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 | Introduction 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 expectations 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 instructionals on how to obtain the technologies is provided |
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| 1.6 | Computer skills and digital information literacy skills expected of the learner are clearly stated |
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| 1.7 | Expectations for prerequisite knowledge in the discipline and/or any required competencies are clearly stated. | |
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| 1.8 | The self-introduction by the instructor is professional and is available online. | |
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| 1.9 | Learners are asked to introduce themselves to the class | |
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| Learning Objectives (Competencies) | 2.1 | The course learning objectives, or course/program competencies, describe outcomes that are measurable. |
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| 2.2 | The module/unit-level learning objectives or competencies describe outcomes that are measurable and consistent with the course-level objectives or competencies. | |
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| 2.3 | Learning objectives or competencies are stated clearly, written from the learner's perspective, and are prominently located in the course. | |
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| 2.4 | The relationship between learning objectives or competencies and learning activities is clearly stated. | |
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| 2.5 | The learning objectives or competencies are suited to the level of the course. | |
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| Assessment and Measurement | 3.1 | The assessments measure the achievement of the stated learning objectives or competencies |
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| 3.2 | The course grading policy is stated clearly at the beginning of the course. |
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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 assessments used are sequenced, varied, and suited to the level of the course. |
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| 3.5 | The course provides learners with multiple opportunities to track their learning progress with timely feedback. |
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| Instructional Materials | 4.1 | The instructional materials contribute to the achievement of the stated learningn objectives or competencies. |
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| 4.2 | The relationship between the use of instructional materials in the course and completing learning activities 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 present 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 promote the achievement of the stated learning objectives or competencies |
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| 5.2 | Learning activities provide opportunities for interaction that support active learning. |
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| 5.3 | The instructor's plan for interacting with learners 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 and competencies |
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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 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 their course. |
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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 and student success tips and tools]. |
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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 | The course provides accessible text and images in files, documents, LMS pages, and web pages to meet the needs of diverse learners. |
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| 8.4 | The course provides alternative means of access to multimedia content in formats that meet the needs of diverse learners. |
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| 8.5 | Course multimedia facilitate ease of use. |
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| 8.6 | Vendor accessibility statements are provided for all technologies required in the course. |
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