1. Weak content and curricula

• Online materials are largely page-turning lectures and not activity, project, laboratory, or inquiry-based.

• Content does not meet curricular standards, or state/national content standards.

2. Weak online pedagogy

• Little interaction and collaboration to promote peer-to-peer, small group, or collaborative learning.

• Limited variety of interesting, engaging activities.

• Courses designed with limited contact with instructors and students.

• Few group and individual learning activities that lead to deep student understanding of knowledge, concepts, and principles.

3. Limited forms of online assessment

• Course activities are designed without accompanying rubrics.

• Weak accountability and assessment criteria (e.g. course participation and completion, not quality).

• No consistent "learning standards."

4. Lack of technology standards and best use of technology

• Materials do not capitalize on the multiple representations possible with technology.

• Multimedia, virtual reality, simulations, and animations are used in superficial ways rather than in ways integral to learning.

• Courses don’t have consistent user interface or format (font, color palette, screen size, branding placement, site architecture, navigation, etc.) Students and instructors have to relearn the interface with each new course.

5. Instructor is not prepared to be a virtual instructor

• Instructor does not know the logistics of homework, discussions, grading or similar functions within the course management system.

• Instructor does not utilize online communication effectively to moderate discussions.

• Instructor uses limited repertoire of assessment approaches.

• Instructor does not know how to teach in a way that aligns curricula, standards, and assessment.

6. Not all learners are prepared for online learning

• Not all students are sufficiently motivated.

• Not all students have the learning strategies needed to be successful online learners.

• Learners don’t know how to use the online system (e.g. grades, communication, homework submission, etc.).

Adapted from "The California Virtual School Report: A National Survey of Virtual Education Practice and Policy with Recommendations for the State of California," a report that was commissioned by the University of California College Preparatory Initiative. The particular section shown here was written by Sherry Hsi, founder and president of Metacourse and edited by John Watson, founder of Evergreen Consulting Associates.