Distance Course Development and Peer Review
The course development and peer review process promotes collaboration, cooperation, and continuous improvement. Guided by the Distance Learning standards, faculty course developers work with TLDE faculty and staff to create online, hybrid, and virtual courses.
The Distance Learning Standards
GRCC Policy 7.2 states, “All distance learning courses will adhere to the Quality Matters Higher Education Standards.” The Distance Learning Standards, guided by the standards of the Quality Matters Rubric 7th Edition, inform TLDE’s quality support and course development and review processes.
Quality Matters General Standards
The 8 General Standards of the Quality Matters rubric outline broad areas of course design. They are:
- Course Overview and Introduction
- Learning Objectives
- Assessment and Measurement
- Instructional Materials
- Learning activities and Learner Interaction
- Course Technology
- Learner Support
- Accessibility and Usability
The 85% Rule
Peer reviewers applying the Quality Matters standards are guided by the 85% rule.
The 85% rule:
- Recognizes that courses are not perfect, leaving room for continuous improvement
- Affirms course developers’ efforts to improve course quality beyond simply “good enough”
For individual standards, the 85% rule means that the course does not have to be perfect; it should simply be designed effectively with quality in mind. For entire course reviews, the 85% rule means that not all standards are required to be met; courses may meet the Distance Learning standards without meeting each standard perfectly.
The Essential Standards
The Quality Matters Rubric has 22 standards marked Essential. These standards outline essential areas of course quality, including:
- Course welcoming and onboarding
- Alignment between course learning outcomes and other course elements
- Accessibility of text- and image-based learning materials
- Learner support and engagement
For a course to meet the Distance Learning Standards and obtain recommendation for distance delivery, it must meet all essential standards as well as the overall 85% standard.
Distance Course Development Request Form
Official documentation for the course development process is housed in Curriculum (formerly known as Curriculog). To begin the process:
- Log in to Curriculog
- Click the New Proposal button
- Launch and complete the Distance Course Development Request Form
Course developers, with the agreement of their Deans’ offices, may request compensation for the development process. If the course developer is compensated for the development process, GRCC will own all content in the developed course shell upon completion of the review process. Additional compensation and qualification details are available in the faculty contract.
Developing the Course
Step 1: Course Development Kickoff
After the Curriculog forms are complete, TLDE’s instructional design staff contacts the course developer to kick off the development process. This kickoff discussion might include:
- The course development timeline
- Formative and summative assessment plans
- The course outline and organizational plan
- The Distance Learning Standards and expectations
- Creating the shell for course development
Step 2: Course Development
Course developers can expect to spend 10-15 hours per credit hour developing the course. TLDE recommends spreading the development over a period of 10-12 weeks, with regular check-ins with instructional design staff.
Course Review and Recommendation for Delivery
After development is completed, the course proceeds to a three-step review process. This process should take roughly 6 weeks.
Step 1: Faculty Peer Review
A member of the faculty peer review team reviews the course according to the Distance Learning Standards. They provide their feedback to the instructional designer; the instructional designer and course developer work together to address any changes.
Step 2: Instructional Design Review
After the peer review feedback is addressed, the instructional designer conducts a final review of the course according to the Distance Learning Standards. If any additional changes are recommended, the instructional designer and course developer collaborate to address them.
Step 3: Recommendation for Delivery
When the course meets the Distance Learning Standards on the instructional design review, TLDE notifies the department and Deans and Associate Deans that the course is recommended for online or hybrid delivery.