Online Instruction Rubric - M. Tessmer

The Rubric for Online Instruction is one of the most valuable tools I've been exposed to throughout my Master's prorgram at SDSU. Not only does it provide a rubric by which to self-evaluate a current online course, but it provides a standard by which a new online course should be set up. Since the online instruction I'm currently enrolled in is my first exposure to an online education program, that is why my opinion is based on. Overall the standards of most EDTEC courses I've been enrolled would fall within the "exemplary" range. However, there were some areas in each of the categories that I felt were underestimated in their importance to an effective online course or to which there often seems to be an overuse of.

Category 1: Learner Support and Resources

The Exemplary level in this category includes such words as "extensive information", "variety", and "wide range" in reference to resources made available. However more is not always better when it comes to resources and it is important that the relevance of each is made clear to the students. Otherwise cognitive overload occurs. There can be too much information given to the point that its difficult and overwhelming to prioritize importance if its not done within the structure of the course itself.

Category 2: Online Organization & Design

The difference between a course being Effective versus Exemplary was with the organization and design being applied to all course pages, throughout the course. Such focus on organization and design is critical when students are expected to self-navigate through large amounts of educational data. Any inconsistency in either should be intolerable and not allowed, not matter what the degree stated in the rubric. Navigating to and locating data should not be a treasure hunt in online course frameworks.

Category 3: Instructional Design & Delivery

The rubric level of Effective is far from acceptable for any online form of instruction. To expect only "adequate" communication, alignment of goals to objectives, and activities would allow a course to be developed that does not have its audience in mind. I do not agree that the Baseline level would accept "limited" levels of the same and still be allowed within an academic institution's curriculum. Without these key components being a set standard without discrepency among them, then the student will inevitably experience frustration; tarnishing their impression of online instruction as a whole.

Category 4: Assessment & Evaluation of Student Learning

Ongoing assessments in a variety of formats with regular feedback from both the instructor and peers is what sets these guidelines are what sets an Exemplary course apart from an Effective one. It is critical for a student to receive an opportunity to test their skills but only if consistent feedback is coupled with the assessment. So the key is that both is offered throughout the course; not sporadically.

Category 5: Innovative Teaching with Technology

Online instruction can introduce students to new tools and applications, making the experience an interesting way to expand knowledge. However, the technology used for teaching in online instruction needs to be pertinent to the topic and necessary for delivery. Otherwise, it is too easy to throw out alot of links to "fun toys" that do not engage the learner as much as confuse them. So even though Exemplary stresses the use of a variety of tools and techniques, there would need to be relativity in order for such inclusion to set the online course at that level.

Category 6: Faculty Use of Student Feedback

The key here was the use of multiple opportunities for students to provide feedback while the course is in progress. Waiting for a course to be completed before asking for student feedback is as valuable as if it wasn't asked for at all. It is imperative for the presenter of online instruction to be flexible to improve on what is not effective on the other end of the digital environment.