Learner Engagement

Activities and learning objectives align in a clear and direct way. The activities provide a reasonable way to measure the stated learning objectives. As a reviewer, consider both the course and module/unit learning objectives in your assessment of this standard. (Note: At some institutions, Learning Objectives may be called Learning Outcomes.)

Learning activities are included in both the online and face-to-face components of the course. Learning activities are varied to provide multiple avenues for reinforcement and mastery, and to accommodate multiple learning styles. Activities may include student presentations, science labs, class discussions, case studies, role playing, simulation exercise, practice quizzes, tests, etc.

Hybrid Courses: For courses that use both the online and face-to-face settings, the learning activities that occur in these two settings should be connected by a common thread or theme, and should be mutually reinforcing. This connection and reinforcement are made clear to students. For example, the sub-parts of a particular activity might be sequenced and staged through successive online and face-to-face meetings of a particular course.

Examples of mismatches between activities and objectives:

1. The objective requires students to be able to deliver a persuasive speech, but the activities in the course do not include practice of that skill.
2. The objective is Prepare each budget within a master budget and explain their importance in the overall budgeting process. The students review information about this in their texts, observe budgets worked out by the instructor, and produce only one of the several budgets. 

Special situations: In some cases (check the Instructor Worksheet), the course objectives are institutionally mandated and the individual instructor does not have the authority to change them. For such cases, consider instead the module/unit-level objectives to assess and score Standard V.1.

Alignment: This standard is included in Alignment. (Critical course components work together to ensure that students achieve the desired learning outcomes.)

All online courses should include interaction between the instructor and the students and between the students and the content. The degree and type of student-to-student interaction may vary with the discipline and the level of the course.

Examples of learning activities that foster the following types of interaction:

1. Instructor student (consider for ALL courses): Self-introduction; discussion postings and responses; feedback on project assignments; evidence of one-to-one email communication, etc.
2. Student content (consider for ALL courses): Essays, term papers, group projects, etc. based on readings, videos, and other course content; self-assessment exercises; group work products, etc.
3. Student student (if appropriate to this course): Self-introduction exercise; group discussion postings; group projects; peer critiques, etc. Refer to the Instructor Worksheet to determine if student-student interaction is appropriate for this course. If the Worksheet indicates that such interaction is appropriate then consider this in deciding if this standard is met. If the Worksheet indicates that such interaction is not appropriate, then focus only on instructor-student and student-content interaction to decide whether this standard has been met. As a reviewer, and where possible, include your recommendations and suggestions for including student-student interaction in this course. NOTE: Your evaluation should be based on what you find in this course and not on your personal preferences about student-student interaction.

Information clearly indicates how quickly the instructor will respond, when feedback will be provided, and when the instructor is available to meet.

Information clearly indicates instructor response time for key events and interactions, including e-mail turnaround time, time required for grade postings, discussion postings, etc. Standards also include instructor availability, including e-mail response time, degree of participation in discussions, and availability via other media (phone, in-person) if applicable.

This standard does not prescribe what that response time and availability ought to be.

The requirements and expectations for interaction in both the online and face-to-face components are clearly stated.

Examples:

1. For discussions, students are given directions regarding the quantity and content of their comments, and whether interaction is required or optional.
2. For email interaction, a statement directs students to include the course number and name in the email subject line.
3. For group work, expectations and guidelines are stated clearly for the formation of groups, roles, responsibilities, timelines, meetings, and how and when students work together.

Students know that the instructor is approachable and will regularly interact with them. Opportunities for interaction will vary with the discipline of the course and with the schedule of online and face-to-face meetings.

Examples:

1. An actively used and well-organized instructor-facilitated discussion board
2. Optional electronic office hours provided in the chat room or chat sessions on selected topics, archived/edited and posted as a FAQ for other students
3. An invitation for the class to email the instructor with individual concerns
4. Current announcements, either in the classroom or via email
5. Planned activities that engage instructor and student in both the online and face-to-face setting