Using the QA Rubric - Examples and Research to Guide You

The instructor provides information that orients the students to the course and utilizes the Getting Started widget to provide links to the course's syllabus and other support information.

Navigational instructions provided to the student on how the course is organized 

• Orientation Module

Offer a starter module guiding students through the course's structure and essential tools.

• Technology Guide 

Provide clear instructions for the technology and platforms used in the course.

• Virtual Tour

Conduct a virtual walk through of the online classroom, pointing out key sections and features.

• Getting Started widget provides links to the course syllabus

Also include Contact Instructor

• Getting Started widget provides links to other support information.

Also include DSU Support information; library, tutor, writing center, technical, counseling, etc.

FAQ Section:
Zhang, Y., Oussena, S., Clark, T., & Hyensook, K. (2010). Using data mining to improve student retention in HE - a case study. The case study explores the use of an FAQ section to address common student queries. https://www.researchgate.net/publication/220708516_Use_Data_Mining_to_Improve_Student_Retention_in_Higher_Education_-_A_Case_Study

Mobile-Friendly Design:
Chen, B., Seilhamer, R., Bennett, L., & Bauer, S. (2015). Students’ Mobile Learning Practices in Higher Education: A Multi-Year Study. EDUCAUSE Review. This article discusses the need for mobile-friendly designs in online learning. https://er.educause.edu/articles/2015/6/students-mobile-learning-practices-in-higher-education-a-multiyear-study

Clear Instructions for Activities:
Swan, K. (2001). Virtual interaction: Design factors affecting student satisfaction and perceived learning in asynchronous online courses. Distance Education, 22(2), 306-331. This paper highlights the importance of clear instructions in online courses. https://www.tandfonline.com/doi/abs/10.1080/0158791010220208

Link to the Syllabus and Support:
Baker, C. (2010). The “Classroom Flip”: Using Web course management tools to be the guide by the side. This study discusses the benefits of using web-based tools to provide course information. https://files.eric.ed.gov/fulltext/EJ1293911.pdf

Per the expectations, students should be provided information about the mechanics of the course, how they will be facilitated via distance learning technology, and how the student will be successful in the course.

Course Introduction: Provide a brief overview of the course, highlighting what students will learn and why it matters.
Learning Structure: Explain the format of the course, including the types of learning activities (lectures, discussions, assignments) and their sequence.
Success Strategies: Share tips and strategies on how students can excel in the course, such as time management, active participation, and utilizing resources.
Technology Use: Describe the technology that will be used, how to access it, and where to find help if needed.
Support Systems: Inform students about available support systems, including tutoring, library resources, and IT support.
Assessment Overview: Outline how students will be assessed and the criteria for success in assignments and evaluations.
Instructor Role: Clarify the instructor's role in the learning process, including how and when the instructor will provide feedback and be available for communication.
Student Expectations: Set clear expectations for students regarding their involvement and responsibilities throughout the course.

Each instructor-defined outcome should use an action verb to show that it is measurable within a specific context.

Action-Oriented Verbs: Use clear, action-oriented verbs from Bloom's Taxonomy, such as "analyze," "synthesize," "evaluate," "create," or "apply," to define what students will be able to do.
Specificity: Ensure each outcome is specific enough to be observable and measurable within the context of the course activities and assessments.
Alignment with Assessments: Align learning outcomes with course assessments to ensure that the measurement of these outcomes is integrated into the course structure.
Relevance: Make sure the outcomes are relevant to the course content and valuable for the students' academic and professional development.
Clarity: Write outcomes in a way that is easily understandable for students, avoiding jargon or overly complex language.
Achievability: Set outcomes that are challenging yet achievable within the scope and duration of the course.

The course should present learning objectives in a way that is concise, specific, and easily comprehensible to students. Instructions for achieving these objectives should be explicit, accessible, and integrated throughout the course materials.

• Use Clear, Concise Language: Write objectives in plain language that avoids jargon. Objectives should be short, direct, and easy to follow.
• Provide Step-by-Step Guidance: Include detailed instructions within each module or lesson on how students can achieve the objectives. Use checklists, progress trackers, or visual guides to make steps more actionable.
• Embed Objectives in Multiple Locations: Place objectives in the syllabus, module introductions, and within assignments to reinforce their importance and ensure visibility.
• Align Instructions with Resources: Clearly link objectives to specific resources, such as readings, videos, or assignments, so students understand how to apply the material to meet the objectives.
• Offer Examples and Models: Provide examples of completed assignments or projects that meet the objectives, giving students a concrete understanding of expectations.
• Seek Student Feedback: Periodically solicit feedback on whether the objectives and instructions are clear to identify areas for improvement.

