WVU Online Course Rubric 1.0
This Online Course Rubric is designed to support faculty and instructional designers in evaluating and developing online courses at WVU. Whether you're reviewing and improving an existing course, or planning a new one, this rubric provides a structured, effective framework.
View the full Rubric Spreadsheet here (Google Sheet). Note: Once the link above loads, click "File", and then "Make a Copy" to save a working copy in your own Google Drive.
- Course includes a Course Introduction module (such as Orientation, Start Here, or Getting Started, etc.).
- Course overview provides measurable course level learning objectives/outcomes (in the syllabus and optionally on their own page).
- Course overview includes the syllabus, course schedule, and other resources that make course expectations clear and findable.
- An instructor welcome message is included in the course overview.
- Course Overview includes links to relevant campus policies on plagiarism, technology use, filing grievances, accommodating disabilities, etc.
- Course provides access to online learner success resources (Libraries, Student Support Services, Tutoring, etc.).
- Course activities and content match expectations for the number of credit hours and the overall course format in the official schedule of courses (on-campus, hybrid, hyflex, online synchronous, online asynchronous, or low-residency).
- Course Syllabus follows the approved format and includes official policies.
- Course Overview provides contact information for college, department, and program.
- Course Syllabus provides contact information for instructor and the time duration that should be expected to receive a reply.
- Requisite skills for using technology tools (websites, software, and hardware) are clearly stated and supported with resources.
- Learners will likely try to access their online courses on several different devices. If some activities require a computer (such as full computer versions of an app) to complete, make this clear. If some activities require a mobile device, make this clear. If special devices are required, make this clear.
- The course includes links to privacy policies for technology tools.
- Technology requirement policies are included or linked in the Course Overview or Syllabus.
- The course is organized in a student-centered way, preferably using learning modules and sub-folders in chronological and topical order. Learning Modules (whether labelled units, modules, lessons, etc.) should contain all instructor narrative, links, activities, etc. which are required to successfully complete that module, in the order students will need them.
- Content pages should be logically "chunked" to avoid scrolling endlessly, and aid in student review. Content pages are not merely pasted PowerPoint Slide bullet points, videos, or links without introduction. Content pages contain narrative framing text to explain the relevance of the lists, images, videos, etc. that may be included in pages.
- There is enough contrast between text and background for the content to be easily viewed, and color is not used as a sole method of conveying information.
- Activity/assessment names are consistent throughout the course, and clear instructions are provided within or next to the activity.
- The course is reasonably free of grammatical and spelling errors.
- Text is formatted with built in titles, headings, list formatting and other styles to enhance accessibility, readability, and improve the structure of the document.
- Flashing and blinking text are avoided. Flashing or strobing videos should be preceded by a warning.
- A sans-serif font with a standard size of at least 14 pt is used.
- When possible, information is displayed in a linear format instead of as a table. Tables are not used for visual layout purposes or just to provide a box on a page.
- Tables are given context by framing text which explains the relevance of the table's information.
- Table header rows and/or columns are assigned.
- Online courses should follow consistent branding across the banner, borders, module images, slide styles, etc.
- For all slideshows, there are simple, non-automatic transitions between slides. Keyboard control is available.
- Course offers access to a variety of engaging resources to present content, support learning and collaboration, and facilitate regular and substantive interaction with the instructor.
- Course provides activities for learners to develop higher-order thinking and problem-solving skills, such as critical reflection and analysis.
- Course provides activities that emulate real world applications of the discipline, such as experiential learning, case studies, and problem-based activities.
- Learning Modules (whether labelled units, modules, lessons, etc.) each contain measurable learning objectives which align with course level learning objectives/outcomes and the assessments in each module.
- Course materials and resources include copyright and licensing status, clearly stating licensing or permission to share where applicable. Materials are not used without licensing or permission.
- Text content is available in an easily accessed format. All text content is readable by assistive technology (including PDF files and third-party files). Text is not presented solely as an image. Closed captions have been proof-read and include punctuation and proper spelling.
- A text equivalent for every non-text element is provided (alternative text/image descriptions, captions, transcripts, etc.). Audio description is provided for videos with action that is not described by narrative. Audio transcripts describe content that is not described by the narrative.
- Text, graphics, and images are understandable when viewed without color. Text should be used as a primary method for delivering information.
- Hyperlink text is descriptive and makes sense when out of context (avoids using "click here" or showing the full web address).
- Regular and substantive instructor-to-student expectations, and both predictable/scheduled interactions and feedback. are present, appropriate for the course length and structure, and are easy to find.
- Expectations for all course interactions (instructor to student, student to student, student to instructor) are clearly stated and modeled in all course interaction/communication channels.
- Learners have an opportunity to get to know the instructor.
- Course provides activities intended to build a sense of class community, support open communication, promote regular and substantive interaction, and establish trust (e.g., ice-breaking activities, Course Bulletin Board, planned Office Hours, and dedicated discussion forums).
- Course offers opportunities for learner-to-learner interaction and constructive collaboration, which receive instructor feedback at regular intervals.
- Course provides learners with opportunities in course interactions to share resources and inject knowledge from diverse sources of information with guidance and/or standards from the instructor.
- Course grading policies, including consequences of late submissions, are clearly stated in the Course Information/Syllabus materials.
- Course includes frequent, appropriate, and authentic methods to assess the learners’ mastery of content, with expectations for grading turn-around time clearly stated and followed.
- Criteria for the assessment of a graded assignment are clearly articulated (rubrics, exemplary work).
- Course provides opportunities for learners to review their performance and assess their own learning throughout the course (via pre-tests, self-tests with feedback, reflective assignments, peer assessment, etc.).
- Learners are informed when a timed response is required. Proper lead time is provided to ensure there is an opportunity to prepare accommodation.
- Learners have easy access to a well-designed and up-to-date gradebook.
- The course includes a link to WVU's Speculative Perception of Teaching Instrument in BluEra to allow students the opportunity for learners to provide descriptive feedback on their experience in the online course, the course design, content, user experience, and technology.