What are the Quality Criteria?
The Quality Criteria for Digital/Online Learning were developed to help ensure that learning in digital and online spaces at Cambrian is student-centred and consistently follows Accessibility and Universal Design for Learning (UDL) best practices. The quality criteria were developed after researching best practices in teaching and learning, reviewing similar metrics used at other institutions, and consulting with many Cambrian faculty, staff, students, and academic leaders.
This guide specifically focuses on digital/online teaching and learning and can be used in several ways. Faculty can use the guide for self- or peer-review of existing courses or to guide the development of new online content and teaching practices.
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Quality Criteria for Digital/Online Learning [Word 25 KB]
Further Learning
You can self-enroll in the Quality Criteria for Digital/Online Learning Professional Development Page [Moodle] to view recorded explanations of the Quality Criteria and achieve a certificate of completion.
Quick Links
Course Overview
The course overview contains important elements that contribute to a positive and effective experience for students in an online learning environment. It helps students become orientated and engaged in the course and provides expectations for online behaviour and communication.
Criteria |
Description |
|---|---|
| Criteria 1: Welcome Message |
The course contains a welcome message to introduce the course and professor and instructions for getting started that provide context for student learning. |
| Criteria 2: Contact Information |
The professor’s contact information is posted and includes details for office hours and out-of-class consultations, availability, and anticipated response time. |
| Criteria 3: Professor Biography |
The professor’s biographical information is posted to enhance the social connection between students and faculty. |
| Criteria 4: Delivery Method |
The delivery method for the course is explained. In the case of a hybrid or hyflex course, the expectations for the in-person and online components are clarified. |
| Criteria 5: Online Behavior |
Expectations for online behaviour and communication (student-to-faculty, student-to-student, and faculty-to-student) are clearly stated and modeled in course interactions. |
| Criteria 6: Zoom Link |
If a Zoom link is required for lectures, office hours, or other meetings, the URL is visibly posted at the top of the course page. |
| Criteria 7: Student Introductions |
An activity at the beginning of the course encourages students to introduce themselves and interact with each other and the professor. |
| Criteria 8: Course Improvements |
The professor routinely evaluates the course for effectiveness and regularly makes improvements based on their findings. |
Accessibility
The accessibility of course materials and contents is crucial for all students, including those with visual impairments or other disabilities. These items ensure the course incorporates relevant accessibility measures and follows institutional policy regarding accessibility standards.
Criteria |
Description |
|---|---|
| Criteria 9: Screen Readability |
All course elements (including Moodle shells, textbooks, documents, presentations, and other course materials) ensure screen readability. |
| Criteria 10: Captions / Transcripts |
All video and audio files, including lecture recordings, are captioned and have a transcript supplied. |
| Criteria 11: Lecture Recordings |
Lecture recordings are promptly posted to the course shell after each class. |
| Criteria 12: Image Use |
Images in the course shell serve a clear purpose, enhance course material, and adhere to AODA best practices, including appropriate sizing and colour, contrast, alt text, and other accessibility guidelines. |
| Criteria 13: Tables |
Tables are only used to organize data, and not for layout purposes. Tables are formatted properly with clearly-identified header cells and data cells. |
| Criteria 14: Slideshows |
Slideshows use predefined layouts, include unique slide titles, and are reviewed using an accessibility checker. |
| Criteria 15: Descriptive Links |
Hyperlink text is descriptive and makes sense out of context. Phrases like “click here”, and URLs lacking any description, are avoided. |
| Criteria 16: Content Availability |
Course information, content, and learning activities are provided to students in advance, promoting accessibility and preparedness. |
| Criteria 17: Flexible Assessments |
Moodle quizzes, and other assessments, are designed with extra time and free navigation for all students. |
Navigation & Organization
Well-designed online content can help students access and understand important course information. This ensures that students can easily locate the information and materials they need to be successful.
