The link below is to the current version of Las Positas’ Online Course Evaluation Rubric: Best Practices in Designing Online Courses. See other example of course evaluation rubrics by clicking on “Rubrics (Online Course) in the “Caterogies” list on this page.
The download link below is the 12/12/06 version of UConn’s rubric for online courses. The rubric is based on an early version of Quality Matters rubric. They now use Quality Matters.
More examples of course assessment rubrics can be found by clicking on the “Rubric (Online Course)” entry in the “Categories” area on this page.
The link below is to the July 2011 version of Houston Community College’s Online Course Evaluation Rubric. See other example of course evaluation rubrics by clicking on “Rubrics (Online Course) in the “Caterogies” list on this page.
Olseova, Larisa A., Jennifer C. Richardson, Donald Weasenforth, and Christine Meloni. “Using Asynchronous Instructional Audio Feedback In Online Environments: A Mixed Methods Study.” MERLOT Journal of Online Learning and Teaching, volume 7, number 1 (March 2011): 30-42.
Abstract: This study explored how instructional audio feedback was perceived by English as a Foreign Language (EFL) and English as Second Language (ESL) students who participated in a collaborative online project involving two classes, one in Russia and the other in the US. Specifically, it examined: 1) the possible differences between EFL and ESL students’ perceptions of audio and text feedback when receiving audio feedback from a non-native speaker (NNS) and 2) the possible differences in their perceptions of the sense of presence (teaching, social, and cognitive) as determined by the Community of Inquiry (CoI) framework when receiving audio feedback from the NNS instructor. A mixed methods research design was utilized. The two groups preferred receiving both written and audio feedback, but their perceptions of teaching presence differed. This study has broad implications not only for online learning environments but any learning environment that includes EFL/ESL students.
The article is available for free at MERLOT at this link.
Michigan Learning College Association Virtual Learning Collaborative’s Online Course Development Guidelines and Rubric.
The printer friendly user version is available here: http://www.mccvlc.org/~staff/content.cfm?ID=108&printVersion=1
Michelle Costello, Education and Instructional Design Librarian, Milne Library, SUNY Geneseo.
“If you are able to, regularly attend workshops and conferences on instructional design and instructional technology. These will keep you apprised of the newest developments in the field and are a great way to network. Make sure you take the time to go to events outside of formal sessions; these are often the best times to meet new people and talk about the ideas discussed during the formal sessions. In addition, take advantage of conferences and workshops outside of your specific field or area.” (For example, if you are an academic, go to a corporate-focused conference.)