CITL Core Elements of Online Course Quality

The Core Elements are based on research and general best practices established for online teaching and learning. "Core elements" are composed of "supporting elements" that define the characteristics of each core element. "Success criteria" offer a few specific examples, resources, or methods for achieving supporting element guidelines. The examples and methods provided are by no means exhaustive.

Each of the Core Elements of Online Course Quality are aligned to a Quality Matters (QM 6th edition Rubric Standards (PDF), Online Learning Consortiums Quality Scorecard 3.1 (OSCQR) Standards (PDF), ION's Quality Online Course Initiative (QOCI) Rubric Characteristics, the Quality Learning and Teaching (QLT Rubric Objectives from California State University, and/or the UDL Guidelines from CAST, and/or the CITL Online Course Accessibility Checklist.

The Core Elements

1. Assessment and Evaluation of Student Learning
2. Communication and Student Engagement
3. Equitable Access and Inclusion
4. Course Information and Design
5. Policies and Student Support Services
6. Technology Integration and Utilization
7. Course Content and Resources

To view the details on the supporting elements, click the box titled "Core [#] Supporting Elements" or click the Supporting Element link.

1: Assessment and Evaluation of Student Learning

Core Element 1 refers to the assessment and evaluation strategies used in the course. Specifically, Core Element 1 includes the overall course and module/unit learning objectives, the learning assessments and activities, the alignment of course components, and scaffolding of the course to ensure these critical course components work together to promote learning. 

Core 1 Supporting Elements
Core 1 Supporting Elements
Supporting Element Description Success Criteria
1.1 Course Learning Objectives Course learning objectives are clearly stated in the course. They are measurable (begin with action verbs), specific, appropriate for the level of the course, and written in a way that specifically describes the behaviors students will achieve upon completion of the course. (QLT 2.1, QM 2.1, 2.3, 2.5, OSCQR 9, QOCI IB1, CAST 8.1)
  • Course learning objectives are displayed in the syllabus and course (e.g., on the course homepage or main course information page).
  • Course learning objectives begin with action verbs, such as apply, define, synthesize, etc., and describe measurable and observable behaviors or skills students will gain upon completion of the course. See QM's Bloom's Action Verbs (PDF) for examples.
1.2 Module/Unit Learning Objectives

The module/unit learning objectives are clearly stated in the course. They are measurable (begin with action verbs), specific, appropriate for the level of the course, and written in a way that specifically describes the behaviors students will achieve upon completion of the module/unit.

Module/unit learning objectives should be clearly aligned to the broader course learning objective(s) the module/unit learning objectives satisfy. (QLT 2.1, QM 2.2, 2.3, 2.4, 2.5, OSCQR 9, QOCI IB2, IIIA1, IIIA2, CAST 8.1)
  • Module/Unit learning objectives can be located in the module/unit overview page, syllabus or schedule, or any combination these course components.
  • The module/unit objectives begin with action verbs such as apply, define, synthesize, etc., and describe measurable and observable behaviors or skills students will gain upon completion of the module/unit
  • Module/unit objectives should help students achieve overall course learning objectives. See CITL's Course Structure Planning Guide.
  • For information on developing course goals and learning objectives, see CITL's Defining the Goal.
1.3 Alignment and Scaffolding of Course Components

Readings, lectures, and other resources are clearly aligned to the learning objectives they satisfy to support students in completing the required assessments.

Course topics, materials, and assessments build on each other, progressing from lower-level to higher-level application of knowledge and skills. (QLT 2.3, QM 2.2, 2.4, 3.4, 4.1, 4.2, OSCQR 9, QOCI IA1, IIIA1, CAST 8.1)

Alignment of course components to module learning objectives through an alignment matrix in a document or by including the module/unit learning objective(s) that each component satisfies in parenthesis. For example:

  1. Read Chapter 2 (Module objective 1)
  2. View video lecture on heart components (Module objective 2)

Scaffolding occurs when the course assessments start out at the lower end of Bloom's taxonomy (Understand, Remember, etc.) and progress to the higher end (Apply, Create) as students acquire new knowledge/skills throughout the course.

Module/units should be sequenced to build on each other in a clear learning progression for students.
1.4 Assessments Strategies Graded and ungraded assessments support students in achieving the course learning outcomes. (QLT 2.3, QM 3.1, 3.4, 4.1, QOCI IIIA1, IIIB1, IIIB2, IIIB3, CAST 8.1)
  • This element can be achieved by including a brief description or statement of how the assessment will achieve the specific learning objectives.
  • Low stakes learning checks to reinforce key concepts and relevant terminology.
  • A multiple-choice quiz can used to identify certain concepts but should not be used for a learner to discuss or analyze a concept.
  • Inclusion of grading rubrics or explicit descriptions of the grading criteria provide learners with specific details on how their grade will be determined.
1.5 Student Feedback

Students have multiple ways to track their learning, and timely instructor feedback is provided.

