
logy
as
wel
l as
the
W3C
’s W
eb
Con
tent
Acc
essi
bilit
y g
uide
lines
(W
CA
g 2
.0).
The
cour
se d
oes
not
prov
ide
appr
opria
te
acce
ss.
The
cour
se in
clud
es:
The
Nat
iona
l In
stru
ctio
nal
Mat
eria
ls
Acc
essi
bilit
y St
anda
rd
(NIM
AS)
to
ensu
re
text
book
s an
d ot
her
inst
ruct
iona
l m
ater
ials
are
ac
cess
ible
, alt
tags
for
imag
es,
tran
scrip
ts (a
udio
an
d vi
deo)
, and
link
s ar
e co
nsis
tent
and
in
clud
e th
e U
RL.
The
cour
se in
clud
es
all o
f Ra
ting
1 pl
us: k
eybo
ard
acce
ssib
le (d
oes
not
rely
on
mou
se
for
navi
gatio
n),
reco
mm
ende
d fo
nts
and
size
s, a
nd
appr
opria
te c
ontr
ast
colo
rs.
The
cour
se in
clud
es
all o
f Ra
tings
1 a
nd
2 pl
us:
Clo
sed
Cap
tioni
ng,
timed
ass
ignm
ents
ca
n be
adj
uste
d, a
nd
inst
ruct
or c
reat
ed
docu
men
ts u
se
Styl
es.
The
cour
se in
clud
es
all o
f Ra
tings
1-3
pl
us: d
escr
iptio
ns f
or
audi
o an
d vi
deo
and
tabl
es c
onta
in p
rope
r he
adin
gs a
nd la
bels
.
D11
Stud
ent
info
rmat
ion
rem
ains
co
nfide
ntia
l, as
req
uire
d by
the
fam
ily E
duca
tiona
l Ri
ghts
and
Priv
acy
Act
(f
ERPA
).
Cou
rse
proc
edur
es
for
repo
rtin
g gr
ade
and
stud
ent
info
rmat
ion
are
not
incl
uded
.
Defi
ned
cour
se
proc
edur
es f
or
repo
rtin
g gr
ade
and
stud
ent
info
rmat
ion
com
ply
with
the
fa
mily
Edu
catio
nal
Righ
ts a
nd P
rivac
y A
ct (
fERP
A).
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2S
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fact
ory
3V
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S
atis
fact
ory
4S
core
E1
The
cour
se p
rovi
der
uses
m
ultip
le w
ays
of a
sses
sing
co
urse
eff
ectiv
enes
s.
The
cour
se p
rovi
der
does
not
pro
vide
m
ultip
le w
ays
of
asse
ssin
g co
urse
ef
fect
iven
ess.
The
cour
se p
rovi
der
uses
onl
y O
NE
way
of
ass
essi
ng c
ours
e ef
fect
iven
ess.
A c
ombi
natio
n of
st
uden
t, in
stru
ctor
, co
nten
t ex
pert
s,
inst
ruct
iona
l de
sign
er a
nd
outs
ide
revi
ewer
s m
ay b
e us
ed t
o ev
alua
te t
he c
ours
e fo
r ef
fect
iven
ess.
M
etho
ds m
ay
incl
ud
e co
urse
ev
alua
tions
, stu
dent
co
mpl
etio
n ra
tes,
sa
tisfa
ctio
n su
rvey
s,
peer
rev
iew
, te
ache
r an
d st
uden
t fe
edba
ck, a
nd
stud
ent
perf
orm
ance
on
in-c
ours
e as
wel
l as
sta
te o
r na
tiona
l as
sess
men
ts.
A c
ombi
natio
n of
st
uden
t, in
stru
ctor
, co
nten
t ex
pert
s, in
-st
ruct
iona
l des
igne
r an
d ou
tsid
e re
view
-er
s ar
e us
ed t
o ev
alua
te t
he c
ours
e fo
r ef
fect
iven
ess.
