MEDT 7472 Online Course Review Instrument

Adapted from University of West Georgia 5-Star Online Course Review and National Standards for Quality Online

Course : The Civil War and Reconstruction- 1861-1865: A New Birth of Freedom
Grade Level: Not specified but likely undergrad survey history course
Teacher(s) of Course: Eric Foner, Columbia University
Date of Review: 9/4/2018
Reviewer: Jeff Welch

Rating Scale
0 Absent - component is missing
1 Unsatisfactory - needs significant improvement
2 Somewhat satisfactory - needs targeted improvements
3 Satisfactory - discretionary improvement needed
4 Very Satisfactory - no improvement needed
Course Goals and Objectives are clearly stated in the
syllabus and on the course intro page. Goals and
Standard A: Introduction and Information Score Comments
Objectives are measured in multiple ways such as
quizzes, discussions, document analysis activities, and
The goals and objectives clearly state what the participants will know or be exams. The discussions,
course syllabus did not mention
The course quizzes, exams, and analysis
A1 able to do at the end of the course. The goals and objectives are 3 National/State standards, soWithin
a rating of 3section
was given
activities are very rigorous. each of the
measurable in multiple ways, and are aligned to National/State standards because I believe
course videos are the standards
embedded should be
explaining theaccessible.
content.
The course content and assignments are of sufficient rigor, depth and These videos are understandable and provide a great
A2 breadth to teach the standards being addressed. 3 foundation for students to apply their knowledge in their
assignments.
The discussion board has an introduction post as well as
Students are encouraged to introduce themselves to the class a "get to know you" survey. Students complete both as a
A3 4
form of introduction.
The course syllabus is easily located, and provides complete and clear
information pertaining to ALL of the following: course objectives, grading, The course syllabus is easily located and provided clear
A4 instructor contact information, required materials, the nature of distance 4 expectations for the course. The honesty policies are not
learning, and honesty policies ensuring the integrity of student work. included in the syllabus but can be found at the bottom of
The
the edXcourse is organized into 8 sections. When you select
website.
Although
a section the the course
students is can
through
viewedX, the course
all course is notand
materials one
Course requirements are consistent with course goals, are representative
A5 4 Irequirements
would consider for "active". The professor
that particular is noteasy
section. Very accessible
to
of the scope of the course and are clearly stated. through
The course
navigate! this instructions/syllabus
course. The only communication
do not mention thatany
would
Information is provided to students, parents and mentors on how to be able to take
information place would
regarding be that
technology of student toI student.
requirements. would I
A6 communicate with the online instructor and course provider. 0 would suggest
assume if you canallowing some
log into edXform
thenofyoucontact
wouldwith
be the
able to
professor.
access all of the course materials. Since this is not clearly
Minimum technology requirements and prerequisite technology skills are stated, it could cause some confusion. I would suggest
A7 clearly stated. 0 adding
Within thetechnology requirements
course syllabus, (major or minor)
the expectations to the
are clearly
course syllabus.
written. If the learner clicks on the Terms of Service
Expectations for academic integrity, use of copyrighted materials, hyperlink the information regarding copyrights, plagiarism,
plagiarism and netiquette (Internet etiquette) regarding lesson activities, and online conduct are outlined. I feel as if this
A8 4
discussions, and e-mail communications are clearly stated. information should also be provided in the course syllabus
as well.
The instructor provides a biography/photograph, a welcome message, and Under the "About Us" tab features and photograph and
an appropriate self-introduction which presents the instructor as information
Privacy policiesabout arethe professors.
clearly stated,On butthe course
maybe difficult to
A9 3
approachable and engaged. introduction
find for someone page unfamiliar
a welcomewith message is displayed
an online course. They
allowing
are foundthe onlearners
the webpage to engage
of thewith the professor.
course at the very
Privacy policies are clearly stated. bottom of the webpage. I would recommend adding the
A10 4
privacy policy or a hyperlink in the course syllabus.
Content Notes

I believe that this standard could use some improvement when it comes to the area of communication. Although the course is not one that has an active
professor available, I believe it would be beneficial to have someone as a point of contact for learners in the course. Also, I believe some work needs to be
done to the syllabus for this course. The privacy policy, academic integrity, copyrighted materials, and technology requirements could all be easily added to
the course syllabus.