• Clarity in Objectives
  Mager (1997) highlights the importance of clear and measurable objectives in "Preparing Instructional Objectives," emphasizing their role in guiding student learning.
  https://eric.ed.gov/?id=ED441825

• Instructional Design and Student Understanding
  Gagne et al. (2005) discuss instructional strategies to ensure objectives are understood by students, including presenting them in a logical sequence and providing consistent reinforcement.
  https://doi.org/10.4324/9780205375271

• Student-Centered Instructions
  Ambrose et al. (2010) in "How Learning Works" stress the significance of transparent objectives and instructions, linking them to student engagement and motivation.
  https://www.wiley.com/en-us/How+Learning+Works%3A+Seven+Research+Based+Principles+for+Smart+Teaching-p-9781118130278

The course should include assessments explicitly designed to measure the achievement of stated learning outcomes. These assessments must align with the course objectives, instructional activities, and provided resources to ensure consistency and relevance.

• Align Assessments with Objectives:

  • Ensure each assessment directly evaluates the knowledge or skills stated in the learning objectives. Use a table or chart to map assessments to outcomes for clarity.
  • Incorporate varied levels of Bloom’s Taxonomy (e.g., recall, analysis, application) into assessments to capture diverse aspects of learning.

• Use Multiple Assessment Types:

  • Combine formative (quizzes, reflections) and summative assessments (final projects, exams) to provide a holistic view of student achievement.
  • Incorporate authentic assessments, such as case studies, portfolios, or projects, which allow students to apply knowledge in real-world scenarios.

• Ensure Resources Support Assessment Preparation:

  • Link each assessment to the appropriate course materials and activities. For example, if an exam covers specific readings, highlight these in the study guide or module instructions.

• Provide Clear Rubrics or Criteria:

  • Use detailed rubrics that outline expectations and grading criteria for assignments. This ensures transparency and consistency in evaluation.

• Iterative Feedback and Revision:

  • Allow students opportunities to improve based on formative feedback. This encourages growth and reinforces alignment between learning objectives and assessments.

• Seek Peer Review:

  • Engage colleagues or subject-matter experts to review the alignment of assessments with learning outcomes and instructional materials.

• Alignment in Assessment Design
  Biggs (1996) introduced the concept of "constructive alignment," emphasizing that assessments should align with learning outcomes and teaching methods to enhance learning.
  https://doi.org/10.1080/0969594960050103

• Diverse Assessment Types
  Mueller (2005) advocates for authentic assessments to measure student ability to apply skills in real-world contexts, providing deeper insights into learning.
  https://jfmueller.faculty.noctrl.edu/toolbox/

• Rubrics for Transparency
  Andrade (2000) highlights the role of rubrics in improving student understanding of expectations and enhancing the fairness and consistency of assessments.
  https://eric.ed.gov/?id=EJ612343

The course should include a clear, accessible, and detailed grading policy that informs students of how their performance will be assessed and graded. The policy must avoid ambiguity and provide explicit expectations for success

• Use a Clear Grading Scale:

  • Provide a detailed grading scale (e.g., A = 90–100%, B = 80–89%, etc.) in the syllabus and any relevant course documents.
  • Clearly outline how grades are calculated, including weights for assignments, quizzes, participation, and other assessments.

• Explain Criteria for Graded Work:

  • Include rubrics or grading criteria for all major assignments to help students understand how their work will be evaluated.
  • Provide examples of excellent, average, and below-average work when possible.

• Include Late Work and Extra Credit Policies:

  • Specify policies for late submissions, penalties, and opportunities for extra credit if applicable.
  • Ensure the late work policy is consistent and fair across all assignments.

• Use Plain Language:

  • Write the grading policy in student-friendly terms, avoiding unnecessary jargon or overly complex language.

• Embed the Policy in Multiple Locations:

  • Include the grading policy in the syllabus, the course homepage, and within assignment descriptions, ensuring students can access it easily.

