Standards for Online Courses

Aligned: These standards ensure a baseline for effective course design, fostering student success.

Exemplary: This category exemplifies cutting-edge practices that maximize student engagement and achievement, setting a higher standard for excellence.

Formative assessment: Assessment for learning throughout the course. It evaluates students without major effect on final grades. Provides feedback and allows for reflection prior to high-stakes summative assessments. This is typically a low-stakes assessment.

Learning activities: Something students must engage in, but not necessarily turn in. Example: interactive game or branching scenario.

Lesson Objectives: Referring to lesson level outcomes.

Outcomes: Referring to either SLOs or Lesson Objectives

Student Learning Outcomes (SLOs): Statements that indicate what a learner should be able to do or demonstrate upon completion of a course.

Summative assessment: Assessment of learning at the end of lesson or course but does not provide opportunity for student reflection and adjustment for future improvement. This is typically a high-stakes assessment.

Tasks: Something students must turn in that could be categorized as formative, summative, or neither. Examples: assignment, quiz, discussion board.

Third Party: This refers to any digital content that is provided by an outside vendor and/or digital location. This can include linking to videos, articles, and websites from the course. It also includes specific software (e.g., Math software) and web applications (e.g., Top Hat, textbook publisher’s login website, an OER, etc.) that requires students to access as part of the course.

The course design standards prioritize a student-centric approach and accreditation standards, with Part 1 emphasizing a streamlined course structure for easy navigation and Part 2 focusing on pedagogical excellence.

Part 1. Pedagogy

Pedagogically sound course design simplifies the online teaching process for instructors while creating a rich and engaging learning experience for students. It is essential to start with well-defined Student Learning Outcomes (SLOs) and lesson objectives that clearly state what students will know or be able to do at the end of a course or lesson. The inclusion of clearly articulated instructions and expectations, as well as the integration of multimedia elements, foster robust discussions and diverse content presentation, which contributes to a more engaging online learning environment.

Guideline	Aligned	Exemplary
1.1 Student Learning Outcomes (SLOs) and Lesson Objectives	The SLOs and Lesson Objectives: • Are clearly defined and written so that students know how they will demonstrate their learning. • Address critical thinking skills.	The SLOs and Lesson Objectives: • Inspire higher order thinking and foster interdisciplinary connections. • Are reviewed and discussed by students through a class activity.
1.2 Content Delivery	• Content is presented using at least two types of mediums— text, audio, video, graphics, interactive elements, etc. • The purpose of the materials and how they align to the outcomes are clearly explained.	• Students are provided with multiple, flexible ways to engage with content (e.g., a podcast, an article, and a video) and given a choice in how they consume content for a topic.
1.3 Learning Activities	• Students can engage in learning activities in multiple ways for each topic (e.g., engage via writing and reading text, audio, video, photos, illustrations, drawing, diagrams, physical and virtual manipulatives, etc.). • Learning activities promote the achievement of stated outcomes.	• Learning activities allow for active participation, exploration, innovation, imagination, and experimentation. • Learning activities/opportunities are provided to allow student reflection and self-assessment (e.g., checklists, rubrics, video reviews, peer feedback, etc.). • Individualized learning opportunities, such as supplementary activities to support basic skill development or resources for advanced learning, are provided.
1.4 Instructions	• Each task or learning activity includes clear, easy to follow instructions for students. • Instructions are included with the associated task or learning activity in the LMS (i.e., students do not have to go elsewhere).	• Instructions direct students to work with content in meaningful ways (e.g., guiding students to take notes during a video, explaining what to look for in an article, etc.).
1.5 Third-Party Resources and Multimedia	Third-party resources/multimedia are: • User-friendly requiring minimal training to operate effectively. • Inter-operational across approved devices. • Chosen intentionally, limiting the number of tools students must learn. • In adherence with privacy and accessibility legal requirements. • Supported by WSU. • Used in a way that aligns with outcomes and enhances student learning.	• Resources and links are provided for all third-party tools to show students how to use and navigate them effectively. • The tool(s) increases student engagement with other students and the instructor.

Part 2. Structure and Organization

To optimize the learning experience, it is crucial that students can effortlessly navigate course materials without unnecessary obstacles. The implementation of the Global Campus (GC) structure in the online course space ensures a uniform layout and navigation system, providing students with a consistent and user-friendly experience. Please note, all GC courses are required to use the WSU Learning Management System (LMS) and should be accessible for following semesters by other instructors and GC.