Standard B: Instructional Design Score Each section is broken Comments

down into subsections with
Course design reflects a clear understanding of all students’ needs and practice quizzes, discussions, and activities embedded.
B1 incorporates varied ways to learn and master the curriculum. 3 There are videos within each section followed by the
assessments for each subsection.
 The course is organized by units and lessons that fall into a logical The content goes in chronological order because each
sequence. Each unit and lesson includes an overview describing section describes a different event during the American
B2 objectives, activities, assignments, assessments, and resources to provide 4 Civil War. Each section has subsections that break down
multiple learning opportunities for students to master the content. Learners watch
the content evenvideos throughout
further. Giving thethe course
learner and take
flexibility to
quizzes basedeach
work through on the content
section andofnot
theget
videos. Although the
overwhelmed.
The course instruction includes activities that engage students in active videos are engaging, since discussions are not required I
B3 learning. 2 would say the learners are not actively learning the
material.
The course and course instructor provide students with multiple learning There are not multiple ways of learning in this course.
paths, based on student needs that engage students in a variety of ways. Each section has a video that must be watched in order to
B4 2 learn the content. Once the video has been watched then
the learner begins the assessments for that section.
The course provides opportunities for students to engage in higher-order The discussion questions posed throughout the course
thinking, critical reasoning activities and thinking in increasingly complex encourage higher order thinking and reasoning. If the
B5 3 learners had to write essays, I would say critical thinking
ways.
would increase.
Readability levels, written language assignments and mathematical
B6 requirements are appropriate for the course content and grade-level 4
expectations. The content is appropriate for a college level history
course.
This course lacks the instructor-student interaction. Since
The course design provides opportunities for appropriate instructor- quizzes and exams are graded automatically, students
student interaction, including opportunities for timely and frequent receive feedback throughout the course. Practice
B7 feedback about student progress. 2
activities also provide learners with feedback if they make
mistakes.
The course design includes explicit communication/activities (both before
and during the first week of the course) that confirms whether students are
engaged and are progressing through the course. The instructor will
B8 2
follow program guidelines to address non-responsive students. Although it is not a course requirement, discussion boards
are available to the learner. This again is more student to
student communication rather than instructor to student.
The course provides opportunities for appropriate instructor-student and
student-student interaction to foster mastery and application of the
B9 material. 3
Student to student communication is encouraged. This
course lacks any instructor-student communication.
Each activity and assignment is well-written, providing students with a
clear understanding of what is expected and how they should submit their
B10 4 In the syllabus the assignments are described and it is
work. understood that the learner must pass the quizzes and
the
Theexam in order to
supplemental pass theavailable
materials course. to the learners in
Students have access to resources that enrich the course content. this course are abundant. Images, videos, primary
B11 4
sources, and books are all available to enrich the content.
Instructional Design Notes
As far as the instructional design of this course, much could be improved. When developing an online course, it is essential to use student-centered
instructional strategies that connect to real-world applications. Within this course, videos are the primary source of instruction. Quizzes and exams are the
only measurement of student mastery. I would suggest adding a small group project to promote collaboration. Also, I would recommend making the course
discussions mandatory and use those as another measurement of student mastery. The videos in the course could be further developed to better engage
students. For example, questions/activities could be embedded throughout the video forcing the learner to pause the video and practice. Also, the course
also has multiple learning paths allowing the learner to view the sections in any order you like. The multiple paths allow flexibility for the learner, and I
believe the course has been developed in a satisfactory way concerning this area. Lastly, the course lacks student-instructor interaction. With the way that

