Section 1

Elements of the Quality in Online Learning Teaching (QOLT) Rubric are demonstrated below:

  1. Section 1: Course Overview and Introduction
    1. Online Syllabus
    2. Preview of Section 1-Blackboard Course:
    3. Objective 1.1: Instructor uses course environment to provide clear and detailed instructions for students to begin accessing all course components such as syllabus, course calendar, and assignments.
      • Through blackboard an announcement/email is sent out one week prior to course start date inviting students to sign into blackboard and become familiar with the course content and layout. Explanation of where assignments, syllabus and how weekly content will become “live” each week with tasks to be completed.
      • Blackboard is organized in a simple, clear, and in chronological order so that the flow of the course makes sense to users.
    4. Objective 1.2:  Detailed instructor information is available to students and includes multiple formats for being contacted by students, availability information, brief biographical information, and a picture and/or video of the instructor
      • Course syllabus (as well as initial introductory announcement) gives students the different ways to contact instructor.
    5. Objective 1.3:  Course description includes the purpose and format of the course, as well as prerequisite knowledge and competences, if applicable.
      • Course description, pre-requisite and co-requisite information is available through the online (and printable) syllabus.
    6. Objective 1.4: Online etiquette expectations for various forms of course communication and dialog (chat, email, online discussions).
      • Course expectations and etiquette are outlined through the syllabus, and re-iterated on discussion board and VoiceThread descriptions.
    7. Objective 1.5: A link to the CI Academic Dishonesty policy is provided.
      • A live link is included in the course syllabus for the CSU Channel Islands Academic Dishonesty policy.
    8. Objective 1.6 A list of technical competencies necessary for course completion is provided; identifying and delineating the role/extent the online environment plays in the total course.
      • The courses syllabus outlines a list of technical competencies for successful course completion.
      • Course syllabus also outlines a list of support for students.
    9. Objective 1.7: Instructor provides samples of student work and provides opportunities for students to ask questions.
      • Samples of student work are provided under coordinating assignments or content areas.
      • Students are encouraged to ask questions through a general discussion board (for general questions other students can benefit from), and after every weekly announcement or explanation. When questions arise whether through email or the discussion board I address them by altering course specifics. Communication is constantly encouraged.
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    10. Objective 1.8: Instructor asks students to share their own learning goals.
      • As part of their Midterm Evaluation, students are asked to complete their own goals based on their Cooperating Teacher’s feedback and their student teaching experiences. Students will set SMART goals for themselves to meet by the end of the semester. Students can reflect upon their goals in an interactive and creative way by utilizing Padlet and Google images.
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