CI Quality Online Learning and Teaching (QOLT) Rubric

Section 1: Course Overview and Introduction
Section 2: Assessment and Evaluation of Student Learning
Section 3: Instructional Materials and Resources Utilized
Section 4: Student Interaction and Community
Section 5: Facilitation and Instruction
Section 6: Technology for Teaching and Learning
Section 7: Learner Support and Resources
Section 8: Accessibility and Universal Design for Learning
Section 9: Course Summary and Wrap Up

SECTION 1: Course Overview and Introduction

A successful online learning experience begins with an introduction to the course essentials. The class should clearly convey what students will learn, how they will learn it, and who they will learn with.


1.1 Instructor uses course environment to provide clear and detailed instructions for students to begin accessing all course components such as syllabus, course calendar, and assignments.

1.2 Detailed instructor information is available to students and includes multiple formats for being contacted by students, availability information, brief biographical information, and a picture and/or video of the instructor.

1.3 Course description includes the purpose and format of the course, as well as prerequisite knowledge and competencies, if applicable.

1.4 Online etiquette expectations for various forms of course communication and dialog (e.g., chat, “hangout,” email, online discussion) are presented and clear to the student.

1.5 A link to the CI Academic Dishonesty policy is provided.

1.6 A list of technical competencies necessary for course completion is provided; identifying and delineating the role/extent the online environment plays in the total course.

1.7 Instructor provides samples of student work and provides opportunities for students to ask questions.

1.8 Instructor asks students to share their own learning goals.

SECTION 2. Assessment and Evaluation of Student Learning

Online teaching offers a range of options for assessing student learning. Effective online learning is an active, continuous, and growth-oriented process.


2.1 All Student Learning Objectives/Outcomes (SLOs) are specific, well-defined, and measureable.
2.2 Grading policy is provided in a manner that clearly defines expectations for the course and respective assignments.
2.3 The learning activities (including the assignments and ungraded activities) promote the achievement of the SLOs.
2.4 The assessment instruments (e.g., rubrics) are detailed and appropriate to the student work and respective outcomes being assessed. This includes assessing modes of online participation and contributions.
2.5 Throughout the semester, instructor provides multiple opportunities to give feedback on students learning and to help students “self-check” their learning.
2.6 Throughout the semester, instructor provides multiple opportunities to solicit feedback from their students about their learning and on the course for the improvement of the course.

SECTION 3. Instructional Materials and Resources Utilized

Teaching online provides access to a robust collection of existing resources that may be used to support student learning.


3.1 Instructor provides students with adequate time and notice to acquire course materials.
3.2 Syllabus lists whether textbooks and materials are required or recommended.
3.3 Instructor articulates the purpose of all materials as to how they are related to the course and module learning objectives.
3.4 When possible, instructor provides s options in terms of how students acquire course materials, including Open Educational Resources.
3.5 There is a variety of instructional material types and perspectives, while not overly relying on one content type such as text.
3.6 Modeling academic integrity, instructor appropriately cites all copyrighted resources and materials that are reused throughout the course.

SECTION 4. Student Interaction and Community

Effective online learning is active and student-centered. Regular student-student interactions foster a sense of belonging among learners and introduce students to diverse perspectives.


4.1 At the beginning of the course, instructor provides an opportunity to have students self-introduce to develop the sense of community.
4.2 Instructor provides the information about how to be a successful online learner/student.
4.3 Navigation throughout the online components of the course is logical, consistent, and efficient.
4.4 Learning activities facilitate and support active learning that encourages frequent and ongoing peer-to-peer engagement.
4.5 The modes and requirements for student interaction are clearly communicated.
4.6 Instructor clearly explains his or her role regarding participation in the online environment. Instructor participates and manages, yet lets students take reasonable ownership.
4.7 The course learning activities help students understand fundamental concepts, and build skills useful outside of the course.

SECTION 5. Facilitation and Instruction (Course Delivery)

An approachable, present online instructor plays a critical role in student engagement, motivation, and success. The instructor also plays a key role in fostering a sense of community in the class.


5.1 The instructor was helpful in identifying areas of agreement and disagreement on course topics.
5.2 Instructor helps students understand importance of course topics and related outcomes
5.3 The instructor helps keep course participants engaged and participating in productive dialogues.
5.4 Instructor encourages students to explore new concepts through the course experience.
5.5 The instructor helped to focus discussion on relevant issues.
5.6 The instructor provides feedback in a timely fashion.
5.7 Instructor sends communications about important goals and course topics as opportunities arise.
5.8 Instructor sends reminders of due dates and duration of respective modules, as well as other instructions to keep students on task.

SECTION 6. Technology for Teaching and Learning

The instructor is able to effectively use diverse technologies to achieve the course’s learning objectives, delivering course content and engaging students in diverse types of interactions and learning activities: individual, between students and instructor-and-student.


6.1 The tools and media support the course learning objectives/outcomes.
6.2 Instructor takes advantage of the current tools provided by the Learning Management System (or similar) to enhance learning.
6.3 Technological tools and resources used in the course enable student engagement and active learning.
6.4 Instructor provides clear information regarding access to the technology and related resources required in the course.
6.5 Acceptable technological formats for assignment completion and submissions have been articulated.

SECTION 7. Learner Support and Resources

Our campus offers numerous resources for students. Especially for online students who don’t have a physical presence on our campus, the instructor becomes the gatekeeper to these resources.


7.1 Instructor states her or his role in the support process.
7.2 The course syllabus (or related) lists and/or links to a clear explanation of the technical support provided by the campus and suggestions as to when and how students should access it.
7.3 Course syllabus (or related) provides an introduction to campus academic (non-technical) support services and resources available to support students in achieving their educational goals. (e.g., Disability Support Services, Writing Center, Tutoring Center)
7.4 Course syllabus (or related) provides information regarding how the institution’s student support (non-academic, non-technical) services and resources (e.g., advising, mentoring) can help students succeed and how they can these services.

SECTION 8. Accessibility and Universal Design for Learning

This section addresses the course’s adherence to accessibility and universal design principles that are critical to all learners.


8.1 Instructor articulates how s/he proactively supports a wide range of learning styles and abilities of all students, as opposed to just making reactive accommodations for the needs of students with unique needs. Note: This support does not entail sacrificing academic rigor or student learning outcomes. The goal is supporting the needs of all learners as opposed to having an inflexible teaching and learning process.
8.2 Students are given accessibility information and policies related to the online course environment (link to the CI Disabled Student Resources page is included, syllabus includes the CI Disabled Student Services statement).
8.3 Students can clearly ascertain the role of the instructor in providing support for those officially registered with the campus disability services office.
8.4* Course materials created by the instructor or from external sources are in formats that are accessible to students with disabilities.
8.5* All tools used within learning management system or that are third-party are accessible and assistive technology ready.
8.6* If accessibility of a particular course resource or activity is not practicable, instructor provides an equally effective accessible alternative for students.

* Although these objective are important, we recognize not all faculty have the knowledge to check technologies to see if they are accessible. If you have questions about this area, please leave 8.4, 8.5 & 8.6 blank.

SECTION 9. Course Summary & Wrap-Up (Course Delivery)

As the course comes to an end, it is important that instructor provides feedback and opportunities to reflect about the student’s learning in the course.


9.1 Instructor provides students opportunities to ask questions as a form of closure and to foster insight into accomplishments.
9.2 Instructor provides students with feedback about their overall learning and progress and their experiences of the term.
9.3 Instructor provides opportunities for students to reflect on their learning and connect their individual learning goals with the expectations (stated learning objectives and outcomes) of the instructor.