Standard C: Student Assessment Score Comments

Student evaluation strategies are consistent with course goals and
objectives, are representative of the scope of the course and are clearly The quizzes and exam are how the learner passes the
C1 4 The quizzes
course and exam
as stated are all selected
in the syllabus. Quizzesresponse items.
are worth 60%
stated.
The discussion
and the exam isboards
worth 40%are where
of totalstudents answer open-
course grade.
The course structure includes adequate and appropriate methods and ended
The questions.
practice All of thesethroughout
quiz questions forms of assessments do an
the course allow
C2 procedures to assess students’ mastery of content. 4 adequate
the learnerjob of chances
two assessing forstudents masteryAllowing
each question. of the the
content.
learner to learn from mistakes. These questions also
Ongoing, varied, and frequent assessments are conducted throughout the explains the correct answer if you get it wrong. At the
C3 course to inform instruction. 4 end of each section there is a summative quiz for the
student to demonstrate mastery.
Assessment strategies and tools make the student continuously aware of
C4 his / her progress in class and mastery of the content. 4 All assessments are graded automatically and are
available for review once submitted.
Assessment materials provide the instructor with the flexibility to assess There is only one way to be graded for each quiz or
C5 students in a variety of ways. 0 exam. The assessments are grade automatically since
they are selected Reponses.
The grading policy and practices are clear and easy to understand.
C6 4
The grading policy is clearly stated in the course syllabus.
Student Assessment Notes
I believe that the instructor should revisit how quizzes are graded in this course. In a history course I believe that mastery may be better assessed through
assigning a series of essays on the content topics. The quiz questions are either right or wrong since they are selected response. These I feel may not
allow the instructor to know whether the learners are mastering the content.
I believe that the instructor should revisit how quizzes are graded in this course. In a history course I believe that mastery may be better assessed through
assigning a series of essays on the content topics. The quiz questions are either right or wrong since they are selected response. These I feel may not
allow the instructor to know whether the learners are mastering the content.

Standard D: Technology Score Comments

Clear and consistent navigation is present throughout the course.
D1 4
The entire
The coursecourse
is veryiseasy to navigate.
available once an account is made.
The course is complete (does not have any section under construction). No part of the course was considered "under
D2 4
construction".
All external links are functional
D3 4
Every external link functioned correctly.
Under the "Supplemental Media" tab, the professor has
Supplementary resources and links are available to students and are
D4 4 listed all resources that are considered supplementary or
labeled as required or optional.
optional for the course. Very easy to find!
Rich media are provided in multiple formats for ease of use and access in
D5 order to address diverse student needs. 4 Throughout the course videos have sequenced
transcripts and available
The only software for download.
being used is the program running the
The course uses content-specific tools and software appropriately. website and videos. The course uses this effectively and
D6 4
appropriately.
Technology Notes
This course is extremely easy to navigate and all external links work. The course provides supplemental resources which are easy to find under the
"supplemental media" tab on the course webpage. This course is adequately using technology.

Overall feedback
Overall, the course adheres to its goals. The course is organized into 8 sections and the learner should spend between 4-8 hours per section. Each section
is broken down into sub-sections where you have to watch a pre-recorded video lecture, take a practice quiz, completing recommended readings, and
participate in the section discussion forum. At the end of each section, there is a section quiz that is graded to determine whether you pass that section.
Each section quiz is allowed to be completed twice. You must pass 12 of the 16 quizzes to pass the course. The total average of course quizzes will be
60% of the course grade. The final exam will complete the other 40%. As far as weaknesses for the course, the main thing that needs to be re-evaluated is
the instructional design. Right now, the course does not require learners to participate in course discussions. The course also is mainly made up of video
lectures that as of now do not promote active student learning. The course needs to add more student-centered activities that promote applying the
knowledge gained. For example, students should have to participate in course discussions and reply to their peers. These examples I believe would
promote student learning in the course. Although I think more should be added to engage learners, I believe the video lectures and the course navigation
are its strengths. The professor is engaging in the video lectures. He poses questions and urges the students to think for themselves and formulate their
own opinions regarding some topics. The course is extremely organized in my opinion and it was not difficult to navigate through during my review process.

Assignment requirements (to be filled by Professor only) NOT APPLICABLE TO Score Comments
PROJECT 1 ANALYSIS OF ONLINE COURSE

A syllabus that tells the students the objectives of the lesson and provides
detailed and clear instructions on how to complete the week’s activities
and explains how the learners will be evaluated. It also must include
instructor’s contact information and office hours

The course is complete

At least two well-thought-out discussion topics pertaining to the lesson

Some type of pedagogically-sound project the student must complete

pertaining to the lesson.

Some form of advanced technology on display. This might include a

narrated PowerPoint lecture, podcast, video or movie cast, interactive
tutorial, etc.

Some form of assessment (quiz, rubric, checklist, etc.).

The integration of the interactive tool (blog, wiki or digital storytelling) you
chose in the “Tools for online engagement and communication”
discussion, with instructions on how to access and the activities your
students will develop.

Total points 106 of 132