• Recognize the need for course standards;
• Identify the common elements used in standards/course quality rubrics;
• Identify other examples of standards that are used in online course evaluation;
• Recognize the purpose on COPH online course standards;
• Provide examples of course elements that meet, exceed, and fail to meet
  the course standards ;
• Use course standards checklist and criteria.

As the number of online learning programs and courses grow, quality of the content, course design and course structure became points of utmost importance. Administrators and faculty who teach these courses must pay special attention and assure students that the course they are offering is of the highest quality keeping in mind the program objectives and goals. The COPH recognized early in the process that students who are enrolled in full degree and certificate programs that are offered online expect a quality program from their first course to their graduation. Since several faculty (with varying technological and instructional capacities) teach the courses that make up these programs and certificates, it was important that these courses remained instructionally sound and offered the best course materials in the needed format and style. The ETA office was appointed by the Dean to ensure course quality in all online courses. To assist faculty and instructional designers, the ETA office set about designing course standards based primarily on 1. Sound instructional design principles, 2. Learning theories and 3. Past experiences in dealing with course content and instructors.

The common elements in any course standards or rubrics deal with the structure/design of the course, interaction and engagement of student, assessment, technology etc. Several course standards exist today allowing for faculty to easily adopt and assist their courses meet standards. Some standards that are commonly used are:

• The Quality Matters Rubric
• Southern Regional Education Board (SREB) Standards for Quality Online Teaching
• Blackboard 2008 Greenhouse Exemplary Course Evaluation Rubric

COPH Course Minimum Standards

The COPH Online Course Minimum Standards document is created by the USF COPH Office of Educational Technology and Assessment (ETA) and is a revision/update of the USF COPH Minimum Standards (Version 1) which was developed by the Innovations in Technology and Teaching (ITT) Congressional Award and ETA in 2005. This document has been approved by ETA Advisory Committee and is used as a tool to review all COPH
online courses.

Each standard is listed with a criteria explaining further detail about the standard. Most standards are set to minimum requirements however the document lists exceptional standards that instructors can aim for. Here is an overview of the main categories and
sub-sections.

List of Standards:

1. Course Overview and Introduction
   1. Syllabus
   2. Expressed Expectations/Communication
2. Instructional Elements
   1. Performance Objectives
   2. Course Content and Learning Resources
   3. Course Organization
3. Course Design
   1. Delivery
   2. Consistency and Accuracy
   3. Visual Design
   4. Pacing
   5. Instructional Media
4. Interaction and Collaboration
   1. Interaction
   2. Collaboration (Grouping)
5. Assessment and Feedback
   1. Learning Activities (Practice)
   2. Assessment
   3. Feedback
6. Course Evaluation
   1. USF Course Evaluation

As you review the COPH Online Course Minimum Standards,you will notice the scale (Accomplished, Needs Work and Not Applicable) is applied to each standard.Please watch this presentation describing the COPH Minimum Course Standards. It will give you an overview of the document, and give examples of how some select standards meet this scale.

Learning Activites

Read the COPH Online Course Minimum Standards and familiarize yourself
with the criteria that support these standards

Using COPH Online Course Minimum Standards and criteria, work with
an Instructional Designer to clarify any doubts you may have in applying
these standards