Guideline	Aligned	Exemplary
1.6 Home Page	• A course overview, SLOs, and an image that represents the course are included. • All buttons and links are intact.	• An introductory video specific to the course is available.
1.7 Syllabus	• All required components are included. • Fill-in policies are complete (e.g., Instructor Interaction Policy).	• Details of how this course fits into the degree program are clear.
1.8 Course Schedule	In a GC-formatted table, each student task (e.g., assignment, quiz, etc.) is: • Listed with a due date. • Appropriately organized into columns by type (e.g., assignments, assessments, etc.). • Void of extraneous information (e.g., readings, links, content that should be conveyed in Modules).	• Content is organized by topic or unit.
1.9 Organization	• The GC structure and navigation are present. • Materials are organized using lessons, units, or modules. • An overview is included for each lesson. • Each lesson has a To Do List with links or materials included. • Page content is organized into manageable segments using headings.2	• Objectives are included for each lesson.
1.10 Consistency	• All lessons have the same structure. • All elements are consistent in terms of naming, instructions, expectations, and grading across the course space (e.g., home page, syllabus, course schedule, modules, etc.) • The online course space due date function is used for all tasks, and dates are not typed anywhere except for the Course Schedule.	• Instructions are in only one location, avoiding duplication.

² California Community Colleges Online Education Initiative, Course Design Rubric, A6

Regular and substantive interaction (RSI) between instructors and students is a core component of the federal definitions distinguishing distance education from correspondence education. To meet these requirements, faculty members are required to initiate meaningful interactions with their students, and this instructor presence is a significant factor contributing to course success.

Note: Global Campus courses are fully asynchronous; this means that students cannot be required to attend live sessions to complete a course or degree.

These components require students to become more actively involved in their learning and empower students to take control of their education. When students better engage with the course content, their peers, and their instructor they are more likely to succeed in class and remain invested in their learning.

Guideline	Aligned	Exemplary
2.1 Instructor-to- Student	• Information is provided for students indicating when and how communication will happen (e.g., in the Instructor Interaction Policy in the syllabus). • The course design prompts the instructor to be present, active, and engaged with the students through instructor-initiated interaction at least weekly. • A written instructor introduction is included.	• There are planned and scheduled announcements reminding students of resources and due dates. • An instructor introduction video and/or audio is included.
2.2 Student-to- Instructor	• Students are provided with multiple means of contacting the instructor (e.g., WSU email, discussion forum, live office hours). • Students are encouraged to contact the instructor and/or ask clarifying questions throughout the course.	• Students are provided opportunities throughout the course to: – Identify barriers, challenges, learning preferences, etc. – Offer feedback on their learning experience (e.g., a mid-term check-in survey).
2.3 Student-to- Student	• There is a required introduction activity allowing students to engage with each other. • At least one learning activity allows students to help their peers understand course material. • Methods of collaboration and peer engagement are varied.	• Opportunities to work collaboratively with other students on course tasks are included. • Opportunities for unstructured student- initiated interaction with other students are available and encouraged.
2.4 Student and Community	• At least one learning activity provides an opportunity for students to engage with their non-WSU community (e.g., local community, industry professionals, stakeholders, etc.) as related to the course content.	• Opportunities for application and practice of content in contexts outside of the classroom are available. • Students are incentivized to attend WSU events.
2.5 Participation and Online Collaboration	• The requirements for student participation and online collaboration are clearly stated.	• Standards or rubrics explaining required levels of student participation (i.e., quantity and quality of interactions) are consistently provided. • Examples of expected participation are included. • Online collaboration expectations are reviewed and discussed by students through a class activity.
2.6 Synchronous Components	• There are no live session requirements for students.	• The instructor offers optional live session support (e.g., office hours) and/or recorded live sessions that do not disadvantage students who cannot attend. • The instructor varies the availability of office hours to accommodate student’s diverse schedules.

Assessment is a crucial aspect in learning, helping students gauge their progress and stay on the right track. It measures their understanding of course materials and offers feedback for improvement. Effective online courses use diverse assessment methods aligned with learning objectives. Assessments can empower students to achieve mastery.

Effective online courses use diverse assessment methods aligned with learning objectives that allow for meaningful and directive feedback.

