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Distance Education (DE) Guidelines Repository
Leeward’s Educational Media Center (EMC) is pleased to provide a consolidated DE Guidelines Repository to assist faculty with online course support and best practices. Whether you’re just getting started with distance education or are revising your fully online course to guideline align, we’ve got you covered!
Please feel free to contact the EMC with questions or for help: (808) 455-0222.
About the DE Guidelines
Leeward Community College has fashioned a custom distance education metric to help guide quality online design for our campus.
The Leeward CC Distance Education (DE) Guidelines were developed in 2019 by the Educational Media Center to promote best practices in online course design and facilitation.
The Guidelines address six key areas of effective distance learning practice and are based on several state and nationally recognized rubrics.New to online learning? Just getting started with the DE Guidelines? The Hone Your Honu overview presentation simplifies and synthesizes the six core guidelines, explaining the overall importance of each section working together to form a holistic approach to distance education.
Applying the DE Guidelines
Once you’re familiar with distance education best practice, the next step is to apply them to your own course(s). We’ve created a wide range of resources to help you do this.
Self-Assessment
When you’re comfortable with the DE Guidelines, the Self-Assessment Process information sheet can help you learn more about the importance of taking the time to reflect on your online course(s). We’ve also compiled a DE Guidelines Self-Assessment FAQ sheet to provide faculty with commonly asked questions about the independent review process.
When you’re ready to review, the DE Guidelines Self-Assessment tool will help you inventory your DE Guidelines achievements and areas for growth.
Peer Evaluation
Leeward DE pros are available to work with you to strengthen your online courses. The DE Peer Evaluation group is comprised of Leeward faculty members from multiple departments across the college. The peer reviewers have demonstrated advanced competency in effective distance education courses and have completed additional DE Guidelines training.
“Ready for Delivery” (RFD)
Ready for Delivery is a special designation for fully online courses that align to the DE Guidelines. Similar to a “badge” of distinction, RFD indicates to prospective students, Leeward administrators, and/or outside agencies that a Leeward distance education online course has been reviewed according to the DE Guidelines and conferred an exemplary online course status accordingly.
DE Guideline 1: Course Overview and Information
Guideline #1 | |||
---|---|---|---|
#1 | How-To Do Suggestions | Leeward Sample | Additional Resources |
1.1 |
Course overview and clear instructions on how to get started
|
1.1 How to get started with the course AG 100, McCafferty |
Welcome Letters
Online Orientations
|
1.2 |
Instructor self-introduction
|
1.2 Instructor introductionENG 100, Chang |
|
1.3 |
Instructor, division, and program contact information
|
1.3 Required syllabus information EMC |
|
1.4 |
Course modality (asynchronous, synchronous, or hybrid) is indicated and explained
|
1.4 Course modality stated EMC 1.4 Course modality stated MATH 115, Francis |
|
1.5 |
Printable syllabus and course schedule
|
1.5 Printable syllabus BIOL 101, Velasquez |
|
1.6 |
Mandatory Leeward CC syllabi information and campus policies included
|
1.6 Mandatory Leeward CC syllabus informationEMC |
|
1.7 |
Course policies are explained
|
1.7 Course policies are explained ART 113D, Molyneux |
AI
RSI
|
1.8 |
Campus resources (e.g., technical help, orientation, tutoring) provided
|
1.8 Campus resources provided ART 113D, Molyneux 1.8 Campus resources provided ENG 100, Chang |
|
1.9 |
Communication methods and expectations are explained
|
1.9 Communication methods explained AG 100, McCafferty 1.9 Communication methods explained COM 145, Yokotake 1.9 Communication methods explained ENG 100, Chang |
|
1.10 |
Course outcomes and learning objectives are transparent to students