(QLT 2.4, 2.5, QM 3.2, 3.3, 3.5, OSCQR 45, 47, 49, QOCI IIIA1, IIIA2, IIIB1, IIIB2, IIIB3, CAST 8.4)
  • Course tools (discussions, quizzes, surveys, etc) with grades tied to the learning management system (LMS) course gradebook
  • Automated feedback on quizzes, for both lower stakes learning checks as well as more summative quizzes like unit/module quizzes.
  • Individualized feedback on assignments that cannot use automated feedback (e.g., essays, assignments, project submissions, etc.)
  • Feedback/turnaround policy in the course syllabus to set expectations and provide timely feedback

2: Communication and Student Engagement

Core Element 2 focuses on planned opportunities for students to engage with their peers, instructor, and course content. This includes the communication design for the course, how the course facilitates active learning, and important course/institutional policies (e.g., academic integrity, grading policies, communication policies, netiquette, etc.).

Core 2 Supporting Elements
Supporting Element Description Success Criteria
2.1 Instructor Presence and Role

Instructor introduces themselves to students, explains plans for interaction, and provides information on multiple ways students can get help.

Instructor states their teaching philosophy, including their role in the learning process.

(QLT 1.2, 4.6, 7.1, QM 5.3, OSCQR 38, 40, QOCI IC2, IC3, IIA2).
  • This supporting element can be achieved through an instructor information page that includes the instructors' background information, teaching philosophy, and communications preferences. This information can also be provided in the syllabus and/or on a course policies/information page within the course.
  • A brief welcome video where instructors can introduce themselves.
  • If there is an icebreaker discussion board for students to introduce themselves, the instructor can also introduce themselves here.
  • Weekly instructor announcements that provide deadline reminders, updates, etc. and reiterating important policies/procedures as needed.
  • Weekly instructor announcements that provide a weekly recap with highlights. This might involve summarizing the past week's learning outcomes, drawing connections with previous weeks' concepts, reflecting on what went well and some of the challenges, taking the opportunity to highlight outstanding student work and to praise students for their continued efforts and good work.
  • Weekly announcements that get students excited about what's coming up next, draw connections with previous week, and place the upcoming week in the overall trajectory of the course.
2.2 Student-to- Content Interactions

Students are provided with detailed information about the course along with specific details on how they will interact with the course content.

Throughout the course, there are multiple opportunities to be active in the learning process.

(QLT 4.1, QM 5.2, 5.4, OSCQR 42, QOCI IC1, IIA3, CAST 5.1)

 Prominently displayed in the online course syllabus, details on prerequisite knowledge/courses, course overview, and overall course goals are provided. This information should include what types of course tools/content students will be interacting with, such as readings, lectures, videos, discussions, etc., as well as specific ways they will be interacting throughout the course.
2.3 Student-to-Student Engagement

Students are provided with an opportunity to introduce themselves to their peers and the instructor at the beginning of the course.

The instructor has planned for multiple opportunities where students can interact with each other and thereby foster the course learning community.

(QLT 4.1, 4.4, 4.5 QM 5.4, OSCQR 41, QOCI ID3, IE2, IIA1, CAST 5.1, 8.3)
  • A course icebreaker introductions discussion forum allows everyone in the course to introduce themselves and helps foster the course learning community.
  • Planned interactions throughout the course (e.g., group projects, live sessions, discussion forums) can be used to facilitate student-to-student engagement.
  • An "In the News" discussion forum where students and the instructor can post links to timely course-related topics.
  • Peer review where written or verbal student dialog occurs.
2.4 Course Communication

Instructor provides detailed information regarding the preferred methods of communication in the course and the expectations for how students should communicate in the course

(QLT 1.4, QM 1.3, OSCQR 39)
  • This supporting element can be achieved by a course communication policy that explains, in detail, instructor expectations for student interactions, including ways to get help (e.g., email, chat, etc.) and a netiquette statement.
  • A Course Q & A Forum discussion board can be set up to field course-related questions so that all students benefit from the answers posted. In addition to instructor replies, students are encouraged to respond to other students' questions, thereby enhancing course communication and helping build the course learning community. As the course unfolds, the Q & A Forum becomes a shared, living FAQ resource.

