It takes roughly six months to take a single online class through POCR.
The course author will be assigned a team of three reviewers. Reviewers follow the four sections of the CVC-OEI Course Design Rubric (summarized below).
Two reviewers will cover Sections A-C, and the third reviewer will always be an Accessibility expert to review Section D.
Each of the four sections of the rubric contain a number of standards that are rated as either Incomplete, Aligned, or Exemplary. Reviewers are looking for alignment but may offer guidance on how to bring some of the standards to exemplary.
SECTION A: CONTENT PRESENTATION
The 14 elements in this section address how content is organized and accessed in Canvas. Key elements include course navigation, learning objectives, and access to student support information.
SECTION B: INTERACTION
The six elements in this section address both Instructor-to-Student and Student-to-Student interaction. It's important that instructors initiate interaction with students and encourage interaction among students.
SECTION C: ASSESSMENT
The eight elements in this section address the variety and effectiveness of assessments within the course. Key elements include the alignment of objectives and assessments, the clarity of instructions for completing activities, and evidence of timely and regular feedback.
SECTION D: ACCESSIBILITY
The 16 elements in this section are reviewed to determine if a student using assistive technologies will be able to access the instructor’s course content as required by Section 508 of the Rehabilitation Act of 1973 (also known as “508 Compliance”). The accessibility elements focus on instructor-generated content that is primarily under the control of faculty when developing a course.
EXAMPLES OF REVIEWER FEEDBACK
A11: Learner Feedback – Exemplary: We were happy to see three anonymous "Self-Reflection" assignments for students to consider their understanding of course concepts – as well as two anonymous surveys in Weeks 8 and 17 asking for student feedback on the course itself. Feedback collected early and throughout the semester allows you make changes to the course that current students can still benefit from. This also gives students extra incentive to give you constructive feedback. Excellent work here!
Example of issues and comments from a review team:
Issue: Instructor has embedded a 20-minute YouTube video on a Canvas page and given instructions to, “Watch the following video.”
Review team comment: A9: Instructions – Incomplete. Great job embedding the video on your course page. This will help students stay focused on your content! We could not find instructions for students as to what to do with the video. Will students be assessed on this material? What areas/ideas in the video should the students focus on? We recommend giving students instructions such as, “Please watch the following video, taking notes on the topics of ..... as these will be covered in the unit discussion.”
Issue: Instructor has sporadic use of rubrics, and when used, criteria for meeting assessment expectations is unclear or minimal in detail.
Review team comment: C5: Rubrics/Scoring Guide – Incomplete. Students will appreciate the criteria for grading outlined in the Syllabus under "Criteria for Grading Assignments and Assessments," as well as in your discussion rubrics. We only found rubrics for about half the discussions, and suggest including rubrics for all of them, as well as instructions for how students can view the rubrics. For example, "Select the three-dot icon in the top-right corner and then select 'Show Rubric'." To align with this standard, we suggest creating rubrics for all assignments, too, such as Assignment 4. Students find it most helpful when rubrics are fully developed, with descriptions for each rating that clearly state the criteria for meeting competencies.