• Offer Explanations Early and Often:

  • Discuss the grading policy during the first class session or in a welcome video for online courses.
  • Allow time for students to ask questions about grading expectations during the course introduction.

• Transparency in Grading
  Nilson (2010) in Teaching at Its Best stresses that transparent grading policies reduce student anxiety and improve their understanding of course expectations.
  https://www.wiley.com/en-us/Teaching+at+Its+Best%3A+A+Research+Based+Resource+for+College+Instructors%2C+Third+Edition-p-9780470401040

• Impact of Rubrics
  Andrade (2005) discusses how rubrics contribute to clearer communication between instructors and students, enhancing the transparency of the grading process.
  https://doi.org/10.1080/00098650509618182

• Student Perceptions of Fairness
  McMillan & Nash (2000) explore the relationship between transparent grading practices and student perceptions of fairness, demonstrating the importance of clear policies.
  https://doi.org/10.1207/S15326985EP3502_4

The course must include a process for providing feedback on assessments that is both timely and detailed. Feedback should help students understand their progress, areas for improvement, and strategies for success.

• Establish Clear Feedback Timelines:

  • Specify how quickly students can expect feedback (e.g., within 48 hours for small assignments or within one week for larger projects).
  • Include this timeline in the syllabus and reinforce it in assignment instructions.

• Provide Actionable Feedback:

  • Use specific comments that guide students on what they did well and what they need to improve.
  • Offer strategies or resources to help students address identified weaknesses (e.g., links to tutorials or study tips).

• Leverage Technology for Feedback:

  • Use tools such as audio or video feedback in D2L to provide a more personal and detailed response.
  • Utilize inline feedback features in D2L assignments (e.g., annotations and comments) to mark specific areas in submitted work.

• Incorporate Peer and Self-Feedback:

  • Design activities where students critique each other’s work or reflect on their performance to complement instructor feedback.
  • Use guided rubrics for peer review to ensure consistency and focus.

• Encourage Two-Way Communication:

  • Allow students to ask questions about their feedback or request clarification via discussion boards, office hours, or direct messages.
  • Foster dialogue around feedback to ensure it is understood and applied effectively.

• Track Progress Over Time:

  • Provide cumulative feedback summaries during the course to help students see their growth and areas requiring sustained effort.
  • Use milestone assessments to check progress and provide feedback before high-stakes evaluations.

• Timely Feedback
  Shute (2008) emphasizes that timely feedback improves learning outcomes by allowing students to immediately apply corrections, enhancing knowledge retention and skill development.
  https://doi.org/10.1016/j.edurev.2008.05.002

• Detailed Feedback
  Hattie & Timperley (2007) argue that feedback should address three questions: "Where am I going? How am I going? Where to next?" to guide student improvement effectively.
  https://doi.org/10.1016/j.cedpsych.2007.01.004

• Technology in Feedback
  Nicol (2010) explores the role of e-learning tools in delivering effective and efficient feedback, highlighting the benefits of digital platforms for providing timely responses.
  https://doi.org/10.1080/14703291003718939

The course must include instructional materials that align directly with the stated learning outcomes. These materials should comprehensively cover the subject matter while reflecting the latest knowledge and developments in the field.

• Ensure Alignment with Learning Outcomes:

  • Explicitly link each instructional material (readings, videos, etc.) to specific learning outcomes to demonstrate their relevance.
  • Use a module overview to describe how each resource contributes to the mastery of a particular objective.

• Maintain Breadth and Depth:

  • Include materials that cover foundational concepts while allowing for deeper exploration of advanced topics.
  • Balance the inclusion of theoretical content with practical applications or case studies to engage diverse learning styles.

• Use Current and Reliable Sources:

  • Regularly review course materials to ensure they are up to date and reflect the latest research or industry standards.
  • Avoid using outdated texts or resources unless they provide historical or contextual insights relevant to the course.

• Diversify Material Types:

  • Incorporate a mix of textbooks, academic journal articles, multimedia (videos, podcasts), and interactive tools to cater to varied learner preferences.
  • Ensure accessibility by providing transcripts for videos, alt text for images, and compatibility with screen readers.

• Encourage Active Engagement:

  • Design activities that require students to engage directly with the materials, such as discussion questions, reflection prompts, or research assignments.
  • Use open educational resources (OER) where possible to encourage cost-effective learning.