|
1.10 Outcomes are transparent to students BIOL 172, MacDonald 1.10 Outcomes and LOs are transparent to studentsENG 200, Ching |
Leeward CC Kuali Curriculum
|
1.11 |
Students make self-introductions
|
1.11 Student introductions ENG 100, Chang |
|
DE Guideline 2: Course Technology and Tools
Guideline #2 | |||
---|---|---|---|
#2 | How-To Do Suggestions | Leeward Sample | Additional Resources |
2.1 |
Tech and tools support learning objectives/outcomes
|
2.1 Tech and tools support LOs BOT 130, Elliott 2.1 Tech and tools support LOs BOT 130, Elliott v2 |
|
2.2 |
Tech skills and minimum technology requirements stated
|
2.2 Tech tools communicated BOT 130, Elliott |
|
2.3 |
Tech skill orientations/tutorials provided for required learning activities
|
2.3 Tech orientations provided BOT 130, Elliott 2.3 Tech skills orientation and tutorials provided ENG 100, Chang |
|
2.4 |
Course tools’ privacy policies stated
|
2.4 Requesting UH approval of tools BOT 130, Elliott 2.4 Tools and student data BOT 130, Elliott |
|
DE Guideline 3: Design and Layout
Guideline #3 | |||
---|---|---|---|
#3 | How-To Do Suggestions | Leeward Sample | Additional Resources |
3.1 |
Course is well-paced, organized, and easy to navigate
|
3.1 Weekly rotating home page in course navigation AG 100, McCafferty 3.1 Course organization and navigation BIOL 101, Velasquez 3.1 Course organization and navigation BOT 130, Elliott |
|
3.2 |
Instructions are clearly and unambiguously written
|
3.2 Clear instructions BIOL 101, Velasquez 3.2 Clear instructions ED 285, Cawdery |
|
3.3 |
Text is easily readable
|
3.3 Text readability BIOL 101, Velasquez |
|
3.4 |
If tables are used, simple tables are used to display information
|
3.4 Simple tables used EMC |
|
3.5 |
Course materials are accessible to meet the needs of diverse learners
|
“Got Your Six” accessibility handout EMC 3.5 Accessibility BIOL 101, Velasquez |
Alt Text and Images
Descriptive Links
Use of Color
Misc. Resources on Accessibility
|
DE Guideline 4: Content and Activities
Guideline #4 | |||
---|---|---|---|
#4 | How-To Do Suggestions | Leeward Sample | Additional Resources |
4.1 |
Instructional materials contribute to the achievement of the learning objectives/outcomes
|
4.1 Instructional materials BIOL 172, MacDonald 4.1 Instructional materials OER BOT 130, Elliott 4.1 Range of instructional materials BOT 130, Elliott v2 |
OER
|
4.2 |
Learning activities are aligned with/promote the achievement of the learning objectives/outcomes.
|
4.2 Activities reinforce mastery of learning BIOL 101, Velasquez 4.2 Real world application BOT 130, Elliott 4.2 Real world application BUSN 193V, Kawano 4.2 Real world application PHYL 141, Beale |
|
4.3 |
A variety of activities and resources facilitate communication, collaboration, learning, and engagement.
|
4.3 Range of resources BIOL 101, Velasquez 4.3 Variety of activities BIOL 172, MacDonald 4.3 Variety of activities BOT 130, Elliott 4.3 Variety of activities BOT 130, Elliott p2 |
|
4.4 |
Proper citations, copyright, permissions (including fair use), and licensing information (including Creative Commons) provided
|
|
DE Guideline 5: Interaction
Guideline #5 | |||
---|---|---|---|
#5 | How-To Do Suggestions | Leeward Sample | Additional Resources |
5.1 |
All instructor interaction and feedback are explained
|
5.1 Instructor interaction AG 100, McCafferty 5.1 Instructor Interaction and feedback explained ART 113D, Molyneux |
|
5.2 |
All student interaction expectations are explained
|
5.2 Student interaction expectations explained AG 100, McCafferty 5.2 Student interaction expectations explained ENG 200, Ching 5.2 Student interaction expectations explained ENG 200, Ching v2 5.2 Student interaction explained SOC 250, Bopp 5.2 Student interaction expectations explained SOC 250H, Bopp v2 |
|
5.3 |
Opportunities for regular and substantive interaction (RSI) between the instructor and student.
|
What is RSI? BUSN 193V Kawano 5.3 Opportunities for RSI ART 113D, Molyneux 5.3 Instructor-to-student RSI ENG 200, Ching 5.3 Opportunities for RSI SOC 250, Bopp |
|
5.4 |
Course activities and/or opportunities build community.
