| completely unimportant | unimportant | neutral | important | very important |
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HEIs have at least one online-teaching department with necessary regulations, such as “Guideline for Online Teaching”. |
HEIs have at least one online-teaching department with necessary regulations, such as “Guideline for Online Teaching”. | | | | | |
HEIs have online teaching platform technology, administration and other support services, including online counseling, teaching, technology, technical training, etc. |
HEIs have online teaching platform technology, administration and other support services, including online counseling, teaching, technology, technical training, etc. | | | | | |
E-teaching administration platforms have availability and reliability, including good web response, linkage, navigation and positioning, etc. |
E-teaching administration platforms have availability and reliability, including good web response, linkage, navigation and positioning, etc. | | | | | |
Adequacy of online teaching resources, such as access to online teaching resources (both online and offline). |
Adequacy of online teaching resources, such as access to online teaching resources (both online and offline). | | | | | |
Openness and sharing of online teaching resources, such as access to teaching resources outside campus. |
Openness and sharing of online teaching resources, such as access to teaching resources outside campus. | | | | | |
Publicity of information, such as the release of reliable, complete and up-to-date online-teaching information, including qualification recognition, teaching objectives, credits, requirements, assessment methods, timetable and so on. |
Publicity of information, such as the release of reliable, complete and up-to-date online-teaching information, including qualification recognition, teaching objectives, credits, requirements, assessment methods, timetable and so on. | | | | | |
Sustainability of online-teaching platforms and teaching software. |
Sustainability of online-teaching platforms and teaching software. | | | | | |
Sustainability of online-teaching materials development and academic approaches. |
Sustainability of online-teaching materials development and academic approaches. | | | | | |
Sustainability of teachers and trainers skills, and HEIs' active responses to online teaching. |
Sustainability of teachers and trainers skills, and HEIs' active responses to online teaching. | | | | | |
Online-teaching goals are clear, and teaching contents meet students' needs. |
Online-teaching goals are clear, and teaching contents meet students' needs. | | | | | |
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| completely unimportant | unimportant | neutral | important | very important |
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There are various modes of online teaching, such as "online teaching", "blended teaching" (online + offline). |
There are various modes of online teaching, such as "online teaching", "blended teaching" (online + offline). | | | | | |
Appropriateness of online-teaching media (the most appropriate teaching forms for different types of courses), such as “recorded teaching”, “live teaching”. |
Appropriateness of online-teaching media (the most appropriate teaching forms for different types of courses), such as “recorded teaching”, “live teaching”. | | | | | |
Teaching design emphasizes the use of online platform to attract learners' attention, strengthen the interactions between teachers and learners, and highlight "learner-centered" education concept. |
Teaching design emphasizes the use of online platform to attract learners' attention, strengthen the interactions between teachers and learners, and highlight "learner-centered" education concept. | | | | | |
Comprehensiveness of the online-teaching content, covering all teaching objectives, orientation, navigation, schedule and outcomes, such as online activities and assignments are clearly explained. |
Comprehensiveness of the online-teaching content, covering all teaching objectives, orientation, navigation, schedule and outcomes, such as online activities and assignments are clearly explained. | | | | | |
Regularity of online teaching, such as the accessibility of courses. |
Regularity of online teaching, such as the accessibility of courses. | | | | | |
Effectiveness of interactive communication and feedback between teachers and learners, among learners, including the use of platforms, forums, emails, interactive groups and other communication channels, etc. |
Effectiveness of interactive communication and feedback between teachers and learners, among learners, including the use of platforms, forums, emails, interactive groups and other communication channels, etc. | | | | | |
Trace ability of teaching platform, including records of learning track, progress, task, etc. |
Trace ability of teaching platform, including records of learning track, progress, task, etc. | | | | | |
Ensure that the teachers are qualified and appropriately trained to deliver high-quality learner support in the online environment and assessment. |
Ensure that the teachers are qualified and appropriately trained to deliver high-quality learner support in the online environment and assessment. | | | | | |
Ability of web-based teaching design and innovation of online teaching, e.g. each online course has an open and clear syllabus, which can innovate previous teaching. |
Ability of web-based teaching design and innovation of online teaching, e.g. each online course has an open and clear syllabus, which can innovate previous teaching. | | | | | |
Control ability of online classroom under the web-based environment, e.g. being skillfully use network platform and technology to successfully complete teaching tasks. |
Control ability of online classroom under the web-based environment, e.g. being skillfully use network platform and technology to successfully complete teaching tasks. | | | | | |
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| completely unimportant | unimportant | neutral | important | very important |
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Ability of online-teaching evaluation and reflection in the information age, e.g. ability to analyze teaching effect, making rules for students to study and to be in exams honestly, and taking the measures to prevent plagiarism. |