• Collaborate with Subject-Matter Experts:

  • Consult with experts to select materials that reflect current practices and perspectives within the field.
  • Periodically solicit feedback from students on the usefulness of the materials to improve selection.

• Alignment with Outcomes
  Wiggins & McTighe (2005) in Understanding by Design emphasize the importance of instructional materials being directly aligned with desired learning outcomes to ensure coherence in course design.
  https://doi.org/10.4324/9780203837312

• Breadth and Depth in Resources
  Bransford et al. (2000) discuss how instructional materials should build on prior knowledge and extend understanding through deeper exploration of concepts.
  https://doi.org/10.17226/9853

• Currency and Relevance
  Clark & Mayer (2016) highlight the importance of using updated and relevant instructional materials to maintain learner engagement and ensure accurate understanding of contemporary issues.
  https://doi.org/10.1002/9781119158660

The course should present instructional materials in a format optimized for the online learning environment. Materials must be easy to navigate, accessible to all learners, and consistently organized to minimize confusion and enhance usability.

• Optimize for Online Delivery:

  • Use digital formats such as PDFs, videos, and interactive modules that are compatible with multiple devices and browsers.
  • Ensure all materials are mobile-friendly, as many students access courses via smartphones or tablets.

• Ensure Accessibility:

  • Follow WCAG 2.1 standards, such as including alt text for images, captions for videos, and screen-reader-compatible documents.
  • Provide materials in multiple formats when possible (e.g., text and audio versions of lectures) to accommodate diverse learning needs.

• Use a Consistent Organization:

  • Maintain a uniform structure for modules (e.g., introduction, objectives, readings, assignments) to help students navigate easily.
  • Use headers, subheadings, and icons consistently across materials to reinforce organization.

• Include Clear Instructions:

  • Provide step-by-step instructions for accessing and using materials, especially for external resources or interactive tools.
  • Include a "Start Here" or "Orientation" section in the course to familiarize students with the layout and expectations.

• Integrate Multimedia Effectively:

  • Use videos, animations, and infographics judiciously to enhance understanding, but avoid overwhelming students with excessive multimedia.
  • Ensure all multimedia elements have transcripts or alternative descriptions.

• Test Usability and Accessibility:

  • Regularly review course materials for broken links, formatting issues, or navigation challenges.
  • Solicit feedback from students on the ease of accessing and using materials to make iterative improvements.

• Online Course Design
  Means et al. (2009) emphasize that well-structured and easily navigable course materials improve student engagement and learning in online environments.
  https://doi.org/10.1037/e722032011-001

• Accessibility Standards
  Burgstahler (2015) discusses the importance of designing materials that are accessible to all students, including those with disabilities, in Universal Design in Higher Education: From Principles to Practice.
  https://doi.org/10.1080/09523980410001680824

• Consistency in Course Organization
  Morrison et al. (2019) argue that consistent layout and structure in online courses reduce cognitive load and help students focus on learning rather than navigation.
  https://doi.org/10.1002/pfi.21710

The course should include learning activities that align directly with the stated learning outcomes, enabling students to acquire and demonstrate the intended knowledge and skills.

• Align Activities with Objectives:

  • Use a backward design approach, ensuring each activity explicitly supports one or more learning outcomes.
  • Include an alignment table or explanation in the course syllabus or module introductions.

• Incorporate Active Learning:

  • Use problem-solving tasks, discussions, and case studies to engage students in applying course content.
  • Consider project-based learning where students can create real-world solutions based on course concepts.

• Use Varied Learning Strategies:

  • Mix synchronous and asynchronous activities, including discussions, collaborative projects, video reflections, and quizzes.
  • Apply instructional strategies from Bloom's Taxonomy, incorporating activities that require remembering, analyzing, evaluating, and creating.

• Provide Clear Instructions and Expectations:

  • Offer detailed guidelines for each activity, including expected time commitments and evaluation criteria.
  • Use step-by-step task descriptions and sample submissions where appropriate.

• Ensure Student Engagement and Motivation:

  • Use gamification elements like badges or progress tracking.
  • Incorporate peer interaction through group projects, peer reviews, and discussion forums.

