Principle 1: Good practice encourages contact between students and faculty.

Frequent and timely student-faculty contact is the most important factor in student motivation and involvement, particularly in a distance education environment. Evidence of faculty concern helps students get through challenging situations and inspires them to persevere. Knowing a few faculty members well enhances students' intellectual commitment and encourages them to think about their own values and future plans.

Examples of evidence to look for:

• A "welcome message" is provided at the beginning of the course that encourages student-to-instructor contact for course-related discussions or concerns.
• The instructor initiates contact with, or respond to, students on a regular basis in order to establish a consistent online presence in the course (and prior notice is given to students in the event that the instructor will be unavailable for more than a few days, such as might be the case during professional travel).
• On at least a weekly basis, the instructor communicates important up-to-date course information to students (e.g. due dates, curriculum changes, scheduled absences, etc.)
• The instructor holds regular office hours, and by appointment, that are mediated by technology (e.g., the conferencing tool in Canvas, telephone, or online chat) to accommodate distance students.
• Student inquiries are responded to in a timely manner.

Where to look:

• Discussion forums
• Posted announcements
• Course syllabus
• Conferencing space
• Course calendar
• Note: some instructors use email or Canvas messaging to contact students. Peer reviewers cannot view these, but may wish to ask their use.

Principle 2: Good practice develops reciprocity and cooperation among students.

Learning is often enhanced when it is collaborative and social, not competitive and isolated. Working with others often increases involvement in learning. Sharing one's own ideas and responding to others' reactions sharpens thinking and deepens understanding.

Examples of evidence to look for:

• Regular opportunities for students to engage in:
  • Formal and/or informal discussions of course topics
  • Collaborative course assignments
  • Study groups

• A "meet one another" activity at the beginning of the course
• The instructor fosters a healthy exchange of ideas and sharing of experiences among course participants.

• Group assignments follow the basic tenants of cooperative learning in order to avoid the common pitfalls of "group work."
• Instructor explains the criteria for “good” discussion participation.
• Modeling of good discussion participation by the instructor.
• Students required to provide good support for their opinions.
• Discussion prompts that help to guide and elicit student participation in class discussion activities.  (No yes/no  prompts)
• Instructor facilitates class discussions by encouraging, probing, questioning, summarizing, etc.
• Instructor asks students to teach their classmates.
• Instructor asks students to critique each other’s work.
• Students allowed to generate project ideas or quiz questions.

• Interaction space for study groups,

Where to look:

• Instructional materials
• Assignments
• Discussion forums
• Synchronous conferencing tool
• Course syllabus

Active learning methods engage students in the learning process by encouraging them to discover, process, and apply information. Empirical support for the positive impact of active learning on student achievement is extensive.[i]

Examples of evidence to look for:

• Student activities that involve one or more of the following:  
  • Active use of writing, speaking, online presentations, and other forms of self-expression
  • Opportunity for information gathering, synthesis, and analysis in solving problems (including the use of library, and internet resources) and quantitative reasoning and interpretation, as applicable
  • Engagement in collaborative learning activities
  • Dialogue pertaining to social behavior, community, and scholarly conduct
• Opportunities for students to “customize” their learning by tailoring assignments to their personal and professional interests and needs.
• Examples of student work where they
  • Think, talk, or write about their learning
  • Reflect, relate, organize, apply, synthesize, or evaluate information
  • Perform research, lab or studio work, or physical activities
  • Participate in, design, or develop educational games and simulations.

Where to look:

• Course syllabus
• Instructional materials
• Assignments
• e-Portfolios
• Discussion forums

Instructors help students frequently assess their knowledge and competence and provide them with opportunities to perform, receive meaningful suggestions, and reflect on their learning.

