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. You will be asked to review and update the Blended Integration Chart that was submitted during the Quality 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.

Quality Review Items

Download Quality Blended Course Review Items [PDF]

Course Overview and Introduction

Students are provided with the needed prerequisite knowledge, access to course policies and university services, information on the required technology for the course, and are offered an overview of the course and/or course modules/units.

  1. Course syllabus includes prerequisite knowledge, and/or technical and other competencies (e.g., prerequisite courses to be completed, necessary skills).
  2. An introduction to the university’s academic services and resources available to support student success (e.g., Therapy Assisted Online [TAO] Self Help, Knights Online, Student Accessibility Services, Writing Center, Tutoring Center) is provided.
  3. An introduction to the university’s non-academic services and resources available to support student success (e.g., Victim Services, Career Services) is provided.
  4. Required hardware and/or software necessary for participating in the course are communicated to students (e.g., microphone, webcam).
  5. Links to the privacy policies of third-party tools are included.
  6. An orientation, introduction, or overview is provided for the course (e.g., Canvas Page, video, syllabus).
  7. An orientation, introduction, or overview is provided for each module or unit in the course (e.g., Canvas Page, video).

Course Content

The course content and technology used is current, accessible, and appropriately cited.

  1. Technologies used within the course are current (e.g., SWF and FLV files have been replaced with newer technologies/methods).
  2. Instructional materials are current, best representing the discipline and reflecting current trends.
  3. The course content and media are copyright compliant and appropriately cited.
  4. The course content is readily attainable, including external links, resources, and technologies.

Assessment and Interaction

The assessments promote higher-order thinking while promoting academic integrity. Students are encouraged to develop a sense of community through introduction.

  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, multi/varied assignments and quizzes, ProctorHub).
  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 Universal Design

The text is formatted with titles, headings, and other styles to enhance readability and improve the structure of the document. Media is appropriately labeled or close-captioned to enhance accessibility.

Text and Tables

  1. Text is formatted with titles, headings, and other styles to enhance readability and improve the structure of the document.
  2. There is enough contrast between text and background for the content to be easily viewed.
  3. Text is understandable when viewed without color (i.e., italics or bold are used for emphasis rather than color alone).
  4. Hyperlink text is descriptive and makes sense when out of context (avoid using “click here”).
  5. Table header rows and columns are assigned.


  1. A text equivalent for every graphic is provided (e.g., “alt” tags). No excessive use of images when text can be used instead (e.g., screenshots of PPT slides).
  2. Graphics and images are understandable when viewed without color.
  3. Multimedia (audio, graphics, and video) is easy to access and use (e.g., presentation pace can be controlled by student; video can be resized; available on mobile devices).
  4. Video files have synchronous captions. Prerecorded audio files have available transcripts.

Act Now

Complete the Course Review Request Form to start the conversation with an instructional designer.

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