Online Course Quality Standards
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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