Minimum standards and expectations for online instruction

To help ensure online instruction regulations are met as well as good educational practices are achieved, all online courses are expected to provide:

1.      Regular and Substantive Interaction

2.      Formative Assessment and Feedback

3.      Well Organized Course Design and Layout

4.      Meaningful Course Content and Activities

Online courses MUST have regular and substantive interaction (RSI) built into the course – this helps ensure quality instruction while also meeting requirements set out by the DoE. Courses that fail to meet these requirements may cause financial repercussions for the school and students. To meet the requirements instruction must include:

• Predictable and scheduled interactions between the instructor and students (examples: scheduled synchronous class sessions; regular virtual office hours.
• Monitoring student engagement and success – and proactively reaching out to students who are struggling.     
  • Instructors must monitor student participation, with close attention to the first 2 weeks of class. If a student is not actively engaged in the class in the first 2 weeks, the instructor will reach out directly to the student. If after 2 weeks, a student has still not engaged in the course, the instructor will notify Student Services and/or the Program Director.
  • Similarly, the instructor will monitor student participation for the duration of the course, reaching out directly to a student if they have not been active during a particular week and notifying Student Services and/or the Program Director if there has been a gap in participation of 2+ weeks.
• Interaction: Instructors must substantively interact with students and give them the opportunity to ask questions related to the course content - through direct instruction, assessment or feedback on individual student’s work, providing information or responding to questions about the course, and/or facilitating group discussion.           

A note: If you are teaching an asynchronous course, recorded weekly lectures alone do not meet the requirements for RSI because there is no opportunity for students to interact with you as the instructor. Recorded lectures must be paired with other activities that allow students to ask questions and interact with you. 

Every course should provide students with meaningful assessment and feedback. It is not enough to merely grade an assignment; instructors must provide feedback. The course should include regular assessments and feedback throughout the semester and your assessments should build off of one another in terms of content and skill. Timely feedback (returning student work within 2 weeks of the due date) is recommended for students to be able to integrate this feedback into future work.

Your course should be well organized and laid out intuitively, with all links and embedded media confirmed to be functional, and follow a weekly course format. It is required for instructors to use the SUNY-supported Brightspace Learning Management platform. Your course should clearly indicate what activities and materials will be covered each week. Materials should be designed to meet ADA requirements for accessibility. 

• All online courses must include a welcome and overview of the course within Brightspace, making clear what the course description and learning objectives are, and where particular course material is located. 
• The course also must specify the modality of instruction (synchronous or asynchronous, or a mix). The course should provide clear contact information for the instructor and regular office hours (even if these are via Zoom). 
• The instructor must provide an overview/tutorial of any technology or apps incorporated into the course.

The content in your course should be directly related to the course description and aimed at helping students achieve the learning objectives. Instructors are responsible for creating original content (lectures or other content) that support the course description and objectives. Instructors are also responsible for setting out expectations for respectful and quality participation.  

• Instructors will be actively engaged with students: Instructors will use the University-supported learning management system (currently Brightspace) and actively monitor both their course and UB email. It is expected that instructors respond to student inquiries within 2 business days.
• Instructors will monitor student participation and proactively reach out to students who may be struggling.
• Instructors will grade and provide detailed feedback to students in a timely manner (within 2 weeks of the due date).
• Instructors will facilitate student-to-student and student-to-faculty interaction (through such activities as discussions, peer review, virtual group work)
• Online courses follow the same start and end dates as a face-to-face semester.
• Online courses meet the same credit hour standards as set forth by the Middle States Standards and SUNY – this specifies that a 3 credit class should be about 9 hours of work a week for students.

Online learning should be dynamic, formative and interactive. Online courses require intention and skill to develop and implement, and following these standards can help ensure a quality learning experience for students. For additional guidance on teaching online, see Appendix B: SUNY Online Course Quality Review (OSCQR), and/or Appendix C: Faculty Planning Worksheet for RSI.  

• Currently the UBSSW offers 4 types of online instruction, all of which allow students to learn from a distance and do not require students to come to campus.
  •  Synchronous Online: Students attend class virtually, in real-time at a regularly scheduled (usually weekly) class time. Students attend class via zoom or another university-supported video conferencing app to allow virtual students to be active participants in the learning experience, despite not being physically present in the classroom.
  • Asynchronous Online: Students can engage in learning on their own time as there are no required synchronous meetings.  Students interact with their peers and with the course instructor using asynchronous technologies which allow for reflection, collaboration and student-to-student interactions.
  •  Hybrid Online: This type of course is some mix of synchronous and asynchronous content.
  • HyFlex (at UB): The instructor offers some combination of in person instruction, concurrent live online synchronous instruction, and/or asynchronous instruction.

