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. [#1 More Info]
  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. [#3 More Info]
  4. Accessibility statements for tools that are provided by vendors external to UCF are included. [#4 More Info]
  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. [#6 More Info]
  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. [#7 More Info]

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. [#9 More Info]

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. [#11 More Info]
  3. Measures to promote academic integrity are included (e.g., authentic assessments, Respondus Monitor, student guidance). [#12 More Info]
  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. [#13 More Info]

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:
    a. The course content is readily attainable, including external links, resources, and technologies. [#16A More Info]
    b. Course materials are properly formatted with headings, lists, and other styles to enhance readability and improve the structure of the document (e.g., heading levels are not skipped, formatting styles are appropriately applied).
    c. Color contrast between the text and background has an appropriate ratio (e.g., 4.5:1) to ensure the content can be easily viewed.
    d. Color alone is not used to convey meaning (e.g, italics or bold text are used in addition to color).
    e. Hyperlink text is descriptive and makes sense when read out of context (e.g., UCF rather than www.ucf.edu or Click here).
    f. A text equivalent (e.g., alt text, a caption, text description) is provided for images.
    g. Tables include row and/or column headers. [#16G More Info]
    h. Multimedia (audio, graphics, and video) are easy to access and use (e.g., movement through presentations can be controlled; video can be resized; attainable on mobile devices). [#16H More Info]
    i. Transcripts for audio content are provided.
    j. Videos have accurate synchronous captions.

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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