Guideline	Aligned	Exemplary
3.1 Varied Assessments	• The course includes both summative and formative assessments. • Multiple assessment types are included (e.g., quiz, essay, presentation, etc.) throughout the course.	• Each lesson has at least one formative assessment. • Students are provided with a choice in assessment type.
3.2 Assessing SLOs and Lesson Objectives	• Each SLO is addressed at least once in a formative assessment before a summative assessment. • The assessment clearly states which SLOs and/or lesson objectives are being addressed.	• Assessment activities include relevant and applicable problems and tasks that relate to the field/topic for students to apply their knowledge in context.
3.3 Assessment Expectations	• Each assessment includes details about the: – Purpose (e.g., why, relevance), – Instructions (e.g., steps, things to avoid), – Criteria for desired results (e.g., rubric, checklist, etc.)	• Models of “excellent work” are included. • Estimated time to complete the assessment is included. • There is an activity that promotes transparency and understanding of criteria by allowing students to ask clarifying questions.
3.4 Feedback	• Course assignments and activities are structured so that students receive feedback and/or grades at least weekly.	• Opportunities to provide early and frequent feedback for improving learning are consistently embedded throughout the course. • Feedback opportunities are structured so that students receive various modalities of feedback (e.g., audio/verbal, written, video, etc.)
3.5 Self and Peer Assessment	• Opportunities for students to self-assess work are available. • Opportunities for students to assess and provide feedback to peers are available.	• Activities for students to prepare for summative assessments by discussing or working through course materials with other students are available and encouraged.

Online courses must be designed with multiple perspectives in mind. Universally designed courses help all students participate equitably, foster a sense of belonging, and including a broad range of perspectives.

Please note that while this section only focuses on thoughtful design, many of these principles are already incorporated into other sections in these standards.

Guideline	Aligned	Exemplary
4.1 Welcoming Statement(s)	The syllabus includes an instructor statement that addresses how they: • Intend to make the course an open, welcoming, and safe space for all students (i.e., affirming respect for differences, actions taken to create belonging, etc.). • Welcome multiple perspectives and viewpoints. • Ensure all students are important and equal partners in the learning process.	• The statement includes personal anecdotes from the instructor and how they relate to their commitment to creating a safe space for all students and how it impacts the class.
4.2 Online Learning Community Agreement	• Students are provided with an agreement detailing expected online behavior. • Respectful communication is encouraged to strengthen belonging and reduce polarization and marginalization.	• An activity is included for students to discuss, collaborate, and create an Online Learning Community Agreement. • Students and the instructor sign the Online Learning Community Agreement. • The agreement is revisited throughout the semester to remind all of expectations.
4.3 Content and Materials Selection	• Affordability has been considered in selecting technology and materials. • Content explores a broad range of diverse contributions to the discipline. • Some examples are directly connected to non-dominant culture and showcase a variety of perspectives. • The lack of multiple viewpoints in the discipline or topic under study is acknowledged, if applicable. • A variety of images, presentations, readings, and sources are used.	• At least one topic, example, or case study in each module is directly connected to non-dominant culture and varied perspectives. • Multiple viewpoints and perspectives on topics are included and represented accurately. • Content advisories are included for sensitive content that may negatively impact learners. • A platform for discussion of lesser explored topics or concepts and stereotypes in the discipline or topic under study is offered.
4.4 Thoughtful Language	• Offer an optional survey for students to communicate chosen and preferred communication details (e.g., pronouns, name, demographics, etc.). • All communications strive to use appropriate and people-first language that avoids: – Gender-specific terms – Ableist terms – Generalizations – Slangs and idioms	• Acknowledges when sources rely on narrow or exclusive perspectives. • Recognize that preferences for how individuals within the same identity group are referred to can vary.
4.5 Implicit Bias	• There is information about mitigating, addressing, and handling bias in the class.	• Learning activities encourage continual learning and analysis of representations, stereotypes, and human biases in source material and/or the discipline.
4.6 Content Meaning	• Students can connect content to their socio-cultural background and the socio-cultural backgrounds of others.	• Students are consistently asked to evaluate how content connects to their socio-cultural background and how it might connect to the socio-cultural backgrounds of others.
4.7 Technology	• Technology and software required are clearly stated in the syllabus and with the activities that require it. • Tutorials and supporting documentation are provided. • Refer to Standard 1.5 regarding Third-Party Resources and Multimedia for additional requirements.	• A survey asks students what learning spaces and technologies they have access to. • Clear alternatives are offered for students with technological limitations.
4.8 Academic Sources	• A statement is included encouraging the use of non-traditional academic sources, when applicable (e.g., Indigenous Knowledge Systems).	• Examples include non-traditional academic sources.
4.9 Student Support	• Information is provided on how students can access campus resources (e.g., tutoring, technology support, disability services).	• Larger projects offer a suggested pace and milestones.