Examples of evidence to look for:

• Information about course feedback methods and standards on the course syllabus.
• Option (or requirement) for students to submit drafts of assignments for instructor feedback.
• Meaningful feedback on student assignments that is provided within a publicized, and reasonable, time frame.
• Assignment feedback that is clear, positive, specific, and focused on observable behavior that can be changed.
• Clearly communicated course and individual assignment grading criteria.
• Up-to-date, student-accessible course gradebook.
• An open discussion forum where students can ask questions, and receive instructor feedback, about course content and activities.
• Student surveys that provide the instructor with feedback for course improvement.
• “Self-check” quizzes or questions that allow students to monitor their own progress.
• Examples of student work that demonstrate advancement toward learning goals.

Where to look:

• Course syllabus
• Instructional materials
• Assignments and e-portfolios
• Student presentation areas and wiki pages
• Course gradebook
• Discussion forums, including individual journals
• Survey instruments

The frequency and duration of study, as well as effective time management skills, are critical for students and professionals alike. Students need help in learning to manage and prioritize their study time.

Examples of evidence to look for:

• Instructor encourages students to consult the course schedule and assignment due dates so students can plan their workload.
• Course-specific study tips that provide students with strategies for utilizing their time well.
• Assignment feedback that provides students with information on where to focus their studies.
• Opportunities for students to practice with the content (scaffolding)
• Information on the course syllabus that provides an estimate of the amount of time students should spend on the course (e.g., “”On average, most students spend eight hours per week working on course assignments. Your workload may be more or less depending on your prior experience with computing and the Web in general, and with this subject in particular.”)
• Time-to-completion information on course assignments (e.g., “This assignment should take you approximately 2 hours to complete.”)
• Assignment due dates and timeframes that take into account the nature of the target audience. For example, a course targeted to working adult professionals might incorporate a weekend into an assignment timeframe.
• Course statistics that demonstrate that time-to-completion and weekly time-on-task estimates are on target.

Where to look:

• Course syllabus
• Instructional materials
• Assignment directions
• e-portfolios
• Course Analytics (if you have instructor access to the course)

As the saying goes, “if you don’t know where you are going, how will you know when you get there?” Effective instructors have high, but reasonable, expectations for their students. They clearly communicate those expectations and provide support to their students in their efforts to meet those expectations. 

Examples of evidence to look for:

• Explicit communication of the skills and knowledge every student needs to have in order to be successful in the course.
• Explanation of course learning goals and how assignments are designed to help students achieve those goals.
• Frequent feedback provided to students through written explanations and detailed feedback on assignments.
• Instructor encourages students to move past the easy answers to more complex solutions.
• Routine use of critical and probing questions when communicating with students about course assignments and activities.
• Examples and non-examples of high quality work (shared with students), along with a discussion of the differences between these.
• Course rigor and demands on students appropriate for the level of the course.
• Examples of student work (shared with students)  that demonstrate advancement toward learning goals.

Where to look:

• Course syllabus
• Instructional materials
• Assignments
• e-portfolios

Principle 7:  Good practice respects diverse talents and ways of learning.

People bring different talents and styles of learning to the learning environment. Some bring a wealth of relevant experience to a course, while others may new to the topic at hand. Likewise, students who are strong in a discussion situation may be less adept at lab or studio work. Students need the opportunity to demonstrate their talents and to “personalize” their learning so that it is relevant to them. It is also important to give students opportunities to learn in ways that may be less comfortable in order to improve their skills.

Examples of evidence to look for:

• Use of a variety of assessment tools to gauge progress.
• Alternative assignment options that allow students to demonstrate their progress in a manner conducive to their talents. For example, a podcast might be allowed as learning evidence instead of a written paper.
• Supplemental online materials are provided to students who lack prerequisite knowledge or who would benefit from having content presented in an alternative manner.
• Timely, corrective feedback for online activities.
• A positive online climate where students are encouraged to seek assistance with course content and learning activities if needed.
• A policy for accommodations, in the course syllabus.

Where to look:

• Course syllabus
• Instructional materials
• Assignment s
• e-portfolios
• Discussion forums