This is a rubric designed to act as a companion to the WVU Course Design Rubric.
There is no single measure of the quality of course delivery, but this rubric will
be an aid to reflecting on some teaching best practices. Every classroom is different,
and there is not a “perfect” method of teaching. However, best practices serve as
a starting point. The Course Delivery Rubric has two categories: Teaching and Support
and Communication. Each category contains what can be thought of as a “checklist”
to aid in quality course delivery. Many of the items mentioned are somewhat general
because there are many variations of what quality teaching looks like. In general,
this rubric is best utilized as a self-reflection tool.
Teaching and Support
Regularly monitor student progress in the course.
For Online courses or courses with online components, such as HyFlex, best
practice is to log in to the Learning Management System daily to check on
Promote student engagement during appropriate learning activities, such as creating
smaller groups for targeted discussions and interactions (e.g., group work).
This can be done on the spot in synchronous interactions such as a face-to-face
class meeting or a live online class meeting. It can also be done for asynchronous
activities, such as in a discussion board, for Online, Hybrid, and HyFlex
Be active in discussions.
In face-to-face and similar synchronous interactions, this occurs naturally.
In an asynchronous discussion, it is important to keep in mind that a response
to every student post is not necessary. However, instructor comments can
help spur further discussion and let the students know you are engaged as
If the subject of an activity or discussion may be controversial, give extra instructions
and guidelines for expectations on conduct and submissions.
For example, students could be reminded that it is fine to have disagreements
in a learning environment, as long as it is done respectfully.
An asynchronous discussion in an Online, Hybrid, or HyFlex course on a controversial
subject could quickly get out of hand. Therefore, close monitoring and moderation
Provide students with timely feedback on assignments and submissions that emphasizes
how they can best continue working toward learning goals.
Consider including feedback expectations in your Syllabus, for example you
could specify that your students can expect to receive feedback on appropriate
assignments within a certain number of days.
If necessary, modify materials, assignments, and activities in order to meet the
needs of students.
This includes modifications within the Learning Management System if it is
utilized. (Online course, Hybrid, Hy-Flex, etc.).
Reflect on assessments to see what students are understanding and what needs further
instruction. For example, if several students struggled with an assessment on
a foundational topic, identify and share additional resources to help fill the
gaps in their understanding so they can be more successful in future assignments.
Consider giving students questions and information before class meetings so they
can prepare responses and further questions. This can increase participation
during instruction, and is especially useful in synchronous meetings of Online,
Hybrid, and Hy-Flex courses.
When using new tools or doing unique activities, conduct a low-stakes “dry run”
to give both you and students some experience with it before utilizing it fully.
For example, if you are going to use a tool like VoiceThread for an assignment,
allow students to create a basic version of the assignment on some content of
their choice for participation credit.
Be able to point students to proper support services, such as ITS or third-party
vendors for technical issues, tutoring services offered by WVU, and mental health
resources, such as the Carruth Center.
Prepare rubrics and work samples to help students understand the expectations for
assignments and discussions.
Utilize the “chunking” method where tasks are broken down into smaller pieces so
students can receive feedback throughout the process and stay engaged in the
course. This is particularly useful for Online courses but is helpful in any
type of course.
If necessary, solicit and reflect upon student feedback regarding learning activities
and assessments and make changes to future activities and assessments.
Establish expectations of conductand discourse in the classroom.
In Online, Hybrid, and HyFlex courses this includes establishing principles
of “Netiquette” for discussions and interactions.
Make/send regular announcements for students to remind them of expectations, due
In an Online, Hybrid, or HyFlex course, there are several ways to make regular
announcements outside of class meetings, such as the Announcement tool in the
Learning Management System.
Respond to student inquiries, such as emails or messages with the Learning Management
System, within a pre-established duration.
Best practice is 24-48 hours; this is especially important for courses with
Establish Office Hours.
For example, if your course is Online, Hybrid, or HyFlex, you can utilize video
communication tools such as Collaborate Ultra or Zoom to hold Office Hours
or develop an equivalent method, such as students scheduling an appointment.<.li>
When offering feedback to students, point out positive aspects of their work as
well as where they need to improve. This will help build your relationship with
students and let them know you see the good work they do.
Be prepared to state expectations and directions in multiple ways.
In a face-to-face course or synchronous online course, it is simple for students
to raise questions in the moment they receive directions, but in asynchronous
instruction it can helpful to try and anticipate student questions and include
them in your directions.
Be flexible with times and types of communication to meet the needs of your students.
Be aware of tone in written communication.
Without the help of cues such as body language, expressions, etc., it is easier
for written com- munications to be misinterpreted. Simple practices can be
helpful in avoiding misinterpretation, such as beginning messages with a
greeting and inviting future contact and questions.
Take steps to prevent students from becoming “disconnected” from the course.
An example in a face-to-face course would be asking the student to stay after
class for a few minutes to discuss any issues they may be having.
An example in an Online course is reaching out to students if they are not
logging in, missing deadlines, or not engaged with activities, etc.
Maintain a “presence” within the course and classroom by connecting with students
and letting your voice as an instructor be a part of the course.
In an Online, Hybrid, or HyFlex course presence means that students feel like
you are there as a person and committed to their success. It can be as simple
as adding a picture or video of yourself in your course introduction or creating
materials that include your “voice”.
Build a community within your online classroom using activities such as introductions/icebreakers,
group and team-building exercises, etc.
An example in an Online, Hybrid, or HyFlex course would be an Introduction
Plan out communications, such as emails or announcements, at regular intervals
throughout the course and before major assignments or deadlines.
In Online, Hybrid or HyFlex, this could be planned for the start of each Learning
Utilize a general question area for students to submit questions about the material,
assignments, and/or activities. Consider making it anonymous so that students
feel more comfortable asking questions.
In an Online, Hybrid, or HyFlex course, this can be done with an anonymous
discussion board. There are also strategies for doing this in a Face to Face
course, such as anonymous “Exit Tickets.”
WVU Teaching and Learning Commons
PO Box 6801, Morgantown WV 26506-6801