M
etho
ds in
clu
de
cour
se e
valu
atio
ns,
stud
ent
com
plet
ion
rate
s, s
atis
fact
ion
surv
eys,
pee
r re
view
, te
ache
r an
d st
uden
t fe
edba
ck, a
nd s
tu-
dent
per
form
ance
on
in-c
ours
e as
wel
l as
stat
e or
nat
iona
l as-
sess
men
ts.
E2
The
cour
se is
eva
luat
ed
usin
g a
cont
inuo
us
impr
ovem
ent
cycl
e fo
r ef
fect
iven
ess
and
the
findi
ngs
used
as
a ba
sis
for
impr
ovem
ent.
The
cour
se is
not
ev
alua
ted
regu
larly
fo
r ef
fect
iven
ess.
The
cour
se is
ev
alua
ted
regu
larly
fo
r ef
fect
iven
ess,
but
th
e fin
ding
s ar
e no
t us
ed a
s a
basi
s fo
r im
prov
emen
t.
The
prov
ider
in
dica
tes
the
freq
uenc
y of
co
urse
eva
luat
ions
, w
heth
er r
evie
ws
are
cond
ucte
d in
tern
ally
or
ext
erna
lly, a
nd
how
the
pro
vide
r us
es e
valu
atio
n re
sult
s to
impr
ove
cour
ses.
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ard
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ory
2S
atis
fact
ory
3V
ery
S
atis
fact
ory
4S
core
E3
The
cour
se is
upd
ated
pe
riodi
cally
to
ensu
re t
hat
the
cont
ent
is c
urre
nt.
The
cour
se is
not
up
date
d pe
riodi
cally
.Th
e co
urse
is
upda
ted
a m
inim
um
of e
very
thr
ee y
ears
to
kee
p th
e co
nten
t cu
rren
t, e
ngag
ing,
an
d re
leva
nt.
The
cour
se is
up
date
d an
nual
ly t
o en
sure
the
con
tent
is
cur
rent
, eng
agin
g,
and
rele
vant
. The
da
te t
he c
ours
e w
as la
st u
pdat
ed is
po
sted
.
E4
Cou
rse
inst
ruct
ors,
whe
ther
fa
ce-t
o-f
ace
or v
irtu
al, a
re
cert
ifica
ted
and
“hig
hly
qual
ified
.” T
he o
nlin
e co
urse
tea
cher
pos
sess
es
a te
achi
ng c
rede
ntia
l fro
m
a st
ate-
licen
sing
age
ncy
and
is “
high
ly q
ualifi
ed”
as
defin
ed u
nder
ESE
A.
The
onlin
e co
urse
in
stru
ctor
is n
eith
er
cred
entia
led
nor
“hig
hly
qual
ified
.”
The
onlin
e co
urse
in
stru
ctor
pos
sess
es
a te
achi
ng c
rede
ntia
l fr
om a
sta
te-
licen
sing
age
ncy
or
is “
high
ly q
ualifi
ed”
as d
efine
d un
der
Elem
enta
ry a
nd
Seco
ndar
y Ed
ucat
ion
Act
(ES
EA).
The
onlin
e co
urse
in
stru
ctor
pos
sess
es
a te
achi
ng c
rede
ntia
l fr
om a
sta
te-
licen
sing
age
ncy
and
is
“hi
ghly
qua
lified
” as
defi
ned
unde
r El
emen
tary
and
Se
cond
ary
Educ
atio
n A
ct (
ESEA
).
E5
Prof
essi
onal
dev
elop
men
t ab
out
the
onlin
e co
urse
de
liver
y sy
stem
is o
ffer
ed
by t
he p
rovi
der
to a
ssur
e ef
fect
ive
use
of t
he
cour
sew
are
and
vario
us
inst
ruct
iona
l med
ia
avai
labl
e.
No
prof
essi
onal
de
velo
pmen
t is
of
fere
d.