|
5.4 Building student community AG 100, McCafferty 5.4 Building student community ART 113D, Molyneux 5.4 Building student community BIOL 172, MacDonald 5.4 Course activities build community ENG 100, Chang |
|
5.5 |
Student-to-student interaction.
|
5.5 Student-to-student interaction AG 100, McCafferty 5.5 Student-to-student interaction AG 100 McCafferty v2 5.5 Student-to-student interaction ART 113D, Molyneux 5.5 Student-to-student interaction ENG 200, Ching |
|
5.6 |
Learning activities promote interaction and support active learning
|
5.6 Activities support active learning ED 290, Judd 5.6 Activities support active learning ENGL 100, Wood 5.6 Assessment promotes interaction and active learning HDFS 230, Biddle 5.6 Activities support active learning SOC 250, Bopp |
|
DE Guideline 6: Assessment and Feedback
Guideline #6 | |||
---|---|---|---|
#6 | How-To Do Suggestions | Leeward Sample | Additional Resources |
6.1 |
Course assessments measure the achievement of the learning objectives/outcomes.
|
6.1 Course and module objectives BIOL 172, MacDonald |
|
6.2 |
Course assessments are sequenced, varied, and appropriate.
|
6.2 Assessment is sequenced AG 100, McCafferty 6.2 Formative and substantive assessment BIOL 172, MacDonald 6.2 Assessment at regular intervals ENG 200, Ching 6.2 Assessment is sequenced ENG 200, Ching v2 6.2 Assessment is varied HDFS 230, Biddle 6.2 Students reflect on their work ENG 100, Chang 6.2 Self assessment opportunities ENG 200, Ching v3 6.2 Self assessment opportunities HDFS 230, Biddle |
|
6.3 |
Course has clear assessment criteria for assignments.
|
6.3 Clear assessment criteria BIOL 172, MacDonald 6.3 Clear assessment criteria ENG 200, Ching 6.3 Clear assessment criteria HDFS 230, Biddle |
|
6.4 |
Course has an online gradebook for students.
|
6.4 Gradebook used and updated BIOL 172, MacDonald 6.4 Gradebook used and updated HDFS 230, Biddle |
|
6.5 |
Course has at least one opportunity for descriptive feedback from students on all aspects of the course.
|
6.5 Opportunities for student descriptive feedback BIOL 172, Macdonald 6.5 Opportunities for student descriptive feedback HDFS 230, Biddle |
|
Additional Resources
- Instructional Design Assistance Contact the EMC’s instructional design team for help.
- DE Tips for Instructors: Archived DE tips from the Leeward CC Weekly Campus Bulletin.
- UH DE Policies and Procedures: Formal DE parameters from the The University of Hawaiʻi System – Online Programs department.
Online Course Metrics
- Course Design Rubric, California Community Colleges, California Virtual Campus Online Education Initiative
- Equity-Minded Worksheet for Instructors of Online Courses, University of Wisconsin Green Bay
- Online/Hybrid Course Review Checklist, Montclair State University
- OSCQR. State University New York; adopted by the Online Learning Consortium
- Quality Learning and Teaching (QLT) Rubric, The California State University
- Peralta Equity Rubric, Peralta Community College District
- Quality Matters, Standards Overview, 7th ed., University of Maryland
Online Course Best Practice
- Arizona State University: Best Practices for Teaching Online
- Faculty Focus, Ten Online Course Structural Components to Support Learning
- Kent State University: Online Course Design Best Practices Checklists
- University of California, Berkeley, Haas School of Business: Best Practices of Course Design
- University of Colorado, Digital Education: Best Practices for Online Teaching
- University of Toronto, Centre for Teaching Support & Innovation: Online Course Design Guidelines
Online Course Timelines / Pacing During the Term
- Cal State East Bay, Development Timeline for New Course
- Northeastern University, Center for Advancing Teaching and Learning Through Research (CATLR), Online Course Development: A Roadmap
- University of Minnesota, Office of E-Learning Services, Online Course Development
- Vanderbilt University: Online Course Development Process