High Quality Blended Course Review

High quality blended course badge

How Does a Blended Course Earn a High Quality Designation?

If your blended course earned a Quality designation, you then have the option to request a High Quality Blended Course Review. Requesting a High Quality review means that you are also committing to engaging in the High Quality review process as a third reviewer. The first and second reviewers in this process are both Instructional Designers at CDL. Third reviewers must have earned the HQR4444 credential.

High Quality Review Items

Important Information!

Starting January 2, 2024, reviews will be conducted with updated review items that better align with UCF’s Digital Accessibility Policy and to remain equivalent with the most recent version of Quality Matters. The items are below.

Download High Quality Blended Course Review Items [PDF]

Course Overview and Introduction

  1. Expectations for prior knowledge and competencies (beyond prerequisite courses) are described in the syllabus.
  2. Expectations for digital skills (e.g., technical, information literacy) are clearly stated in the syllabus.
  3. An introduction to the university’s services and resources that support student success and well-being (e.g., Student Care Services, Health Services) is provided.
  4. Accessibility statements for tools that are provided by vendors external to UCF are included.
  5. The course provides students with information on protecting their data and privacy related to tools that are provided by vendors external to UCF (e.g., links to privacy statements).
  6. An orientation, introduction, or overview is provided for the course (e.g., Canvas Page, video, syllabus). Annotation: This should be available online for students who miss an initial face-to-face meeting of the course.
  7. An orientation, introduction, or overview is provided for each module or unit in the course (e.g., Canvas Page, video). Annotation: Face-to-face content/activities and Online content/activities should be clearly defined as such.

Course Content

  1. Instructional materials represent current theory and practice in the discipline.
  2. The course models academic integrity by providing citations and permissions for use of instructional materials.

Assessment and Engagement

  1. Assessments promote higher-order thinking skills (e.g., apply, analyze, compare and contrast, classify, assess, create, evaluate).
  2. Students are given multiple opportunities to self-assess and/or reflect on their learning (e.g., ungraded surveys, practice quizzes/activities, written assignments, discussions) throughout the semester.
  3. Measures to promote academic integrity are included (e.g., authentic assessments, Respondus Monitor, student guidance).
  4. An opportunity for students to introduce themselves to develop a sense of community is provided. Annotation: Students are provided an opportunity to introduce themselves and the introduction is kept available throughout the duration of the course.

Accessibility and Usability

  1. Tables include a descriptive title or caption.
  2. Videos have accurate synchronous captions, and transcripts are provided.
  3. Accessibility items addressed in Quality Review are still present:

Act Now

It is encouraged to teach the course at least once before requesting a review, but in special circumstances, a course can be reviewed as long as it is complete. Complete the Course Review Request Form to start the conversation with an instructional designer.

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