Use the Quality Criteria for Online Pedagogy

Jamk’s Quality Criteria for Online Pedagogy define the principles and quality of online teaching. You can use these criteria when planning an online implementation or when evaluating the quality of an existing one. The quality criteria have been published alongside other Jamk regulations and principles.

This page brings together the Quality Criteria for Online Pedagogy and practical examples to support teachers in their work, showing how you can promote the realization of these criteria in practice.

1. Quality Criteria for Interaction
2. Quality Criteria for Guidance
3. Quality Criteria for Assignments
4. Quality Criteria for Assessment
5. Quality Criteria for Structure of the Learning Platform
6. Quality Criteria for Accessibility
7. Quality Criteria for Learning Materials
8. Quality Criteria for Artificial Intelligence
9. Quality Criteria for Information Security
10. Quality Criteria for Development and Feedback

1. Quality Criteria for Interaction

• Learners are offered opportunities for interaction, communal activities, learning from each other and sharing experiences.
• The goals and requirements for interaction are explained clearly.
• The development of professional identity is supported through interaction.
• Interaction is designed to promote critical thinking, argumentation skills and the presentation of ideas in a constructive way.
• Interaction is used to build a safe working atmosphere and a positive and encouraging learning environment.

Practical examples:

2. Quality Criteria for Guidance

• The learner receives guidance during the learning process. 
• The methods of guidance are described on the learning platform.
• The guidance is multi-channel.
• The guidance utilizes the functions offered by the learning platform, such as learning analytics, transitions and timings.

Practical examples:

3. Quality Criteria for Assignments

• The assignments form a coherent entity that supports the achievement of the learning outcomes.
• The assignment instructions include the purpose and the objective of the assignment, the instructions for the learner’s actions, and the assessment criteria and methods.
• The assignments have been divided into phases and the estimated time to be used for learning has been indicated in connection with the phases. 
• The learner can use the opportunities offered by technology in completing the assignments.
• The assignments are linked to real working life situations.

Practical examples:

4. Quality Criteria for Assessment

• The assessment criteria are aligned with the learning outcomes. 
• Assessment is continuous and various assessment methods are used. 
• The learner has the opportunity for self-assessment and/or peer assessment during the learning process.

Practical examples:

5. Quality Criteria for Structure of the Learning Platform

• In accordance with a jointly agreed structure or template, the following are presented on the learning platform:
  • Timing and timetable
  • Learning outcomes, workload and assessment
  • Teacher contact information and guidance practices
• The learning process and its progress have been made visible on the learning platform. 
• Completion progress tools are in use if the learning platform allows it.

Practical examples:

6. Quality Criteria for Accessibility

• The technology used to support the learning process, such as applications, devices and learning platform tools, supports the achievement of learning outcomes.
• The learning process has been created in a learner-oriented manner and the content is cognitively accessible, i.e. the amount of information is reasonable, the language and terminology are understandable.
• The contents are named consistently, and the navigation is straightforward. 
• The contents are visually accessible, e.g. fonts, colour contrasts, layout and alternative texts.
• The functionality of the content has been ensured. 
• The content is available on different devices, tools and connections.
• Guidance and technical support are available for selected online tools. 

Practical examples:

7. Quality Criteria for Learning Materials

• Learning materials support the achievement of learning outcomes.
• The technology chosen to produce learning materials supports learning.
• The materials are up-to-date and compiled from reliable sources.
• The rights to use the materials have been ensured and clearly stated. 
• Source references and copyright information are indicated in the materials.

Practical examples:

8. Quality Criteria for Artificial Intelligence

• Artificial intelligence services recommended by Jamk are used to support learning. 
• The learner is guided in the safe and ethical use of generative AI to support learning, e.g. data protection, source criticism and copyright.
• The assignment instructions explain how artificial intelligence can be used in the  assignment. 

Practical examples:

9. Quality Criteria for Information Security

• The services and applications recommended by Jamk are used to support learning.
• The learner is not required to log in to services and applications other than those recommended by Jamk.
• The use of external services must be justified, and the deployment has been carried out in accordance with Jamk’s instructions.

Practical examples:

10. Quality Criteria for Development and Feedback

• The learning process is developed based on the feedback received.  
• The learner has the opportunity to participate in the development by giving continuous feedback. 
• During the learning process, mid-course feedback and final feedback are collected. 
• The teacher analyses the feedback received from the learners and responds to the feedback.
• Quality is improved based on feedback and annual feedback surveys.

Practical examples: