These core principles and indicators are intended to guide the design and delivery of online and hybrid courses at Western Washington University. The specific implementations of these principles will vary as teaching and learning needs, methodologies, and technologies change. Ultimately, standards guiding course development and delivery are intended  for all course elements (objectives, learning activities, interactions, instructional materials, technologies, and assessments) to align together and ensure students achieve desired learning outcomes.

The categories and indicators reflected in the WesternOnline Course Design Review document are modeled after research-based best practices in the field of online course design and delivery. Each category provides criteria to assist faculty in developing an online course that meets the needs of learners and follows a structure that guides and enhances learning in the online or hybrid modality.

Institution and Program Commitments

WWU membership in the National Council for State Authorization Reciprocity Agreement (NC-SARA) requires acceptance of the Council of Regional Accrediting Commissions Guidelines for Distance Education.

Programs may incorporate additional best practices into their policies and processes. In particular, programs should incorporate and abide by the requirements of the Family Educational Rights and Privacy Act (FERPA) and the requirements for regular and substantive interaction (RSI) as set out by the Academic Coordinating Commission’s (ACC) policies. WesternOnline also provides additional information about RSI via our WesternOnline’s RSI page. WesternOnline Indicators that reflect elements of RSI link to our RSI page and are denoted by either “RI” or “SI” with the lower case Roman numeral of the associated RSI component from the Department of Education’s CFR language.

WesternOnline Course Review Process

Following the curricular review and approval of a course/program for online delivery, faculty can work with WesternOnline’s Instructional Design and Curriculum Support team on the course development process. An instructional designer will work with the faculty to guide them through the course design and development process through consultations and partnered guidance through the design and implementation phases. The WesternOnline Course Review Indicators will be used throughout the process and upon completion of development. These indicators will identify elements of online course design present or needing revisions prior to the course going live.

WesternOnline Course Review Indicators

Course Design

Alignment and Mapping

Academic department, course, and module/unit goals, objectives and/or outcomes guide the design and development of a course. These are used to ensure students achieve the desired learning set forth in the course/program. Each academic discipline/department may use different terms for goals, objectives, and outcomes.

1. Course goal(s) and objectives are made available to students and are aligned to individual module/unit outcomes.
2. Module/unit outcomes are measurable and available to students and clearly articulate what students will be able to do upon completion of a unit.
3. Assessments are aligned with the course objectives and module/unit outcomes.
4. Course modality is described with an explanation of how students will meet goals/objectives in the specified modality.

Layout and Organization

A well designed course is one that provides an understandable layout with a predictable flow of information and activities and is accessible to all learners.

5. Course units/modules are organized with a predictable and logical flow for students to easily find and engage with the materials and activities.
6. Course elements are chunked appropriately to assist the learner in navigating and making sense of the content.
7. Display of course layout and organization meets accessibility needs and requirements.
8. Course headers are structured and use plain language promoting readability and ease of navigation.
9. All links to internal and external course materials are operable and navigate to the appropriate resource.

Orientation

Orientation materials and instruction are provided to students to familiarize them with the learning environment and course expectations.

10. General course information and details about how to navigate the course are available in the course syllabus or Getting Started section/module (e.g. credit hours, modality, required syllabus components, how/where to start the course).
11. Course orientation information is available through multiple media (e.g. text-based and a video or audio overview).
12. Course schedule is available that includes outline of time expectations and how course meets curricular requirements for assigned credit hours and how many hours are included in field-based work (if applicable).
13. Course requirements and policies, such as student participation, due dates, late work, and grading criteria, are clearly explained.
14. Department/program, technology, library, or other support resources are included.
15. Student support services and resources are provided with information about Care & Wellbeing; Equity; Accommodations; Equal Opportunity & Civil Rights; Academic Honesty; Ethical Conduct with WWU Network and Computing Resources; Finals; Medical Excuse Policy; and Student Conduct Code (see Western’s Syllabi page for more information).
16. Technology requirements for successful course completion and participation are provided.
17. Demonstrations and/or resources for accessing and using specific technologies and course requirements (e.g. textbook publisher software) are provided.
18. Optional – Proctoring: If proctored exams are required, provide students with general information about the proctoring process and options.

Additional Resources

• ACC Handbook

Engagement and Communication

Communication

Online courses rely on instructors to provide and model course communication and expectations.

19. Instructor articulates how and when they will communicate with students throughout the course at established and regular intervals (e.g. via weekly announcements, videos, emails). RI i
20. Instructor utilizes different media to communicate with the class (e.g. video, audio, text). 
21. Office hours and contact information for how to reach the instructor (e.g. via email, telephone, video conference) are supplied and expected response time is included. RI i, SI iii
22. Instructor creates a positive classroom community, and provides instruction through their presence and active facilitation and guidance in the course (e.g. through synchronous instruction via video conference technology or by participation in asynchronous discussion forums). SI i, SI iv
23. Guidelines for student-to-student communication are provided (e.g. netiquette) and/or students are invited to help contribute to community guidelines which enhance belonging in a way that supports an engaged group of diverse learners.
24. Students are invited to participate in the course through warm language reflected in the instructor’s communication.

Engagement

Online students thrive in courses that outline expectations early and often and provide avenues to engage with their peers and instructor.

25. Expectations around student participation and engagement with materials, activities, peers, and the instructor, as well as expected participation intervals are explained.
26. Students have the opportunity to engage with one another and the instructor(s) at regular intervals throughout the course.
27. Instructor regularly participates throughout the course modules/units and activities at multiple stages by providing timely feedback that supports student learning and engagement. RI ii
28. Students are encouraged to contribute relevant experience to build the course community and to share knowledge.

Materials and Activities

Materials

To incorporate materials that assist your students in the learning process and support the goals and objectives you’ve outlined for your course, it is important to consider how you choose, create, and add them into your design.

29. Materials chosen or developed tie directly into course learning outcomes and support achievement related to assessment and/or course activities.
30. Materials are designed using Universal Design for Learning practices to support student access related to learning preferences or accommodations (e.g. materials are available in multiple formats: video, audio, text).
31. Materials included in the course are provided under Fair Use or TEACH Act through Western Libraries, as appropriate.
32. Materials reflect a variety of perspectives and include representation of multiple identities, particularly those which have been traditionally excluded, to reduce human bias and create a course in which students can connect content to cultural knowledge, identities, and backgrounds of themselves and others.
33. Open educational resources or institutionally available materials have been reviewed to assist students with textbook and materials costs.
34. Students are given opportunities to provide feedback on course materials during the course.

Activities and Assessments

35. Assessments include instructor review and measure the performances outlined in course objectives and unit/module outcomes. SI ii, RI ii
36. A variety of course activities are included and designed to provide students with authentic learning experiences and allow them to demonstrate and develop critical thinking skills.
37. Due dates, participation expectations, and other assessment requirements are made available in each module/unit.
38. Formative and summative assessments, which include instructor feedback, are used throughout the course to inform students of their performance. SI ii
39. Assessment techniques and criteria are clearly explained and available for students to access (e.g. rubrics, checklists).
40. Activities allow students to work together to co-construct knowledge and build classroom community.
41. Allow students to demonstrate proficiency through a variety of assessment types to reflect cultural values, learning differences, neurodivergence or other individual strengths.
42. Optional – Proctoring: Assessments that require proctoring are clearly outlined with advanced notification given to students.

Accessibility

All materials and activities used in the course are accessible to students who may require accommodations, use of adaptive/assistive technology, or need to access materials in a format that allows them to obtain the information.

43. Text-based materials are screen readable which include a structured format, using headings and appropriate tagging.
44. Information is presented through a variety of media, where available, with alternate text and/or captioning.
45. Image-based materials include alternate text and/or captioning.
46. Audio and video-based materials include captions or alternative access formats.
47. Technology or all other third party resources meet accessibility standards.
48. Information pertaining to student accommodations is provided in the course information.

Additional Resources

• The UDL Guidelines

Additional course review measurements can be used for a more in-depth evaluation, should you or your academic department/program choose. This evaluation includes the use of a scorecard provided by the Online Learning Consortium and can help identify additional gaps in online course creation that might not be reflected in this document.