The SUNY Online Course Quality Review (OSCQR) is a set of standards to ensure that courses are learner centered and well designed, specifically targeting online courses. The standards are listed below. The OSCQR website provides more detailed definitions of the standards and provides sample activities that you can use to meet each of the standards. It is a great resource for designing new courses or guiding the continuous course improvement process.

1. Course includes Welcome and Getting Started content.
2. Course provides an overall orientation or overview, as well as module-level overviews to make course content, activities, assignments, due dates, interactions, and assessments, predictable and easy to navigate/find.
3. Course includes a course information area and syllabus that make course expectations clear and findable.
4. A printable syllabus is available to learners (PDF, HTML).
5. Course includes links to relevant campus policies on plagiarism, computer use, filing grievances, accommodating disabilities, etc.
6. Course provides access to online learner success resources (technical help, support services, orientation, academic honesty, tutoring).
7. Course information states whether the course is fully online, blended, or web-enhanced.
8. Course provides appropriate guidelines for successful participation regarding technical requirements (e.g., browser version, mobile, publisher resources, secure content, pop-ups, browser issues, microphone, webcam).
9. Course objectives/outcomes are clearly defined, measurable, and aligned to learning activities and assessments.
10. Course provides contact information for instructor, department, and program.                    

11. Requisite skills for using technology tools (websites, software and hardware) are clearly stated and supported with resources.

12. Technical skills required for participation in course learning activities scaffold in a timely manner (orientation, practice and application - where appropriate).

13. Frequently used technology tools are easily accessed. Any tools not being utilized are removed from the course menu.

14. Course includes links to privacy policies for technology tools.

15. Any technology tools meet accessibility standards.

16. A logical, consistent and uncluttered layout is established. The course is easy to navigate (consistent color scheme and icon layout, related content organized together, self-evident titles).

17. Large blocks of information are divided into manageable sections with ample white space around and between the blocks.

18. There is enough contrast between text and background for the content to be easily viewed.

19. Instructions are provided and well-written.

20. Course is free of grammatical and spelling errors.

21. Text is formatted with titles, headings and other styles to enhance readability and improve the structure of the document.

22. Flashing and blinking text are avoided.

23. A sans-serif font with a standard size of at least 12 pt is used.

24. When possible, information is displayed in a linear format instead of as a table.

25. Tables are accompanied by a title and summary description.

26. Table header rows and columns are assigned.

27. Slideshows use a predefined slide layout and include unique slide titles.

28. For all slideshows, there are simple, non-automatic transitions between slides.

29. 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.

30. Course provides activities for learners to develop higher-order thinking and problem solving skills, such as critical reflection and analysis.

31. Course provides activities that emulate real world applications of the discipline, such as experiential learning, case studies and problem-based activities.

32. Where available, Open Educational Resources, free or low cost materials are used.

33. Course materials and resources include copyright and licensing status, clearly stating permission to share where applicable.

34. Text content is available in an easily accessed format, preferably HTML. All text content is readable by assistive technology, including a PDF or any text contained in an image.

35. A text equivalent for every non-text element is provided (“alt” tags, captions, transcripts, etc.) and audio description is provided for video-only content.

36. Text, graphics, and images are understandable when viewed without color. Text should be used as a primary method for delivering information.

37. Hyperlink text is descriptive and makes sense when out of context (avoid using "click here").

38. Regular and substantive instructor-to-student expectations, and predictable/scheduled interactions and feedback are present, appropriate for the course length and structure, and are easy to find.

39. 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.

40. Learners have an opportunity to get to know the instructor.

41. 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).

42. Course offers opportunities for learner-to-learner interaction and constructive collaboration.

43. 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.

44. Course grading policies, including consequences of late submissions, are clearly stated in the Course Information/Syllabus materials

45. Course includes frequent, appropriate and authentic methods to assess the learners’ mastery of content.

46. Criteria for the assessment of a graded assignment are clearly articulated (rubrics, exemplary work).

47. 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.).

48. Learners are informed when a timed response is required. Proper lead time is provided to ensure there is an opportunity to prepare an accommodation.

49. Learners have easy access to a well-designed and up-to-date gradebook.

50. Course includes the opportunity for learners to provide descriptive feedback on their experience in the online course, the course design, content, user experience and technology.