Ability of online-teaching evaluation and reflection in the information age, e.g. ability to analyze teaching effect, making rules for students to study and to be in exams honestly, and taking the measures to prevent plagiarism. | | | | | |
Ability to continuously improve information ethics and information literacy, including academic integrity, moral behaviors, electronic security measures, etc. |
Ability to continuously improve information ethics and information literacy, including academic integrity, moral behaviors, electronic security measures, etc. | | | | | |
Assignments assigned by teachers are related to the online-teaching contents and learners' learning outcomes. |
Assignments assigned by teachers are related to the online-teaching contents and learners' learning outcomes. | | | | | |
Learners' initiative and enthusiasm, being able to regularly know their own online learning rate, browsing frequency, interaction, assignment completion and other information. |
Learners' initiative and enthusiasm, being able to regularly know their own online learning rate, browsing frequency, interaction, assignment completion and other information. | | | | | |
Assignments can promote learners' critical thinking, self-reflection and problem-solving ability, and the explicit scoring rules can help learners know how to score themselves. |
Assignments can promote learners' critical thinking, self-reflection and problem-solving ability, and the explicit scoring rules can help learners know how to score themselves. | | | | | |
Learners receive an orientation session to the online environment and technical requirements for studying on the course, prior to the commencement of learning and teaching activities and assessment as well. |
Learners receive an orientation session to the online environment and technical requirements for studying on the course, prior to the commencement of learning and teaching activities and assessment as well. | | | | | |
Ability to acquire, manage and integrate online teaching information by using data technology and communication tools. |
Ability to acquire, manage and integrate online teaching information by using data technology and communication tools. | | | | | |
Evaluation ability of online learning, usage of network technology or IT tools to improve their own learning and evaluation efficiency. |
Evaluation ability of online learning, usage of network technology or IT tools to improve their own learning and evaluation efficiency. | | | | | |
Ability to continuously improve network ethics and information literacy, including academic integrity, moral behaviors, electronic security measures, etc. |
Ability to continuously improve network ethics and information literacy, including academic integrity, moral behaviors, electronic security measures, etc. | | | | | |
Submission of learners' learning outcomes (SLOs), such as course papers and curriculum design. |
Submission of learners' learning outcomes (SLOs), such as course papers and curriculum design. | | | | | |
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| completely unimportant | unimportant | neutral | important | very important |
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Teaching and learning outcomes and qualification recognitions, e.g. SLOs' display, teaching achievement awards and online excellent course. |
Teaching and learning outcomes and qualification recognitions, e.g. SLOs' display, teaching achievement awards and online excellent course. | | | | | |
HEI’s report on success stories of online teaching to a central office which could share these with other entities in the HEI. |
HEI’s report on success stories of online teaching to a central office which could share these with other entities in the HEI. | | | | | |
Realization of online teaching to achieve the expected teaching and learning outcomes. |
Realization of online teaching to achieve the expected teaching and learning outcomes. | | | | | |
Achievement of online teaching outcomes, including passing rate, dropout rate and others. |
Achievement of online teaching outcomes, including passing rate, dropout rate and others. | | | | | |
Improvement of learners' problem-solving ability and learners’own development. |
Improvement of learners' problem-solving ability and learners’own development. | | | | | |
Learners' satisfaction with online teaching. |
Learners' satisfaction with online teaching. | | | | | |
Teachers' and learners' overall satisfaction with online teaching. |
Teachers' and learners' overall satisfaction with online teaching. | | | | | |
Formative assessment, e.g. pre-online teaching, mid-term assessment and online tracking records. |
Formative assessment, e.g. pre-online teaching, mid-term assessment and online tracking records. | | | | | |
Summative assessment, e.g. final assessment at the end of online teaching. |
Summative assessment, e.g. final assessment at the end of online teaching. | | | | | |
Developmental assessment, e.g. assessment results promoting quality of online teaching and the improvement of teachers and students. |
Developmental assessment, e.g. assessment results promoting quality of online teaching and the improvement of teachers and students. | | | | | |
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| completely unimportant | unimportant | neutral | important | very important |
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Teachers' mutual assessment online, i.e. a peer assessment mechanism. |
Teachers' mutual assessment online, i.e. a peer assessment mechanism. | | | | | |
Supervisors' online teaching assessment, such as supervisors' entering online classrooms to assess. |
Supervisors' online teaching assessment, such as supervisors' entering online classrooms to assess. | | | | | |
Learners' online teaching assessment, learners can assess each online course. |
Learners' online teaching assessment, learners can assess each online course. | | | | | |
HEIs, schools and departments have the mechanism of regularly monitoring and evaluating the online teaching quality. |
HEIs, schools and departments have the mechanism of regularly monitoring and evaluating the online teaching quality. | | | | | |
HEIs, schools and departments publish the assessment results publicly. |
HEIs, schools and departments publish the assessment results publicly. | | | | | |
Both teachers and learners can use the assessment results for future quality improvements of online teaching and learning. |
Both teachers and learners can use the assessment results for future quality improvements of online teaching and learning. | | | | | |