3: Equitable Access and Inclusion

Core Element 3 checks to make sure the course adheres to accessibility, universal design for learning principles, and best practices for inclusion to ensure all students have the same opportunity to learn. Core Element 3 refers to both the course shell itself (i.e., in the learning management system or LMS) as well as the course content, including files and any external informational and resource links.

Core 3 Supporting Elements
Supporting Element Description Success Criteria
3.1 Universal Design for Learning (UDL)

Course content and activities are designed to meet the needs and diverse learning styles of the broadest possible range of learners. This is accomplished by providing learners with multiple modes of engagement, representation, and expression. (QLT 8.2, QM 8.4, CAST 4.1, 4.2, 5.1, 5.2, OE 3)

Engagement: Course offers multiple ways for learners to engage with the course content, the instructor, and each other.

Representation: Examples include content presented visually on a slide and through captioning and voiceover, downloadable slides for offline viewing, and text transcripts with audio (e.g., podcasts).

Expression: Provided the same learning outcomes are achievable, offering more than one way of completing an assignment and/or more than one deliverable format option (e.g., report, infographic, video presentation, etc.).
3.2 Accessibility

Course adheres to Federal, State, and university accessibility guidelines. (QLT 8.5, 8.6, QM 8.2, 8.3, 8.4 8.5 OSCQR 15, 20, 21, 34, 35, 36, 37, QOCI VI A-D, CAST 4.1, 4.2)

Course passes the CITL Online Course Accessibility Checklist.

See also the U of I Electronic Information Technology Accessibility Policy.
3.3 Course Responsiveness

Course content responsively adapts to multiple devices and provides an equivalent learning experience on multiple devices.

Audio and video files are accessible on multiple devices. (QLT 10.1, 10.2, QM 8.2, 8.4, OSCQR 34)

Course content, LMS tools, and all activities (graded or ungraded) can be accessed and completed on computers, smartphones, and tablets.

For Canvas, consult the Canvas Mobile Design Checklist (Word document download  ).
3.4 Diversity and Inclusion Course content and activities demonstrate that students' diverse identities, backgrounds, and cultures are valued. (OE 4)

The course encourages students to embrace their own and others' cultures, identities, and values to improve learning.

See sample syllabus language for Statement of Diversity & Inclusion.

3.5 Representation and Bias Content in the course reflects broad diversity, and exceptions are explained and discussed.  (OE 5,6)
  • The course incorporates diverse content and activities that represent a broad spectrum of learners.
  • Biases are identified in the course content and activities.

4: Course Information and Design

Core Element 4 looks at the overall organization and structure of the course to ensure consistency and ease of use. Core Element 4 also looks at course overview and introduction information to ensure students have clear information on getting started and how to succeed in the course.

Core 4 Supporting Elements
Supporting Element Description Success Criteria
4.1 Introduction and Course Overview

Course has a home page or landing page that introduces the course and provides clear instructions for learners to get started in the course

Course content and components are clearly identified and easily accessible from the course home page or landing page

(QLT 1.1, QM 1.1, OSCQR 1, QOCI IA4, IC1).
  • A "Start here" or homepage with course introductory information or a course introduction video with instructions for students to get started in the course.
  • A clear, consistent naming scheme that makes accessing the various course components straightforward for learners (e.g., modules, lessons, units, schedule, syllabus, discussion forum, etc.).
4.2 Navigation

Course layout makes it easy for learners to navigate.

Clear content structure is used, with minimal clicks/tabbing to reach course components.

(QLT 10.3, QM 8.1, OSCQR 16,17, QOCI IC5)
  • Streamlining navigation so learners only need to click 1-3 times to access the content they need.
  • Important, frequently used course items (e.g., syllabus, schedule, course modules, discussion forum, announcements, grades, etc.) should be made available from the course home page or landing page.
4.3 Clear Organization

Course is organized in a consistent, logical manner, preferably by week or content module, rather than by assignment type.

Modules/units have a clear, consistent structure and organization throughout the course.

(QM 8.2, OSCQR 16,17 QOCI IA1, IC5)

 A structured framework for your course will help maintain consistency throughout. This can be achieved by using the template provided by CITL or by creating a unit/module structure that clearly and consistently organizes the course.

5: Policies and Student Support Resources

Core Element 5 assesses the course to ensure all necessary student support services are identified in the course, including related links/contact information for learners to access these services.

Core 5 Supporting Elements
Supporting Element Description Success Criteria
5.1 Technology Support

Information regarding technical support services and related contact information is provided in the course.