Prof
essi
onal
dev
elop
-m
ent
is a
vaila
ble
for
inst
ruct
ors
of o
n-lin
e co
urse
s, w
hich
in
clud
es u
sing
the
te
chno
logy
tool
s sp
e-ci
fic t
o th
e co
urse
. A
ppro
pria
te e
vide
nce
coul
d in
clud
e tr
ain-
ing
sche
dule
s, m
a-te
rials
, tut
oria
ls, o
r ex
tern
al li
nks,
as
wel
l as
exp
ecta
tions
for
tr
aini
ng f
requ
ency
an
d an
nual
hou
rs o
f tr
aini
ng.
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fact
ory
2S
atis
fact
ory
3V
ery
S
atis
fact
ory
4S
core
E6
The
cour
se p
rovi
der
offe
rs t
echn
ical
sup
port
an
d co
urse
man
agem
ent
assi
stan
ce t
o st
uden
ts, t
he
cour
se in
stru
ctor
, and
the
sc
hool
coo
rdin
ator
.
No
tech
nica
l su
ppor
t or
cou
rse
man
agem
ent
assi
stan
ce is
off
ered
.
Tech
nica
l sup
port
an
d co
urse
m
anag
emen
t as
sist
ance
is a
vaila
ble
and
hour
s ar
e cl
early
po
sted
with
in t
he
cour
se o
r on
the
on
line
prov
ider
’s
web
site
. Ass
ista
nce
may
tak
e th
e fo
rm
of f
requ
ently
Ask
ed
Que
stio
ns, t
rain
ing
reso
urce
s, m
ento
rs
or p
eer
supp
ort.
Tech
nica
l sup
port
an
d co
urse
m
anag
emen
t as
sist
ance
is
avai
labl
e 24
/7 a
nd a
m
axim
um r
espo
nse
time
is n
oted
on
the
prov
ider
’s w
ebsi
te.
E7
Cou
rse
inst
ruct
ors,
whe
ther
fa
ce-t
o-f
ace
or v
irtu
al,
have
bee
n pr
ovid
ed
prof
essi
onal
dev
elop
men
t in
th
e be
havi
oral
, soc
ial,
and
whe
n ne
cess
ary,
em
otio
nal,
aspe
cts
of t
he le
arni
ng
envi
ronm
ent.
No
prof
essi
onal
de
velo
pmen
t ha
s be
en p
rovi
ded
in
the
beha
vior
al,
soci
al, a
nd
emot
iona
l asp
ects
of
the
lear
ning
en
viro
nmen
t.
Onl
ine
inst
ruct
ors
have
bee
n pr
ovid
ed
prof
essi
onal
de
velo
pmen
t to
iden
tify
and
addr
ess
the
way
s in
whi
ch t
he o
nlin
e en
viro
nmen
t ca
n en
hanc
e an
d hi
nder
the
lear
ning
ex
perie
nce
and
have
se
nsiti
vity
to
the
perc
eptio
n of
writ
ten
onlin
e la
ngua
ge.
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atis
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ory
2S
atis
fact
ory
3V
ery
S
atis
fact
ory
4S
core
E8
Cou
rse
inst
ruct
ors,
w
heth
er f
ace-
to-f
ace
or
virt
ual,
rece
ive
inst
ruct
or
prof
essi
onal
dev
elop
men
t,
whi
ch in
clud
es t
he s
uppo
rt
and
use
of a
var
iety
of
com
mun
icat
ion
mod
es
to s
timul
ate
stud
ent
enga
gem
ent
onlin
e.
No
prof
essi
onal
de
velo
pmen
t ha
s be
en p
rovi
ded
in
supp
ort
and
use
of a
var
iety
of
com
mun
icat
ion
mod
es t
o st
imul
ate
stud
ent
enga
gem
ent
onlin
e.