• Integrate Feedback Loops:

  • Design activities that include opportunities for instructor and peer feedback to encourage improvement.
  • Use reflective tasks such as journals or self-assessments to help students monitor their learning progress.

• Evaluate and Update Activities:

  • Regularly assess the effectiveness of learning activities based on student performance and feedback.
  • Adjust or replace less effective activities to maintain course quality and relevance.

• Alignment and Learning Activities
  Wiggins & McTighe (2005) emphasize in Understanding by Design that learning activities should be explicitly tied to outcomes through backward design for effective learning.
  https://doi.org/10.4324/9780203837312

• Active Learning Benefits
  Prince (2004) found that active learning strategies, including collaborative work and student-led discussions, enhance engagement and improve learning outcomes.
  https://doi.org/10.1080/03075070410001689530

• Effective Instructional Strategies
  Bonwell & Eison (1991) suggest that interactive, student-centered activities promote deeper learning and critical thinking.
  https://eric.ed.gov/?id=ED336049

The course should include activities that promote meaningful and consistent interaction between instructors, students, and course content. These interactions should be structured, intentional, and designed to enhance learning.

• Instructor-Student Interaction:

  • Weekly Announcements or Updates: Post regular updates to keep students informed about upcoming tasks, deadlines, and key learning points.
  • Discussion Participation: Instructors should actively engage in discussion boards, providing feedback, asking follow-up questions, and clarifying misconceptions.
  • Office Hours & Consultations: Offer virtual office hours through Zoom or similar platforms for one-on-one support.
  • Timely Feedback: Provide prompt, constructive feedback on assessments and assignments.

• Content-Student Interaction:

  • Interactive Modules: Use quizzes, polls, and simulations embedded in the course content to enhance engagement.
  • Guided Reading & Multimedia Activities: Include guiding questions, annotations, and interactive videos.
  • Self-Check Quizzes: Provide self-assessment tools after key lessons to reinforce understanding.

• Student-Student Interaction (if applicable):

  • Discussion Forums: Create topic-driven discussion forums requiring students to respond to prompts and engage with peers.
  • Group Projects: Incorporate collaborative assignments that require joint problem-solving and project submission.
  • Peer Review Assignments: Use peer feedback tools to encourage critique and collaborative learning.

• Use of Technology Tools:

  • Video or Audio Posts: Use D2L’s Video Note feature or similar tools for video introductions, updates, or assignment feedback.
  • Collaborative Platforms: Integrate tools like Google Docs, Padlet, or Miro for shared project spaces.

• Build Structured Engagement:

  • Participation Requirements: Clearly outline expected levels of participation and consequences for non-engagement.
  • Interaction Reminders: Use automated reminders and notifications to encourage continuous involvement.
  • Learning Contracts: Develop learning agreements that specify how students will engage with the course and each other.

• Instructor-Student Interaction
  Anderson (2003) discusses the importance of regular instructor presence in online learning environments, linking it to higher student engagement and satisfaction.
  https://doi.org/10.19173/irrodl.v4i2.109

• Content-Student Interaction
  Moore (1989) outlines three key interaction types—learner-content, learner-instructor, and learner-learner—highlighting their role in improving student outcomes in distance education.
  https://doi.org/10.1007/BF00991410

• Student-Student Interaction
  Garrison, Anderson, & Archer (2000) propose the Community of Inquiry framework, emphasizing social, cognitive, and teaching presence to foster collaborative online learning.
  https://doi.org/10.1007/BF00991410

The course should include a clear statement outlining the instructor’s roles and responsibilities, including communication methods, availability, and expected response times. This information must be easily accessible to students.

• Define Communication Methods:

  • Email Policy: Specify that students should use the DSU email address and provide them with expected response times (e.g., within 24-48 hours).
  • Course Messaging: Indicate students should use internal course messaging systems like D2L email or discussion forums for course-related questions.
  • Announcements: Commit to regular updates or reminders through course announcements or notifications.

• Set Availability Expectations:

  • Virtual Office Hours: Clearly state when and how office hours will be held (e.g., Zoom, Microsoft Teams).
  • Appointment Scheduling: Provide instructions for scheduling one-on-one consultations if applicable.

• Participation in Course Activities:

  • Discussion Board Engagement: Specify how often the instructor will participate in discussions (e.g., monitoring, posting prompts, responding to students weekly).
  • Feedback on Assignments: Define when students can expect feedback on assignments and assessments (e.g., within one week after submission).