Digital accessibility is essential for ensuring all students, regardless of abilities, can equally access and engage with online course content. It is important for instructors, staff, and vendors to work together to provide course materials that comply with digital accessibility standards. For the digital accessibility standards our online courses follow, please review WSU’s Executive Policy 7: Electronic and Information Technology (EIT) Accessibility Policy.

Digital accessibility provides equitable and barrier-free access to digital content and technology. This means online course content and materials need to be equally accessible to all students, including those with disabilities, and do not hinder their learning. To meet this requirement, faculty members are required to ensure materials and content in their course meet minimum (Aligned) digital accessibility standards. Adherence to minimum digital accessibility standards is non-negotiable.

The components listed require faculty to take a proactive approach to ensuring their course content is consistently accessible.

Section A: Core Digital Accessibility Concepts

Standard	Aligned	Exemplary
5.1 Heading Styles	• LMS content pages use headings to organize content, styled with formatting tools or HTML tags. • Headings follow a hierarchical sequence (Heading 1, Heading 2, etc.), with all page content starting at Heading 2; Heading 1 is reserved for page titles. • The heading level sequence is strictly maintained without skipping.	• Accessibly formatted headings are used consistently throughout the course. • Heading content is short and descriptive.
5.2 Lists	• Lists are accessibly styled by using the application’s formatting tool (i.e., Canvas rich text editor) or by applying appropriate HTML tags. • Ordered content in a list is identified with numbers or letters. • Unordered content in a list is identified with bullets.	• Accessibly formatted lists are used consistently throughout the course.
5.3 Images	• All images, graphs, and diagrams in LMS content have alternative (Alt) text descriptions ideally under 100 characters, are properly punctuated, and any text that is part of the image is included (if applicable). • File name and type is not used as the image’s Alt text description. • Alt text avoids identifying the image as an “image,” “picture,” or “graphic.” • Images with motion can be paused. • Images used as decoration are properly marked/coded as decorative.	• Complex images are described in detail. • Alt text is used consistently with all images, graphics, diagrams, etc.
5.4 Recorded Video	• All LMS course videos (e.g., Panopto, YouTube, Zoom recordings, external content) are captioned. If captions aren’t possible, transcripts are provided. – Exception: In the event video content is used in assessments and captions provide answers, equal alternatives are given to students with accommodations. • Videos do not auto-play and can be controlled by the user for playback and volume. • Audio or text descriptions are provided for videos with visual elements not covered in the main audio.	• All course videos are accurately captioned. • Transcripts are also provided for videos that have been captioned.
5.5 Live Video	• Live virtual and synchronous video meetings/event platforms allow for displaying synchronized/auto-generated captions.	• Course uses WSU/GC supported platform like Zoom or Teams for synchronous meeting sessions. • Autogenerated captions are enabled during all virtual and synchronous video meetings/events.
5.6 Audio	• Transcripts are provided for audio-only content (e.g., Podcast, feedback, lectures, etc.) used in an LMS course. Exception: Audio in assessments (see 5.6 audio in Standards Details OneNote for more information) – Exception: When identifying audio-only content in assessments, equal alternatives such as captioning, ASL, or transcripts are provided for students with accommodations. • Audio content is NOT set to auto-play and can be controlled by the user for playback and volume.	• All audio-only course content consistently has transcripts. • Instructor includes message within course to have students notify them if they need to have a live captioner or ASL interpreter to participate in live virtual synchronous meetings/events.
5.7 Tables	• Tables in LMS content are styled for accessibility using formatting tools or HTML tags. • They are not presented as images, and include identified header rows and columns with non-empty header cells. • Each table has a unique caption or title and is used solely for organizing data, not for layout or design purposes.	• No table cells are empty.
5.8 Links	• Hyperlinks in LMS courses use concise, descriptive text that clearly indicates the link’s destination and are consistent for the same destination. • Different link destinations have a unique text description. • Hyperlinks avoid non-descriptive phrases like “go here,” “click to access,” “learn more,” etc. • Links are visually distinct from other text and indicate when they open in a new window.	• Course is free of duplicate links (i.e., links that navigate to the same destination) or are used sparingly.
5.9 Color Contrast	• Foreground and background text colors have sufficient contrast. • Regular text (12pt) has a contrast ratio of 14:5:1. • Large text (14pt–16pt bold, 18pt+ non-bold) has a contrast ratio of 13:5.	• Consistent use of dark text on a white background is used throughout the course; color text variation is avoided. • Text placed over images has sufficient color contrast and is easily distinguishable and readable visually and by assistive technology.
5.10 Color and Meaning	• Color used for meaning, alerts, or emphasis is paired with other visual cues like additional formatting (e.g., indents, highlighting), text (e.g., bold, increased font size, etc.), or symbols. • In graphs, charts, and tables, color fields are accompanied by text or data values rather than a separate color key. • Underlining is reserved for active hyperlinks and not used for emphasis.	• When color and associated visual elements are used, they are used consistently to demonstrate the same type of emphasis. • When color and associated visual elements are used for emphasis, they are used sparingly and do not require a color key and/or symbol key to determine what each color/symbol means.

