Quality Course Reviews (QCR)

Articles (40)

Accessibility skills: Captions and transcripts (QCR #32)

Accessibility skills: Color (QCR #34, 35)

Accessibility skills: Equations (QCR #33, 34)

Accessibility skills: Headings (QCR #34)

Accessibility skills: Lists (QCR #34)

Accessibility skills: Plain language and formatting (QCR #34)

Active and alternative assessments (QCR #25, 27, 28)

Affordable & Open Educational Resources (QCR #42)

Best practices for using Canvas (QCR #1)

Canvas course navigation (QCR #46)

Communicating assessment and activity instructions (QCR #26)

Communicating citation format expectations (QCR #13)

Connecting students with disability accommodations (QCR #37)

Course description, prerequisite, and credit hour information (QCR #4)

Course structure (QCR #43, 44)

Crafting measurable course learning outcomes (QCR #22)

Crafting module-level objectives (QCR #23, 24, 25)

Creating a course schedule (QCR #47)

Developing a plan for feedback (QCR #10)

Discussion boards (QCR #31)

Grading schemes (QCR #5, 6)

Instructor background information & photo (QCR #20)

Interaction (QCR #18, 19)

Module organization and due dates (QCR #45)

Objectives and alignment (QCR #24)

Office hours and contact information (QCR #16, 18)

Pattern and rhythm in course activity deadlines (QCR #48)

Regular and substantive interaction (QCR #18, 19)

Scaffolding for online learners (QCR #27, 28)

Setting expectations for academic integrity (QCR #9)

Setting online attendance and participation expectations (QCR #7)

Sprint at a glance: Learning outcomes: Edujargon or educessity? (QCR #22, 23)

Sprint at a glance: Plain language writing (QCR #34)

Start dates, deadlines, and staggered deadlines (QCR #29)

Student communication expectations (QCR #8)

Student interaction and engagement in online learning (QCR #18)

Student introductions (QCR #17)

The syllabus (QCR #2, 3)

Using rubrics online (QCR #30)

Welcoming students to the online course (QCR #11)