• Assessment and Grading:

  • Clearly outline grading timelines, how grades will be posted, and whether additional grading comments will be shared.
  • Use rubrics or grading guidelines for transparency.

• Course Introduction & Syllabus:

  • Welcome Message/Video: Post a welcome message or introductory video outlining instructor expectations and course procedures along with the course structure and tips for success.
  • Syllabus Statement: Include a detailed section in the syllabus outlining instructor availability, response times, and interaction policies.

• Support and Technical Assistance:

  • Provide guidance on how students can reach out if they face technical issues or need help navigating D2L.
  • Link to institutional support services when relevant.

• Regular Reminders & Updates:

  • Send periodic reminders about assignment due dates, upcoming assessments, or changes in course procedures.

• Instructor Presence
  Richardson et al. (2017) found that clearly defining instructor expectations and communication protocols enhances student engagement and satisfaction in online learning environments.
  https://doi.org/10.1080/01587919.2017.1371830

• Response Times and Availability
  Rovai (2002) discusses the impact of instructor responsiveness on student retention, emphasizing that timely communication builds trust and supports learning.
  https://doi.org/10.1080/08923640209500238

• Expectations Clarity
  Shea et al. (2006) highlight that when instructors outline clear expectations, students show greater self-regulation and academic success in online courses.
  https://doi.org/10.1016/j.iheduc.2005.09.004

The course should incorporate tools and media that align directly with the learning outcomes. These should enhance the learning experience by being integrated into readings, assignments, and assessments.

• Align Activities with Objectives:

  • Use a backward design approach, ensuring each activity explicitly supports one or more learning outcomes.
  • Include an alignment table or explanation in the course syllabus or module introductions.

• Incorporate Active Learning:

  • Use problem-solving tasks, discussions, and case studies to engage students in applying course content.
  • Consider project-based learning where students can create real-world solutions based on course concepts.

• Use Varied Learning Strategies:

  • Mix synchronous and asynchronous activities, including discussions, collaborative projects, video reflections, and quizzes.
  • Apply instructional strategies from Bloom's Taxonomy, incorporating activities that require remembering, analyzing, evaluating, and creating.

• Provide Clear Instructions and Expectations:

  • Offer detailed guidelines for each activity, including expected time commitments and evaluation criteria.
  • Use step-by-step task descriptions and sample submissions where appropriate.

• Ensure Student Engagement and Motivation:

  • Use gamification elements like badges or progress tracking.
  • Incorporate peer interaction through group projects, peer reviews, and discussion forums.

• Integrate Feedback Loops:

  • Design activities that include opportunities for instructor and peer feedback to encourage improvement.
  • Use reflective tasks such as journals or self-assessments to help students monitor their learning progress.

• Evaluate and Update Activities:

  • Regularly assess the effectiveness of learning activities based on student performance and feedback.
  • Adjust or replace less effective activities to maintain course quality and relevance.

• Alignment and Learning Activities
  Wiggins & McTighe (2005) emphasize in Understanding by Design that learning activities should be explicitly tied to outcomes through backward design for effective learning.
  https://doi.org/10.4324/9780203837312

• Active Learning Benefits
  Prince (2004) found that active learning strategies, including collaborative work and student-led discussions, enhance engagement and improve learning outcomes.
  https://doi.org/10.1080/03075070410001689530

• Effective Instructional Strategies
  Bonwell & Eison (1991) suggest that interactive, student-centered activities promote deeper learning and critical thinking.
  https://eric.ed.gov/?id=ED336049

The course must provide clear, accessible descriptions or links to relevant support services, including academic, student, and technical assistance. These resources should be prominently displayed and easy to navigate.

• Create a Dedicated Support Section:

  • Add a "Student Support" module in the course’s navigation menu or content area.
  • Include sub-sections for academic, student, and technical support.

• Academic Support Links:

  • Provide links to the institution’s writing center, tutoring services, and library.
  • Describe how students can access subject-specific help (e.g., math labs, language support).
  • Include contact details, appointment processes, and operating hours.

• Student Services Links:

  • Add links to mental health counseling, career services, financial aid, and accessibility resources.
  • Describe how students can access these services, including forms or appointment scheduling.

