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Virtual Learning Leadership Alliance and Quality Matters (2019). National standards for quality online teaching. https://www.nsqol.org/the-standards/quality-online-teaching/

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National Standards for Quality Online Learning

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A framework for K-12 schools, districts, state agencies, statewide online programs and other interested educational organizations to improve online teaching and learning.

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Summary of 6 Indicators
- Considered optional
- Use technology in learning experiences that engage learners
- Evaluate lesson and course design
- Implement diverse media
- Utilize resources that are appropriate for learner level and content
- Align course content, assignments, and assessments with learning objectives, goals, and standards

Critique
These standards are considered optional because some instructors may teach a course that they did not design. These standards could still be applied after the development phase of instructional design if the instructor is included in the evaluation phase. Ideally, evaluation routinely occurs in instructional design. Thus, instructors should be included in this process so that these standards can be applied. Feedback from different instructors will help to improve a course.

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Summary of 5 Indicators
-Promote collaboration, social presence, and community.
-Establish proper etiquette and rules for community
-Be cognizant of student diversity in regards to culture and needs

Critique
Many of the examples in the standards recommend that instructors model the behaviors they desire in the community. While modeling is an effective teaching method, I would argue that using multimedia and/or video would be another effective way to establish desired community behaviors. Many people rely on YouTube videos to learn, so I believe that this would be an effective approach.

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Summary of 7 Indicators
-Track learner engagement and performance to improve each learner's growth
-Help learners set goals at their own pace
-Balance maintaining interest and relevance to learner needs, yet also meet learning goals and objectives
-Communicate frequently to further relationships between learners and instructor
-Use "flexible and interactive instruction, tutoring, and personalized feedback" as well as quick and constructive feedback
-Assist with course navigation
-Communicate with and/or document progress for apprropiate stakeholders

Critique
Conflict inevitably occurs between maintaining interest and relevance to learner needs yet meeting learning goals and objectives. This is particularly true for students who are only taking a course to fulfill a course requirement. It will place great pressure on the instructor to motivate these specific online learners. Furthermore, this category of standards places a large amount of responsibility on instructor. Following these standards for multiple classes and/or classes with more than 30 learners will be challenging.

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Summary of 4 Indicators
-Promote digital citizenship by demonstrating and enforcing academic integrity through use of Internet, intellectual property, and fair-use
-Follow federal, state and program policies to support safe space for learners

Critique
Sometimes instructors are unaware of digital citizenship, especially for subject matter experts who have not been trained by their institution or through previous education. The standards themselves should define digital citizenship prior to explaining the specifics of each indicator.

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Summary of 7 Indicators
-Watch learner progress, needs, and data to implement further support for learners when needed
-Collaborate with institutional staff when needed
-Use different formats to meet diverse learner needs and provide accessibility options
-Offer more opportunities for individualized "learner growth or enrichment"
-Create place for sharing unique abilities of learners

Critique
It can be challenging to gather information from online learners to help instructors determine if additional support is necessary. The issue is how to reach out to students who may be unresponsive or shy; these standards greatly rely on the community building of the institutional staff, instructors, and learners.

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Summary of 8 Indicators
-Use wide range of accurate and reliable assessments that demonstrate successful completion of learning goals and objectives
-Protect learner data and verify academic integrity
-Monitor learner readiness and progress throughout course
-Change instruction when necessary based on performance data of individual learners
-Provide self-assessment opportunities for learners

Critique
Assessments that demonstrate achievement of a learning goal or objective does not necessarily transfer to a skill. This relies more on application of learning theories (problem-based learning by Jonassen, for example) and instructional design. Even if an assessment reliably and accurately measures performance, the instructional design process is a crucial factor in determining skill transfer.

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Summary of 5 Indicators
-Use tools and technologies that support both the course objectives and the learner success
-Use tools and technologies that can serve needs on an individualized level and can promote interaction between learners
-Demonstrate basics of troubleshooting technical problems
-Encourage safe digital learning environment

Critique
Some of the standards conflict which is not noted. For example, a technology that supports the course objective may not be accessible for individualized needs. Consequently, the technology that is accessible may not adequately meet a course objective. The issue is further complicated when other factors are considered such as interaction, technical problems, learning the technology, etc. In the end, the online instructor will need to provide access to multiple tools and technologies, and promote combining tools and technologies. This puts greater strain on both the instructors and learners.

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Summary of 9 Indicators
-Meet requirements for teaching or field standards
-Reflect on own work
-Improve online teaching skills
-Encourage improvement among colleagues
-Keep information, content, and communication relevant and appropriate
-Understand role in accessibility
-Demonstrate digital citizenship and effective time management

Critique:
I believe that instructors of online courses need to either meet both teaching and subject field standards or meet teaching standards at minimum. In my experience working with students at Harford Community College, many professors are subject matter experts, but do not always approach delivering the content effectively. Understanding basic instructional design, multimedia principles, and learning theories should be a responsibility of online instructors in addition to their subject matter expertise.

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About National Standards for Quality Online Teaching

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About National Standards for Quality Online Teaching

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Developed by Virtual Learning Alliance (VLLA) and Quality Matters (QM)

Part of a set of 3 standards from National Standards for Quality Online Learning

Contains 8 standards that each have multiple indicators (a total of 51 indicators)

Standard A: Professional Responsibilities
Standard B: Digital Pedagogy
Standard C: Community Building
Standard D: Learner Engagement
Standard E: Digital Citizenship
Standard F: Diverse Instruction
Standard G: Assessment and Measurement
Standard H: Instructional Design

You will need to scroll down per column, and also further to the right to see all of the standards.