(QLT 7.2, QM 7.1, QOCI IVA3)

 Instructors may include Tech Services student support contact info, or information on department-specific help hours, etc.
5.2 LMS Support

There are links to guides and tutorials on how to use the LMS and other university-supported tools used in the course.

(LTI's and Plugins). (QLT 7.2, QM 7.1, QOCI IVA2)

One example might involve providing a video tutorial on how to navigate the course and using the course tools in an orientation module.

See, for example, the Canvas Student Overview video and the Moodle Student Overview video.
5.3 Support Services

Relevant secondary campus support services (e.g., library, writing lab, tutoring services, mental health services, etc.) are described and linked in the course.

(QLT 7.3, 7.4, QM 7.3, 7.4, OSCQR 6, QOCI IVB3)

 Instructors may list contact and other relevant resources information in the syllabus information.
5.4 Transparency of Support

An accommodation policy is provided in the course syllabus, explaining and linking to DRES.

An inclusion policy addressing diversity and equity is provided in the course syllabus or policies page in the course. (QLT 8.3. QM 7.3, OSCQR 5, QOCI IVA4, CAST 4.2)

See the Examples of Disability Statements for a Syllabus provided by DRES.

For a sample Inclusion Statement, see the Statement on Diversity provided by the College of LAS.
5.5 Course/Institutional Policies

All course and institutional policies are provided to students (e.g., academic integrity, grading, late policy, etc.). (QLT 1.5, QM 1.4 QOCI IVA1)

Links to Provost-approved statements on sexual harassment and academic integrity.

Provide all course-specific policies, such as communication, attendance policies, and any other course-specific expectations.
5.6 Academic Integrity

The course adheres to, and models, the academic integrity expected of learners by providing sources of all information obtained from outside sources and adhering to all relevant copyright laws. (QLT 1.5, QM 1.4, OSCQR 5, QOCI IC6, IE1).

Instructors should link and/or cite any graphics or external sources presented within the course site. See CITL's Copyright in Online Courses.

See the Student Code section on Academic Integrity Policy and Procedure.

For LAS online courses, see also the Student Identity Verification Policy.
5.7 Grading Policy Information is provided to students on the course grading policy, including how individual assignments/activities will be graded (e.g., rubric or other type of grading criterion) and how the overall course grade will be determined (QLT 2.2, 2.4, 5.6, QM 3.2, 3.3, QOCI IIIC1, IIIC3, OSCQR 44, 45, 46)
  • Instructors should include any late policies and a breakdown of grades and the grading scale within the syllabus.
  • Assignment point totals and grading expectations are clearly stated throughout the course.
5.8 Turnaround Policy The course provides details on the instructor's expected response times, including grading turnaround and responses to student questions. (QLT 5.6, QM 5.3, OSCQR 38, QOCI IIID1, IIID2, IIID3) Turnaround policies can be easily stated among other communication information in the course syllabus. These instructor expectations might be paired with student expectation (e.g., deadlines and late work policy, netiquette, etc.)

6: Technology Integration and Utilization

Core Element 6 looks at the technology used in the course to ensure it meets university, federal, and state policies for LMS integration and/or third-party tool implementation. Core Element 6 also checks to ensure the technology used in the course is relevant and supports students in achieving the course learning objectives.

Core 6 Supporting Elements
Supporting Element Description Success Criteria
6.1 University-supported Services

University-supported, native LMS tools and supported third-party integrations (LTI and Plugins) are preferred as they have met all FERPA, security, and IT accessibility requirements for use.

Information on how to use these tools and getting support is provided to learners in the course, and related accessibility and privacy policies are provided. (QLT 6.2, 8.6, QM 6.2, 6.3, OSCQR 8)
6.2 Third Party Tools

Third party tools not yet supported by the university must meet all FERPA, security, and IT accessibility requirements. (QLT 8.6, QM 8.6, OSCQR 14, 15, QOCI VE1)
  • If the tool's function can be replicated easily with university-approved software, the university-approved software should be preferred (i.e. Zoom and Teams should be preferred over Discord, which isn't a field-specific technical tool).
  • If the tool's function cannot be replicated easily with university-approved software, the tool must be evaluated for security, FERPA, and IT accessibility compliance. Please consult the following resources:
6.3 Technology Integration A variety of technology tools are utilized to support student engagement and achievement of the course learning outcomes. (QLT 6.1, 6.3, QM 1.5, 6.1, 6.2, 6.3) Instructors may include videos, graphics, approved technical integrations, and communications software in addition to text within their course site.
6.4 Technical Requirements Technical requirements to be successful in the course, along with acceptable file formats, are specified in the course syllabus or related course page/document. (QLT 6.4, 6.5, QM, 1.5, OSCQR 8) Instructors should list the equipment required (e.g., webcam, laptop, etc.) as well as specifications needed (e.g., 4 GB RAM, Windows 7, etc.) needed to run the course software, as well as any computer lab alternatives available on campus. Instructors may also link to software-specific pages listing specifications, such as Zoom's System Requirements, for example.