• Technical Support Instructions:

  • Provide clear steps for contacting the institution’s IT Help Desk, including phone numbers, emails, and live chat options.
  • Include self-help guides for common LMS tools (D2L features, account setup, resetting passwords).

• Link Integration:

  • Use embedded hyperlinks within course modules, announcements, or assignment pages.
  • Create quick-reference widgets on the course homepage (e.g., “Need Help?” sidebar).

• Course Orientation or Start Guide:

  • Include an orientation module or a "Start Here" section that walks students through available support services.
  • Provide a short video tour highlighting where to find services and how to use them.

• Regular Reminders and Updates:

  • Post reminders about key services during high-stress times, such as exam periods or before major project deadlines.

• Accessible and Inclusive Information:

  • Ensure links are active and updated regularly.
  • Make sure all instructions comply with accessibility standards (screen-reader compatibility, alt text).

• Student Support in Online Learning
  Tinto (1997) emphasizes the role of academic and social support in promoting student retention and success in higher education. https://doi.org/10.3102/00346543067001089

• Technical Support and Persistence
  Lee & Choi (2011) discuss how access to technical support correlates with higher student persistence and reduced dropout rates in online courses.
  https://doi.org/10.1080/02680513.2010.538479

• Integrated Student Services
  Kuh et al. (2005) highlight that institutions with integrated student support services see improved learning outcomes and student satisfaction.
  https://doi.org/10.3102/00346543075001085

The course should clearly communicate its commitment to complying with the Americans with Disabilities Act (ADA). This includes ensuring that all course materials and activities are accessible to students with disabilities.

• Accessibility Statement:

  • Include an institutional ADA compliance statement prominently in the syllabus and course homepage.
  • Link to the university’s accessibility services or disability support office for accommodations.

• Accessible Course Design:

  • Ensure all instructional materials follow WCAG 2.1 standards, including:
    • Text Accessibility: Use readable fonts and appropriate color contrast.
    • Multimedia Accessibility: Provide captions, transcripts, and audio descriptions for videos.
    • Document Accessibility: Format documents with headers, alt text for images, and descriptive hyperlinks.

• Inclusive Technology Use:

  • Use accessible tools in the LMS, avoiding platforms that aren’t ADA-compliant.
  • Test compatibility with screen readers, keyboard navigation, and assistive devices.

• Instructor Training and Awareness:

  • Ensure instructors complete ADA compliance training if available.
  • Include accessibility checks as part of course design reviews.

• Clear Accommodation Procedures:

  • Clearly outline how students can request accommodations and what to expect.
  • Provide a direct link to the disability services office with contact information.

• Regular Review and Updates:

  • Periodically audit course materials for accessibility compliance.
  • Use accessibility checkers built into the LMS or third-party tools like Yuja Panorama found in your Navbar under Resources.

• Feedback and Reporting Channels:

  • Include a mechanism for students to report accessibility issues, such as a designated email or help request form.
  • Act promptly to resolve accessibility concerns reported by students.

• ADA Compliance in Higher Education  
  Burgstahler (2015) in Universal Design in Higher Education emphasizes the importance of incorporating universal design principles to ensure equal access for all learners.
  https://doi.org/10.1080/09523980410001680824

• Accessibility Standards
  The U.S. Department of Education’s Office for Civil Rights outlines ADA and Section 504 compliance requirements in digital learning environments.
  https://www2.ed.gov/about/offices/list/ocr/index.html

• Accessibility in Online Course Design
  Seale (2014) discusses the evolving role of accessibility in online learning, emphasizing proactive, inclusive course design.
  https://doi.org/10.4324/9781315882063

Any third-party tools, resources, or content integrated into the course must comply with accessibility standards (WCAG 2.1) or be supplemented with accessible alternatives to ensure equal access for all students.

• Evaluate Accessibility Before Integration:

  • Review accessibility statements from vendors before adopting third-party tools.
  • Request Voluntary Product Accessibility Templates (VPATs) from vendors to verify ADA compliance.

• Accessible Content Formats:

  • Ensure third-party content like videos, simulations, and interactive modules includes:
    • Captions and Transcripts for videos.
    • Alt Text for Images and graphics.
    • Screen Reader Compatibility for all digital content.

