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Quality standards for online K–12 courses

Curriculum Standards

  1. The course content and assessments are aligned with the North Carolina Standard Course of Study. Assessments are matched to the course content. The course is designed to meet the relevant curriculum Standards for Advanced Placement Courses.
  2. Course objectives and student learning objectives are clearly listed as a part of the course. Course goals and student learning objectives are clearly listed the beginning of the course and at the beginning of each learning module.
  3. Students have access to resources that enrich the course content. All on-line and off-line materials and Web links have been reviewed for relevance and appropriateness and are aligned with course objectives.
  4. A complete, clear course syllabus is available for review. The syllabus outlines course content, learning outcomes, expectations of student participation and behavior, approximate time required, required materials, the course's credit value, and a grading scale; and is made available outside the course area.
  5. The instructor can adapt learning activities and assessments to accommodate students with disabilities or special needs. Course content can be modified to meet the needs of students or teachers with disabilities or special needs.

Design

  1. The course gives students opportunities to engage in abstract thinking and critical reasoning. Students are challenged and encouraged to predict, summarize, interpret, contrast, and differentiate ideas. The course offers a variety of activities that move students beyond the knowledge level of thinking by engaging them through activities like collaborative learning and group discussions.
  2. The course engages students in learning activities that address various learning styles. Learning activities and options — for example case studies, simulations, written assignments, Web-based activities, reading activities, off-line exploration and data collection, discussions, labs, and multimedia — are embedded in the course.
  3. The course provides appropriate teacher-to-student interaction, including timely, frequent feedback about student progress. Course policy dictates that instructors will respond to students within 24 hours during the week or by Tuesday morning if feedback is requested over the weekend. Individualized feedback may include e-mails, discussions, portfolios, telephone calls, instant messages, regular progress reports, and term/semester grades.
  4. The course provides an opportunity for appropriate student-to-student interaction and a plan for monitoring that interaction. Collaborative learning opportunities — through discussion threads, simulations, lab activities, and other group projects — are embedded in the course design. Student interactions will be of both a formal and informal nature.
  5. Expectations for success and mastery are communicated clearly to students. The course includes information on the criteria for completion of assignments and guidelines for successful interactions. The course includes a syllabus that not only provides an outline of the course, but also offers a description of the weekly workload for the course.
  6. The course complies with the requirements of the Americans With Disabilities Act. See act requirements from the U.S. Department of Justice.
  7. Issues associated with the use of copyrighted materials are addressed. The course provides copies and permissions and guarantees in writing that all course materials comply with copyright laws, and sources are clearly cited as they are used.
  8. Clear timelines are established and communicated to students. The course includes information on course length and time required for individual learning activities and assessments. Clear due dates are set to ensure that students progress at a reasonable rate and encourage iterative acquisition of knowledge and skills.
  9. The course includes clear directions. The instructor gives students clear instructional and technical directions. The course contains online help throughout to ensure clarity of working within the online environment.
  10. The course includes an orientation to the learning management system used to deliver the course. Materials are available for students to learn the navigation and structure of the learning management system used to deliver the course.
  11. The course includes relevant information for future instructors to teach the course. Courses are re-usable and include a private instructor section with detailed suggestions for teaching, including expected responses, rubrics, sample work, and management strategies.
  12. The course can accommodate multiple calendars. The course can be used for block, 4 by 4, and traditional K–12 schedules

Student Assessment

  1. The course structure includes fair, adequate, and appropriate methods and procedures to assess students' mastery of content. Valid and reliable assessments include online or proctored testing, performance assessments, standardized tests, projects, demonstrations, multimedia presentations, case studies, simulations, and electronic portfolios.
  2. Assessments are adaptable for students with disabilities or special needs. The instructor can modify the content or structure of assessment to meet the unique learning needs of the learners in the course.

