Quality Matters Shares Emergency Remote Instruction Checklist for Faculty

AACTE Responds to COVID-19

Quality Matters LogoTo assist education institutions in transitioning to temporary remote instructions of classroom-based courses, Quality Matters (QM) has created an “Emergency Remote Instruction (ERI) Checklist.” The three-tiered list includes considerations, tips, and actionable strategies, according to prioritized needs. The QM ERI Checklist is organized into three columns to first provide instructors with recommended actions, then add a brief explanation of the action’s importance and impact, and finally, a column to reference related Specific Review Standards from the QM Higher Education Rubric™, Sixth Edition.

This checklist is a useful tool for individual faculty as a prioritized checklist for remote teaching and as guidance for instructional designers and/or educational technologists who are working with faculty in a rapid development process to temporarily move classroom instruction online.

Below is an abbreviated list of the “Recommended Actions for Instructors.” For access to the complete tool, link to QM Emergency Remote Instruction Checklist.

Start Here: Preparing for Success

  • Provide explicit directions and comparisons of the structure of the online version with the F2F version, clearly identifying where students can find course components and what they should do to get started.
  • Address communication and interaction expectations.
  • Tell learners what to expect from you and when to expect it.
  • Provide instructions on how learners can access their grades.
  • Directly identify any relevant changes to any course and institutional policies.
  • Identify where you and your students can receive prompt support for technology used in the course and inform students in advance about what technologies they will need to acquire and/or use, and how to find support.
  • Articulate quick and easy ways for learners to find appropriate academic or student services support offices and resources.
  • Explain to students how to access the institution’s accessibility services and be responsive to learners who need assistance in accessing digital course materials.

Next steps: Guiding Students and Their Learning

  • Create a sense of community by encouraging and guiding learners to introduce themselves in the online classroom/platform and/or engage in online discussions.
  • Explain to your students how the learning materials help them complete courses activities and achieve the course learning objectives.  
  • Specifically explain how each activity or assignment is related to the course objectives and how you will evaluate submitted work.
  • Provide learners with timely feedback to enable them to track their learning progress.

Longer Term Considerations: Teaching Effectively in a New Environment

  • Consider using short multimedia pieces for interaction, and make sure students have easy access to any software, plugs-ins, etc. they’ll need to access the multimedia content.
  • Organize your course online to guide students along the learning path and help them progressively navigate through the course each week.
  • Plan active learning opportunities and use course tools to meaningfully facilitate learners’ interaction and active learning.
  • Provide learners with information on protecting their data and privacy for tools introduced or recommended throughout the course.
  • Provide appropriate citations and permissions for the materials you use in your course.

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Katrina Norfleet

Editor, AACTE

AACTE Tools

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