Online Course Quality Standards
NIU is transitioning from the Quality Matters rubric to the Online Learning Consortium (OLC) Course Review Scorecard. Courses developed with Quality Matters will continue to be supported, while new and revised courses will follow the OLC standards. Learn more.
These research-based standards are used to design online courses and assess online course quality at Northern Illinois University.
The standards identified as "NIU Essential" represent a minimum level of quality. Courses must meet all of the noted essential standards to be designated as NIU quality essentials courses. Additionally, exemplary standards are encouraged.
| Standards | NIU Essential | Exemplary | ||
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| Course Introduction | 1.1 | Instructor provides a personal introduction to the course. |
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| 1.2 | Course includes an orientation module, video, or guide to navigating the course. |
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| 1.3 | Course includes an introductory discussion or guidelines for learner interactions. | |
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| 1.4 | Course lists office hours, response times, or other similar communications. |
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| 1.5 | Course includes a course schedule or due dates for all assignments and activities. |
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| 1.6 | Course includes a forum for questions about the course. |
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| Learner Support | 2.1 | Course provides clear information about course and institutional policies for learner compliance. |
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| 2.2 | Course provides an accessibility statement and steps to request accommodations. |
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| 2.3 | Course provides technical support resources and help for common technical issues. |
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| 2.4 | Course includes information about relevant learner support and other services. |
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| 2.5 | Learner data is protected in accordance with applicable privacy laws and institutional policies. |
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| Learning Objectives | 3.1 | Course-level learning objectivs and/or outcomes are specific, measurable, and clearly defined. |
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| 3.2 | Module-level (or unit-level) learning objectives and/or outcomes are specific, measurable, and clearly defined. |
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| 3.3 | Course learning objectives and/or outcomes use learner-cewntered language. |
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| 3.4 | Assessments, activities, and instructional content are aligned and mapped to support specific learning objectives. |
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| Assessments and Grading | 4.1 | Course defines grading policies, academic integrity expectations, and late policies. |
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| 4.2 | Course site provides an organized gradebook that includes all assessments. |
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| 4.3 | Course includes rubrics or descriptive criteria for all assignments and assessments. |
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| 4.4 | Instructor provides specific and targeted feedback on assignments. |
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| 4.5 | Instructor provides feedback and grades on assessments in a timelly manner. |
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| 4.6 | Course includes assessments with practical, real-world applications. |
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| 4.7 | Course provides a scaffolded approach for summative assessments. |
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| 4.8 | Course includes model deliverables for summative assessments. |
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| 4.9 | Course workload is balanced and appropriate for the discipline and course level. |
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| Instructional Materials and Content | 5.1 | Course lists all required learning materials, including technology tools. |
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| 5.2 | Text materials meet accessibility and universal design standards. |
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| 5.3 | Videos and other multimedia content meet accessibility standards. |
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| 5.4 | Course materials are free of broken links, spelling errors, and incorrect information. |
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| 5.5 | Instructor incorporates real-world examples to enhance course content. |
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| 5.6 | Videos and other multimedia content are of appropriate quality and length. |
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| 5.7 | Course uses exclusively low or no-cost materials. |
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| 5.8 | Course content is up-to-date, relevant, and tied to specific learning objectives. |
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| 5.9 | Content includes examples that represent a range of learner backgrounds. |
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| 5.10 | Course includes ways for learners to contribute meaningfully to course content. |
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| Engagement and Learner Interaction | 6.1 | Course incorporates formative, low-stakes assessments/activities for frequent engagement |
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| 6.2 | Instructor uses supportive, constructive language in all feedback and communications. |
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| 6.3 | Instructor posts regular and relevant announcements on the course site. |
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| 6.4 | Instructor solicits learner feedback about the course at least once during the term. |
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| 6.5 | Course supports learner metacognition through periodic self-reflection activities. |
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| 6.6 | Instructor contributes meaningfully to online activities and discussions. |
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| 6.7 | Instructor encourages learner-to-learner engagement in online activities. |
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| 6.8 | Course incorporates adaptive learning strategies to personalize learning. |
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| 6.9 | Instructor actively engages with learners who show signs of struggle in the course. |
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| 6.10 | Instructor encourages or incentivizes learners to participate in office hours. |
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| 6.11 | Instructor responds to student communications and inquiries in a timely manner. |
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| Course Usability | 7.1 | Course site navigation and layout are clear and consistent. |
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| 7.2 | All modules, assignments, and activities include clear and detailed instructions. |
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| 7.3 | Instructor releases modules and content in the course site in a timely manner. |
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| 7.4 | Learning objectives, assessments, activities, and materials are intentionally aligned and clearly mapped out. |
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| 7.5 | Instructor provides end-of-module summaries based upon learner contributions. |
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| 7.6 | Instructor adjusts content, assignments, and dates in response to learner needs. |
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| Course Technology | 8.1 | Courses uses the institutionally supported learning management system. |
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| 8.2 | Course includes a pre-course technology checklist and online readiness quiz. |
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| 8.3 | Course includes step-by-step guides or tutorials for all required technologies. |
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| 8.4 | Course includes explicit guidelines for using generative AI. |
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