Online Course Quality Standards
These research-based standards are used to design online and hybrid 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 Overview and Introduction | 1.1 | Instructions make clear how to get started and where to find various course components. |
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| 1.2 | Learners are introduced to the purpose and structure of the course. |
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| 1.3 | Communication guidelines for online discussions, email, and other forms of interaction are clearly stated. |
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| 1.4 | Course and institutional policies with which the learner is expected to comply are clearly stated within the course, or a link to current policies is provided. |
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| 1.5 | Minimum technology requirements for the course are clearly stated, and information on how to obtain the technologies is provided. |
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| 1.6 | Technical skills and digital information literacy skills expected of the learner are clearly stated. |
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| 1.7 | Required prior knowledge in the discipline and/or any required competencies are clearly stated in the course site. | |
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| 1.8 | The self-introduction by the instructor is welcoming and is available in the course site. | |
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| 1.9 | Learners have the opportunity to introduce themselves. | |
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| Learning Objectives (Competencies) | 2.1 | The course learning objectives describe outcomes that are measurable. |
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| 2.2 | The module/unit-level learning objectives describe outcomes that are measurable and consistent with the course-level objectives. | |
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| 2.3 | Learning objectives are clearly stated, are learner-centered and are prominently located in the course. | |
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| 2.4 | The relationship between learning objectives, learning activities and assessments is made clear. | |
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| 2.5 | The learning objectives are suited to and reflect the level of the course. | |
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| Assessment and Measurement | 3.1 | The assessments measure the achievement of the stated learning objectives. |
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| 3.2 | The course grading policy is stated clearly, available at the beginning of the course, and consistent throughout the course site. |
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| 3.3 | Specific and descriptive criteria are provided for the evaluation of learners' work, and their connection to the course grading policy is clearly explained. |
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| 3.4 | The course includes multiple types of assessments that are sequenced and suited to the level of the course. |
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| 3.5 | The types and timing of assessments provide learners with multiple opportunities to track their learning progress with timely feedback. |
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| 3.6 | The assessments provide guidance to the learner about how to uphold academic integrity. |
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| Instructional Materials | 4.1 | The instructional materials contribute to the achievement of the stated learning objectives. |
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| 4.2 | The relationship between the use of instructional materials in the course and completion of learning activities and assessments is clearly explained. |
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| 4.3 | The course models the academic integrity expected of learners by providing both source references and permissions for use of instructional materials. |
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| 4.4 | The instructional materials represent up-to-date theory and practice in the discipline. |
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| 4.5 | A variety of instructional materials is used in the course. |
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| Course Activites and Learner Interaction | 5.1 | The learning activities help learners achieve the stated objectives. |
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| 5.2 | Learning activities provide opportunities for interactions that support active learning. |
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| 5.3 | The instructor's plan for regular interaction with learners is substantive ways during the course is clearly stated. |
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| 5.4 | The requirements for learner interaction are clearly stated. |
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| Course Technology | 6.1 | The tools used in the course support the learning objectives. |
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| 6.2 | Course tools promote learner engagement and active learning. |
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| 6.3 | A variety of technology is used in the course. |
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| 6.4 | The course provides learners with information on protecting their data and privacy. |
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| Learner Support | 7.1 | The course instructions articulate or link to a clear description of the technical support offered and how to obtain it. |
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| 7.2 | Course instructions articulate or link to the institution's accessibility policies and accommodation services. |
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| 7.3 | Course instructions articulate or link to the institution's academic support services and resources that can help learners succeed in the course. [NIU student success tips and tools] |
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| 7.4 | Course instructions articulate or link to the institution's student services and resources that can help learners succeed. [NIU student life site] |
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| Accessibility and Usability | 8.1 | Course navigation facilitates ease of use. |
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| 8.2 | The course design facilitates readability. |
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| 8.3 | Text in the course is accessible. |
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| 8.4 | Images in the course are accessible. |
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| 8.5 | Video and audio content in the course is accessible. |
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| 8.6 | Multimedia in the course is easy to use. |
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| 8.7 | Vendor accessibility statements are provided for all technologies required in the course. |
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