Title: Quality criteria for online education - Pedagogical criteria
Course: Digivisio - DEMO course template > Section: Designing learner-centred education

This page contains summaries of various quality criteria teachers should be aware of when they are designing and teaching e-learning courses. This page focuses on pedagogical criteria. The basis for the list is the Auditing criteria of Lauraea AMK Master’s level online courses. The list has been modified to be applicable in other situations as well, and it is has been compared with other commonly used criteria and guidelines, e.g. eAMK quality criteria ( Quality criteria for online implementations .)

The aim of the pedagogical criteria is to ensure the cohesiveness of the course. The learning goals are clear to the learners, and the path to reaching them is clear. The course needs to meet the promises given to the learners about the competences they will learn: the tasks must align with the competence levels, and the way the learners display competences must be logical, diverse, and purposeful.

Criteria | Description/example
Course information is always easily found from the same place.
- For example, “Start here” -page, or other easily found place.
- Contains the most important information of the course, such as: how the course progresses, teacher’s contact information, communication practices, feedback and evaluation practices, instructions for external applications, instructions in case of any problems.
Learning goals are divided into sub-goals, both in the sections and in the tasks.
- Learning goals have been further divided into sub-goals, and task goals support the sub-goals and the learning goals of the course.
- When planning the course, it is good to divide course-level learning goals into smaller sub-goals, to make sure all learning goals are covered on a sufficient level.
Introduction to the topic, which motivates the learner.
- This includes a place where the learners can introduce themselves and form groups.
- The introduction may contain an orientation task, which enables the learner to identify what they already know about the topic of the course.
Contents are logically divided into sections, which each include both an introduction and a summary.
- Sections are logically linked. If possible, include an introduction as well as a summary/information about the next topic.
- Make the goals, teacher expectations, and learners tasks clear in the section introduction.
Justifications for evaluation are clear and in line with the learning goals. All learning goals are evaluated.
- How the final grade is formed is clearly communicated: how do tasks, activities, etc. affect the grade. The emphasis between tasks is clear (e.g. task groups in Moodle.) The evaluation of the competencies demonstrated outside the learning environment is also described.
- The learner knows how the course is evaluated and can easily find the evaluation criteria.
Learning tasks meet the level defined in the curriculum. | - Learning tasks are designed in a way where learners need to use higher levels of thinking (they apply, analyse, interpret, research, compare, evaluate, construct, or create (new) information.)
Task description contains the goal, scope, method of completion, and evaluation criteria.
- The goals and evaluation criteria are given with the task description.
- If possible, an evaluation matrix is used in both creating and evaluating the tasks.
The workload is evaluated on section and task levels.
- The workload is made clear on both section and task level.
- The task description contains an estimate on how long the task will take.
Course utilises different ways of learning. | - The course uses different ways of learning, e.g. obtaining information, progressive inquiry, discussions, collaborative work, demonstration and development of competences.
Interaction amongst the learners.
- There are tasks/activities which require interaction between the learners.
- There are clear channels for learner interaction. If the interaction is evaluated, the learner discussions must take place somewhere the teacher can also access easily - for example in the learning environment itself.
Visual elements (pictures, graphics, animations, videos) are used to support and enliven the contents.
- Visual elements are used with purpose to support and enliven the contents.
- Context-related graphics bring a visual element to the course - think carefully do you need images that have no connection to the substance of the course.
Independently studied parts work and are instructed clearly.
- If there are independently studied parts, they must be instructed clearly, and their evaluation must be clear as well.
- The evaluation may be automated.
Utilising AI is planned in advance.
- If you wish to support the use of AI, the task must be instructed in a way that the learners may use AI as a tool to support learning.
- If the use of AI is not desired, build the tasks in a way that does not support the use of AI.

Sources and resources:

- HAMK - eAMK laatukriteerit, PDF - eAMK-verkkototeutusten laatukriteerit: suunnittelu
- eAMK - Library of Open Educational Resources (aoe.fi) Quality Criteria for Online Implementations