This worksheet is structured to guide faculty through the planning process to ensure that they are meeting the requirements for regular and substantive interaction within their online courses. As you move through the worksheet, you will find the specific regulatory requirements. For each of the requirements, think about how you plan to structure your course and learning activities to fulfill these requirements.

While the regulations split out “regular” and “substantive” into separate categories with specific requirements, it is best to remember that both still apply to how you plan specific types of learning activities. For example, if you are planning on using Direct Instruction as your substantive activity, it still needs to occur on a regular basis, so weekly, bi-weekly or commensurate with the length and breadth of the course.

Regular interaction must occur between the students and instructor. Student-student interaction does not contribute to meeting the RSI requirements. Faculty must meet two requirements to ensure that their interaction with students is considered regular.

• How long is your course?
• How frequently will you interact with your students? (weekly/bi-weekly/monthly)
• How will you meet or interact with your students? (video-conference/synchronous chat/weekly messages or announcements)
• How will you communicate these expectations to students? (syllabus statement/announcements/other)
• What course content or activities will you include in each session or communication to make sure that they are substantive in nature?
• Other considerations?

• What are your institution’s policies and expectations with regard to monitoring student’s engagement and success?
• How will you make sure you are following those policies and expectations?
• How will you monitor students’ activity to make sure they are remaining engaged? (weekly discussions/regular quizzes/monitoring LMS access/synchronous attendance)
• How will you communicate your expectations to students?(syllabus/announcements/intro video)
• What communications channels will you use for students to request help?dedicated discussion board/email/phone)
• How will you communicate the availability of these channels to students? (syllabus/announcements/welcome video)

Substantive interaction is engaging students in teaching, learning, and assessment, consistent with the content under discussion, and also includes at least two of the following —

Please indicate which two of these categories you will focus on in your course to meet the minimum requirements.  It is strongly encouraged that you include as many categories as possible, as that will increase learning opportunities for students.

(i) Providing direct instruction. 

(ii) Assessing or providing feedback on a student’s coursework.

(iii) Providing information or responding to questions about the content of a course or competency.

(iv) Facilitating a group discussion regarding the content of a course or competency.

(v) Other instructional activities approved by the institution’s or program’s accrediting agency.

Direct instruction requires synchronous interaction where students have the ability to ask questions and receive feedback. Remember, pre-recorded lectures are not considered direct instruction and some other interactive activity must be used to make pre-recorded lectures count as part of substantive interaction.

• How will you connect with students to offer direct instruction? (synchronous video/ synchronous chat)
• How often will you meet for direct instruction?
• How will you structure your sessions? (lecture with opportunity to take questions/office hours/practice sessions)
• If you intend to use pre-recorded lectures as your direct instruction, what follow-up activities will you have your students perform to make this interactive? (discussion board follow-up/office hour Q&A/synchronous chats)

It is important to remember that only providing a grade on an assignment does not qualify for substantive interaction. Specific individualized feedback on assignments is required. This feedback must be provided by the instructor and not automatically computer generated.

• What assignments will you be providing feedback on? 
• Are these frequent enough to be regular in nature (commensurate with the length of the course)?
• How quickly will you provide the feedback to students?
• Will you allow opportunities for students to follow up with you on the feedback you give them?
• How will you communicate these expectations to your students?(syllabus/announcements/welcome video)

When providing information, it needs to concern the content of the course. Simple reminders about due dates or what needs to be done each week are not substantive in nature. 

• How often will you send out reminders and updates on course activities? (weekly/bi-weekly)
• What information will you include to make sure that the reminders contain content about the course subject? (content summaries/common misunderstandings/scaffolding cues)
• Will you have a specific way or multiple ways for students to request help or clarification? (dedicated discussion board/email/office hours)
• How will you communicate the availability of these resources or preferences for student outreach and expectations for response times? (syllabus statements/welcome videos/announcements)

• What technologies will you use for discussions? (discussion boards/asynchronous chat/synchronous video)
• How often will students be expected to participate in these activities?
• How will you support productive discourse within the course?
• How will you note areas of agreement and disagreement within the discussions and refocus when necessary?
• How will you communicate expectations for the discussion participation to your students? (syllabus/announcements/welcome video)

• What activities are you planning that do not fall within the other categories for substantive interaction?
• What are your institutions guidelines pertaining to “other” activities and how do your planned activities fall within these guidelines?
• What are your accrediting agency’s guidelines pertaining to “other” activities and how do your planned activities fall within these guidelines?
• If your activities do not fall within the accrediting agency’s guidelines how will you attain a letter of approval?
• How often will you offer these activities, and are they regular in nature?