• Use Institution-Approved Tools:

  • Prioritize tools vetted and approved by your institution’s IT or accessibility office.
  • Use built-in tools in your LMS (D2L) when possible to reduce third-party dependence.

• Provide Equally Effective Alternatives:

  • If a third-party tool cannot be made accessible, provide an alternative assignment or resource with comparable learning outcomes.
  • Clearly communicate alternative options to students in advance.

• Test and Monitor Tools:

  • Conduct accessibility tests using built-in accessibility checkers or third-party tools like Ally, WAVE, or Axe.
  • Periodically review content for broken links, expired licenses, or platform changes.

• Accessibility Training for Faculty:

  • Provide training on choosing and implementing accessible third-party tools.
  • Include accessibility best practices as part of regular faculty development sessions.

• Accessibility Support and Contact Information:

  • Link to the institution’s accessibility office for technical and accessibility support.
  • Include vendor support contacts for troubleshooting third-party tools when applicable.

• Accessibility and Third-Party Tools
  Coombs (2010) emphasizes ensuring third-party tools used in higher education comply with ADA and WCAG guidelines to maintain legal and ethical course design standards.
  https://doi.org/10.2190/EC.47.3.e

• Legal Requirements for Accessibility
  The U.S. Department of Education’s Office for Civil Rights outlines accessibility standards for third-party tools and vendor-provided resources.
  https://www2.ed.gov/about/offices/list/ocr/index.html

• Accessible Course Content Management
  Burgstahler (2015) in Universal Design in Higher Education discusses integrating accessible third-party content to create inclusive learning environments.
  https://doi.org/10.1080/09523980410001680824

The course must fully comply with current accessibility standards, including Web Content Accessibility Guidelines (WCAG) 2.1, Section 508 of the Rehabilitation Act, and the Americans with Disabilities Act (ADA). This ensures all students, including those with disabilities, have equal access to course content.

• Adopt WCAG 2.1 Standards:

  • Ensure all digital content meets WCAG 2.1 AA standards for text, images, videos, and interactive elements.
  • Follow accessibility principles like Perceivable, Operable, Understandable, and Robust (POUR).

• Accessibility Compliance Checklist:

  • Use an accessibility checklist during course development and updates.
  • Check for:
    • Readable Text: Use sans-serif fonts, high contrast colors, and scalable text.
    • Alt Text for Images: Include meaningful descriptions for images and graphics.
    • Multimedia Accessibility: Provide closed captions, transcripts, and audio descriptions.
    • Document Formatting: Use accessible headings, bulleted lists, and properly labeled links.
    • Keyboard Navigation: Ensure content is fully navigable using only a keyboard.
    • Screen Reader Compatibility: Test compatibility with screen readers like JAWS, NVDA, or VoiceOver.

• Accessibility Audits and Reviews:

  • Conduct regular audits using tools like WAVE, Axe, or Blackboard Ally.
  • Collaborate with the institution’s accessibility office for reviews and recommendations.

• Course Development Practices:

  • Use LMS accessibility checkers (D2L’s built-in accessibility tools).
  • Test course modules on different devices and browsers to ensure compatibility.

• Accessibility Statement and Policies:

  • Include an Accessibility Statement in the syllabus and course homepage outlining institutional policies and how students can request accommodations.
  • Provide Support Contact Details for IT help, disability services, and academic accommodations.

• Instructor and Staff Training:

  • Ensure instructors are trained in accessibility best practices and participate in regular development sessions.
  • Promote ongoing professional development in universal design and accessibility standards.

• Student Feedback Mechanism:

  • Allow students to report accessibility issues through a dedicated feedback form.
  • Act promptly on any reported concerns.

• Accessibility Compliance in Higher Education
  Burgstahler (2015) in Universal Design in Higher Education emphasizes that ADA compliance ensures equal opportunities for all students through accessible course design.
  https://doi.org/10.1080/09523980410001680824

• Legal Standards for Accessibility
  The U.S. Department of Education’s Office for Civil Rights outlines the legal responsibilities of institutions regarding digital accessibility.
  https://www2.ed.gov/about/offices/list/ocr/index.html

• Web Accessibility Standards (WCAG 2.1)
  The World Wide Web Consortium (W3C) offers comprehensive guidelines for creating accessible web content through the WCAG 2.1 framework.
  https://www.w3.org/TR/WCAG21/