Fillable OBSERVATION SAMPLE TEMPLATE Online Course Observation Template Setting (University of Toronto, Scarborough)

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OBSERVATION SAMPLE TEMPLATE Online Course Observation Template Setting (University of Toronto, Scarborough)

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OBSERVATION
SAMPLE
TEMPLATE
Online Course
Observation
Template
SECTION 1. GENERAL COURSE OVERVIEW AND INTRODUCTION:
Setting the stage for learning and preparing students for successful participation in the course
activities.
Does the instructor provide a
thorough description of the course
as well as introduce students to the
course and the online format?
Are the learner requirements such
as basic technology needs and/
or participation expectations
described?
Are practice use of tools and/
or community building activities
included to prime the students for
learning?
SECTION 2. ASSESSMENT OF STUDENT LEARNING:
Alignment of activities and assessments with learning outcomes is evident in the course design.
Are learning outcomes
communicated?
Is there a variety of activities
and assessments?
Is there alignment of learning
activities and assessments
with learning outcomes?
Are formative and summative
assessment opportunities part
of the design?
Are assignments clearly
described, including grading
scheme or rubrics?
Is student workload
appropriate to course level
and duration?
23.
SECTION 3. INSTRUCTIONAL DESIGN:
A clear path to learning opportunities for students is provided, including interaction with the content,
their peers, and their instructor.
Are there opportunities to
interact or seek guidance from
the instructor?
Are there opportunities to
participate in community
activities or peer-to-peer
sharing?
Is learning scaolded, guiding
students toward increasingly
independent learning and/or
application of relevant skills?
Are there opportunities for
student reection on learning
and/or feedback to the
instructor?
SECTION 4. ONLINE ORGANIZATION AND DESIGN:
Instructor’s design and choice of technology eectively delivers course content and supports
learning processes.
Overall, is the navigation and
structure of course easy for students
to follow?
Do the tools and media formats
selected support the course learning
outcomes?
Are guides and protocols for use of
the course tools provided?
CONSIDERING THE COURSE AS A WHOLE, PROVIDE FEEDBACK ON THE FOLLOWING:
• What aspects of the course do you see as strengths that will contribute to eective student engagement and
learning?
• Are there any strategies or resources that you would recommend to enhance the design of this course?
• Final comments or observations?
Harrison, L., & Heikoop, W. (2016). Online Learning Strategies, University of Toronto. Some elements of these
guidelines are adapted with permission from The California State University’s Quality Online Learning & Teaching,
Instructor (Self) and Peer-Review Course Assessment Instrument.
24.
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OBSERVATION SAMPLE TEMPLATE Online Course Observation Template Setting (University of Toronto, Scarborough)

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Completed 5 January 2021

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