7: Course Content and Resources

Core Element 7 addresses the course content (textbooks, lectures, YouTube videos, journal articles, etc.) selected by the instructor to ensure alignment with learning objectives and that resources promote a diverse overview of research and theory in the respective discipline. Core Element 7 also concerns the quality of course content used. This includes multiple modes of access to course content to support learning and promote high quality learning experiences, as well as the authenticity and integrity of course content evident in the references and statements of permission for use of external content.

Core 7 Supporting Elements
Supporting Element Description Success Criteria
7.1 Required Materials in Syllabus

Specific information about required and recommended textbooks and other course-related materials should be listed in the syllabus, along with information on how to obtain these materials.

If the instructor is using open educational resources (OER's) or other materials available online, they need to obtain permission and provide the appropriate citations for those materials. (QLT 3.1, 3.2, 3.6, QM 4.3, OSCQR 33, QOCI IC3)
  • The course syllabus lists required and optional textbooks and other materials for the course.
  • The instructor has obtained permission and provided appropriate citations for OER materals used in the course.
7.2 Multiple Means of Content Access

The course supports diverse learning styles and needs by providing learners with multiple ways to access course materials and acquire information and knowledge.

Alternatives are provided for auditory and visual information, and there are ways for students to customize the display of course content to meet their individual needs. (QLT, 3.4, 8.2, 8.5, QM 4.5, 8.4, CAST 1.1, 1.2, 1.3)
  • Provide alternatives for accessing information (e.g., visual, auditory), such as closed captioning for recorded video, live captioning for any synchronous course activities, and text transcripts for audio recordings.
  • Course videos should include captioning, but instructors could also include a downloadable copy of the lecture slides covered in the video.
  • Provide or activate background knowledge in multiple ways (e.g., pre-teaching learning checks, informal surveys, etc.)
  • Illustrate through multiple relevant media (e.g., text, images, animations, video, etc.)
7.3 Content Diversity Course content selected by the instructor includes a variety of voices outside of the textbook to support the learning process. (QLT 3.5, QM 4.5).
  • This may includes a variety of text-based content such as journal articles or resources from professional organizations related to the discipline, videos other than those created by the instructor, as well as other materials that relate to the topic of the course and achievement of the learning objectives.
  • The instructor might include monographs, pertinent multimedia presentations, or original research in addition to the course textbook.
7.4 Content Alignment with Learning Outcomes All instructional materials and resources used by learners to complete required course assessments are clearly aligned and support learners in achieving the course and module learning objectives. (QLT 3.3, 6.1, QM 4.1, OSCQR 9, QOCI IF1, IF4,) Instructors might include the matching stated course objective(s) when listing readings for a module/week.
7.5 Content Relevance

Course content reflects contemporary research and theory in the subject matter.

All content utilized in the course, including textbooks, are up to date and provide learners with relevant information related to the discipline of the course. (QM 4.4)

 Instructors should consider updating the course each semester to reflect the latest research and literature in the field. They should also consider recommending the latest edition of the course textbook or other learning resources.
7.6 Course Media

Course media is recorded using high-quality methods that ensure learners can understand the information presented.

Course media allows access from multiple devices and platforms.

Video length is judiciously considered. Under 15 minutes per video is preferred.

Video resolution allows figures and charts to be easily read.

All audio is recorded in high quality. (QLT 10.2, QOCI VB2, VB3)
  • Consult CITL's 2-minute video, 6 Simple Ways to Improve On Camera Lectures.
  • Instructors might consider using an inexpensive lavalier mic to record lectures instead of a built-in laptop microphone.
  • For most video lectures, audio quality should be 96 - 128 kbps.
  • Instructors might also consider breaking up a 45-minute lecture into 7-8-minute segments and embedding each segment separately in the course with captions for optimal student understanding.
  • CITL's Audio Basics (16-minute video)

References

Peralta Community College District (2020). Peralta Online Equity Rubric, Version 3.0 [Creative Commons license: BY-SA]. Retrieved from https://web.peralta.edu/de/peralta-online-equity-initiative/equity/