Prof
essi
onal
de
velo
pmen
t is
of
fere
d bu
t is
lim
ited
to o
nly
sync
hron
ous
or
asyn
chro
nous
for
ms
of c
omm
unic
atio
n.
Prof
essi
onal
dev
el-
opm
ent
prep
ares
th
e in
stru
ctor
to
use
mul
tiple
, var
ied
mea
ns o
f co
mm
uni-
catio
n w
ith a
nd s
tim-
ulat
ing
enga
gem
ent
of o
nlin
e st
uden
ts
via
sync
hron
ous
and
asyn
chro
nous
com
-m
unic
atio
n. M
odes
in
clud
e bu
t sh
ould
no
t be
lim
ited
to
mes
sagi
ng, t
hrea
ded
disc
ussi
ons,
live
cha
t/w
hite
boar
d se
ssio
ns,
docu
men
t sh
arin
g,
etc.
E9
The
prov
ider
ass
ures
tha
t co
urse
inst
ruct
ors,
whe
ther
fa
ce-t
o-f
ace
or v
irtu
al,
are
prov
ided
sup
port
, as
need
ed, t
o en
sure
the
ir ef
fect
iven
ess
and
succ
ess
in
mee
ting
the
need
s of
onl
ine
stud
ents
.
No
supp
ort
is
prov
ided
to
ensu
re
the
inst
ruct
or’s
ef
fect
iven
ess
and
succ
ess
in m
eetin
g th
e ne
eds
of o
nlin
e st
uden
ts.
Inst
ruct
or c
urric
ular
su
ppor
t, c
onta
ct
num
bers
, gui
delin
es,
men
tor
assi
stan
ce,
best
inst
ruct
iona
l pr
actic
es,
acce
ssib
ility
and
pa
rtic
ipat
ion
in p
rofe
ssio
nal
netw
orks
are
av
aila
ble.
INTERNATIONAL ASSOCIATION fOR K-12 ONLINE LEARNINg 42
Sta
nd
ard
Ab
sen
t0
Un
sati
s-fa
ctor
y1
Som
ewh
atS
atis
fact
ory
2S
atis
fact
ory
3V
ery
S
atis
fact
ory
4S
core
E10
Stud
ents
are
off
ered
an
orie
ntat
ion
for
taki
ng
an o
nlin
e co
urse
bef
ore
star
ting
the
cour
sew
ork.
No
stud
ent
orie
ntat
ion
is o
ffer
ed
befo
re s
tart
ing
the
cour
se.
Stud
ents
are
off
ered
an
orie
ntat
ion
for
taki
ng a
n on
line
cour
se b
efor
e st
artin
g th
e co
urse
wor
k. T
he
trai
ning
may
be
prov
ided
eith
er in
w
ritte
n fo
rm, f
ace-
to-f
ace,
thr
ough
a
vide
o or
ent
irely
on
line.
Stud
ents
are
off
ered
an
orie
ntat
ion
for
taki
ng a
n on
line
cour
se b
efor
e st
art-
ing
the
cour
sew
ork.
Th
e or
ient
atio
n sh
ould
des
crib
e th
e ex
perie
nce
of le
arn-
ing
onlin
e an
d w
hat
is n
eede
d to
man
age
chal
leng
es s
ucce
ss-
fully
. Tim
e co
mm
it-m
ents
, sof
twar
e an
d ha
rdw
are
requ
ire-
men
ts a
nd h
ow t
o se
t up
the
stu
dent
’s
com
pute
r an
d w
ork
envi
ronm
ent
may
be
part
of
this
orie
nta-
tion.
The
tra
inin
g m
ay b
e pr
ovid
ed e
i-th
er in
writ
ten
form
, fa
ce-t
o-f
ace,
thr
ough
a
vide
o or
ent
irely
on
line.
National Standards for Quality Online Courses: Version 2 43
INTERNATIONAL ASSOCIATION fOR K-12 ONLINE LEARNINg 44
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