Criteria |
Description |
|---|---|
| Criteria 18: Navigation |
Navigation throughout the course is logical, consistent, and efficient for students. |
| Criteria 19: Support Services |
Students are reminded to access Cambrian’s academic, wellness, and technical support services using the “Student Resources” and “Academic Resources” links at the top of all Moodle pages. |
| Criteria 20: Broken Links |
The course contains no broken links or images. |
| Criteria 21: Section Titles |
Course sections have self-evident titles and are organized consistently. Related content is organized together. |
| Criteria 22: Headings |
Titles and headings break up large amounts of text or activities to enhance readability and organization. |
| Criteria 23: Student Feedback |
Students have opportunities to provide feedback regarding the course design, content, use of technology, and their own experiences in the course. |
Assessments
Assessments are an integral component of any course, as they measure the extent to which students have met the learning outcomes. These items address the design and implementation of assessments and ensure grading policies and procedures are communicated to students.
Criteria |
Description |
|---|---|
| Assessment types align with course learning outcomes to simulate real-world practices and expectations. | |
| Criteria 25: Ongoing Assessments |
The course includes ongoing assessments and evaluations that measure student progress in achieving the learning outcomes. |
| Criteria 26: Grading Policies |
Course grading policies and practices are clearly communicated to students at the beginning of the course (including requests for extensions and the result of late submissions). |
| Criteria 27: Feedback Timelines |
Timelines for grading and feedback are communicated. Assessments and evaluations are adequately spaced to ensure timely feedback. |
| Criteria 28: Grading Criteria |
Grading criteria for assessments are provided to students and include instructions, deadlines, rubrics/marking criteria, and examples of exemplary work. |
| Criteria 29: Academic Integrity |
Assessments are designed to uphold academic integrity and indicate the degree of collaboration that is acceptable. |
| Criteria 30: Authentic Assessments |
Authentic assessments are used to evaluate students’ ability to apply their knowledge and skills to different situations, problems, or scenarios. |
| Criteria 31: Assessment Choice |
Students are provided choices about assessment topics and format, where possible. |
Content & Activities
These items encompass the design and delivery of the course content to ensure that it meets copyright regulations, is diverse and inclusive, and supports student learning and skill development.
Criteria |
Description |
|---|---|
| Criteria 32: Copyright Compliance |
Course content abides by copyright regulations and is cited following established styles (APA, MLA, etc.). |
| Criteria 33: Material Breadth |
The instructional materials have sufficient discipline-based breadth, depth, and currency. |
| Criteria 34: Format Variety |
The instructional materials are provided in various formats (e.g., text, images, audio, video, textbook resources, interactive activities, webpages). |
| Criteria 35: Inclusivity |
Course content is equitable, diverse, and inclusive, representing multiple perspectives, cultures, and alternate ways of knowing. Indigenous and global examples are provided where appropriate. |
| Criteria 36: Student Self-Assessment |
Students have opportunities to self-assess their learning throughout the course (practice quizzes, reflections, peer evaluations, etc.). The purpose of these learning activities is clearly described. |
| Criteria 37: Essential Employability Skills |
Activities promote the achievement of learning outcomes and support student development of Essential Employability Skills. |
| Criteria 38: Interaction |
The course provides opportunities for interaction among students and faculty to foster a sense of community and support active learning. Students have opportunities to share their knowledge, experiences, and diverse perspectives with others. |
| Criteria 39: Supplemental Resources |
Supplemental learning resources are available to enrich learning and are aligned to the specific content being delivered. |
Technology
All courses should specify the necessary technology and equipment and guide students on how to use technology, software, and digital resources. This enables students to better prepare and engage with the course materials more effectively.
Criteria |
Description |
|---|---|
| Criteria 40: Tech Requirements |
The course-specific technology, equipment, and resource requirements are clearly stated. Information on cost and how to obtain the technology/equipment is provided. |
| Criteria 41: Tech Instructions |
Instructions for using technology, software, and digital resources in the course are provided. |
| Criteria 42: Tech Accessibility Standards |
Online technology meets accessibility standards and aligns with course learning outcomes. |
| Criteria 43: Data Privacy |
Information about data privacy, terms of service, etc., are posted for any technology used in the course. |
| Criteria 44: Tech Variety |
The course uses a variety of available technology and tools. |
| Criteria 45: Alternative Tech Options |
Alternative options or suggestions are provided for students who cannot obtain or afford these resources or cannot access high-speed Internet. |