Section B: Course Content Accessibility

Standard	Aligned	Exemplary
5.11 Textbooks	• Course provides students with more than one format to access/purchase (i.e., digital, hardcopy, audio, etc.).	• If a textbook is used in a course, there is an option offered in an accessible digital format.
5.12 Fonts	• LMS content pages consistently use default sans-serif 12pt (16px) font for body text – Exception: 10pt font can be used sparingly (14px). • Font size is adjustable by the user. • Serif fonts (e.g., Times New Roman) may be used minimally for emphasis (e.g., Headings) or in digital textbooks and articles. • Avoid using images of text when actual text can be used.	• LMS content pages consistently use default sans-serif font.
5.13 Documents (MS Word, PDFs, etc.)	• Documents are accessibly formatted. • PDF and document text is selectable, and not uploaded as images. • Text must be legible, properly oriented, and zoomable. • Text is compatible with text-to-speech and screen reader tools.	• All documents are consistently in an accessible format. • If available, documents pass the documents software’s built-in accessibility checker. • Course Content (assignment/exam instructions, HTML pages, etc.) is added directly to the LMS (using the Rich Content Editor) instead of through uploaded or embedded documents.
5.14 Math Equations	• Math equations in LMS content pages and documents are created/published in an accessible format. – For example, equations are published in MathML (Mathematical Markup Language) or have alternative text descriptions.	• All math equations are published as MathML.
5.15 Quizzes/Exams	• Only accessible quiz/exam question types are used, and use of inaccessible prompt-types like “Hotspot” and “Drag-and-Drop” is avoided.	• Only Classic Quizzes are used in Canvas.
5.16 Digital Presentations (e.g., MS PowerPoint Slides, Narrated MS PowerPoints, Lecture Video Presentations or Demonstrations, etc.)	• Digital presentation slides (e.g., PDF, PowerPoint) are provided in accessible formats and direct links to additional resources are included in LMS pages, not in the presentations themselves. – Exception: Videos can be embedded in the presentation if they are also discussed as part of the presentation. • Narrated presentations (i.e., PowerPoint) are uploaded as MP4s to Panopto, or created directly in Panopto. • Visual content in slides is described verbally in the narration. • Narrated presentations are captioned, or transcripts are provided if captioning is not available.	• Digital presentation slides and narrated presentations are consistently accessible. • Slides pass the presentation software’s built-in accessibility checker, if available. • Accessible alternatives are provided when presentations are not in an accessible format. • Math equations, graphs, data tables, diagrams, and images are verbally described in detail during presentations, and vague terms like “here” and “there” are avoided.
5.17 Interactive Digital Activities	• Interactive activities/multimedia are accessibly formatted (e.g., headings are used and in correct sequence, images have alt text descriptions, tables have row and column headers identified, etc.). • Images with motion can be paused. • Interactive content does not auto-play and can be controlled by the user for playback and volume. • Interactive content can be accessed and accurately navigated by the keyboard. • Captions are included for any audio or video included within interactive, or have transcripts if captioning is not available.	• Accessible alternatives are proactively provided when interactive activities/multimedia are NOT in an accessible format.
5.18 Third Party Resources	• Third party resources are accessible and adhere to current digital accessibility standards.	• Third-party resources are consistently accessible and adhere to current digital accessibility standards. • Documentation is provided that confirms the resource or software/application meets digital accessibility standards. • Accessible alternatives are proactively provided when third party resources are not in an accessible format.