Management

  1. The course provider is authorized to operate by the North Carolina Department of Public Instruction. State review of courses and valid teaching licenses are ways to ensure that the course is of quality.
  2. School districts or the North Carolina Department of Public Instruction have reviewed the course to ensure its quality before it is used. These reviews should be documented.
  3. The school or LEA in which the student is enrolled will accept the course for credit. The course includes a prior approval form where applicable to ensure that participants will receive credit.
  4. Procedures for fees and payment are established before the students enroll in the course. Tuition and fees, including any materials that must be purchased by the school or LEA are disclosed fully and payment methods and schedules are provided.
  5. Student work and personal data are secure. K-12 student work remains confidential, as required by the Family Education Rights and Privacy Act.
  6. Students are monitored to ensure academic honesty. Schools provide a facilitator for any K-12 student taking the course whose duties include being present while the student works from the school site for monitoring and proctoring purposes. The course design promotes monitoring of student performance and communication between instructor and facilitator.
  7. A teacher or other educator (facilitator) coordinates and assists K-12 students with instructional, technical, and management issues. The course provider offers training and support to the facilitator, who assists with course requirements, managing assignments, and grades, and who acts as a liaison among parents, students, the school, the course provider, and the instructor.
  8. The course provider offers the course instructor and facilitator assistance with technical and course management issues. The course provider offers orientation training, distance learning training, product/course updates, a help desk, special technical assistance and answers to frequently asked questions.
  9. Students have continuous access to necessary, relevant learning materials. The course provider and instructor identify materials and technological resources that students will need. There is a list of who is expected to provide those materials, which may include scanners, digital cameras, reference materials, books, videos, software, lab equipment, and calculators. All Web links are current at the time of review and when a course if copied for a new administration.
  10. The course provider clearly communicates the prerequisite technology skills necessary for class participation. The course syllabus describes in detail what knowledge of certain programs and/or multimedia students should have before the course.
  11. There are technical requirements for acceptable access. Minimal technical requirements for course access are clearly stated prior to the course.
  12. The teacher is trained to use the course and resources effectively to deliver instruction. If the course provider employs the teacher, the provider submits evidence that the teacher is certified in the subject and has been trained as an online instructor. The teacher has received training in using the courseware to effectively deliver instruction.
  13. The students receive technical support to ensure easy use of the course. Every student has access to a work station, network, ISP, and course support. K-12 students have a scheduled period in the school day in which they have access to appropriate technical resources to fulfill the requirements of the course. The course provider and instructor make students aware of the process for obtaining technical support and provide contact information for technical support structures.
  14. There is a policy for recourse or appeal if the Web-based course is not delivered as described. Contracts and licensing agreements specify how the course will perform and the sanctions and penalties that will result if it does not meet those expectations.
  15. All participants in the course must sign a learner agreement. Learner agreements can include acceptable use policies, learning contracts and learner expectation forms. Agreements should include policies to address copyright violation and penalties for incomplete work, absence, or lack of participation within a predetermined limit of time as set by the instructor.
  16. There are a minimum and maximum number of participants. Minimums and maximums are set in advance of the course and published.
  17. Registration information is provided in advance of the course start date. Pertinent registration information includes course fees, syllabus, minimum technical requirements, a list of required materials, and registration process.
  18. Courses must include a works cited page. The works cited page includes all information pertaining to copyright and credits the original developer of the course.
  19. The course has a policy for access after the course is completed. Policies for course access beyond the course completion date are clearly stated. K-12 courses should be archived for three academic years after their completion.
  20. Course providers and course authors have ongoing access to courses as they are being taught. The course instructor documents any changes made to the original course and ensures that the changes do not cause a violation of copyright.

Course Evaluation

  1. A Web-based course's success should be measured by the achievement of the students taking it. The course provider should have references concerning the number of students who complete the course and the results of end-of-course tests.
  2. The North Carolina Department of Public Instruction, LEA, or their designees evaluate the course over time. The course provider cooperates with the state and schools in their efforts to monitor student participation in the course.
  3. A new course provides documentation of its reliability and completeness. Evidence of initial testing, peer review, and student evaluations are available upon request.
  4. Each teacher of an online course will be evaluated at least once a year. The course provider furnishes evidence of criteria for teacher evaluations and of the methods and frequency of evaluations.
  5. The school, LEA, and state can verify a student's participation and performance in a Web-based course during the course and upon its completion. The course provider and instructor provide evidence of student participation and performance as needed.
  6. All new courses will be beta-tested before being taught. Beta test includes feedback on course content, clarity of directions, and the interaction between the instructor and students. Courses will be reviewed to ensure that the meet the standards contained in this document.
  7. All subsequent sections of course should send a course evaluation to the developer and the course provider. The course provider and course developer will design an evaluation to be included in the course.

Last updated May 3, 2005