Quality Criteria for Online Courses Development

Authors

DOI:

https://doi.org/10.19173/irrodl.v26i2.8035

Keywords:

guideline, key components of online courses, quality online courses, instructional design

Abstract

The rapid growth of online education has brought to the forefront the critical need for designing high-quality online courses that effectively engage learners and facilitate their success in the digital realm. This study explored the key components and practical guidelines for designing high-quality online courses. Qualitative research was conducted through a comprehensive literature review to determine a set of quality guidelines and analysis of existing online courses to assess the application of these guidelines. The study underscored the significance of robust and comprehensive course components in fostering student engagement and learning. It placed particular emphasis on the careful selection and organization of course materials, interactive elements, assessments, and multimedia resources, all of which play a vital role in creating a rich and immersive learning experience. Moreover, in light of the growing number of instructors transitioning to online teaching, the study has provided practical tips and guidelines for instructors. These insights may serve as valuable resources for educators seeking to enhance their instructional design skills and create engaging online learning environments that promote active participation and knowledge retention.

Author Biographies

Maimoona Al Abri, Sultan Qaboos University

Dr. Maimoona Humaid Al Abri is an Assistant Professor of Instructional and Learning Technology at Sultan Qaboos University (SQU), Oman, and serves as the Deputy Director of SQU’s Center of Excellence in Teaching and Learning. She holds a Ph.D. in Learning Technologies Design Research from George Mason University and an MEd in Learning Technology from Griffith University, Australia. Previously, she was the Director of the Educational Technology Department in Oman’s Ministry of Education, where she led initiatives such as digitizing the national curriculum, establishing Oman’s first digital school, and developing e-learning strategies and OER policies for K-12 education.Her research focuses on meaningful online learning, open educational resources (OER), open pedagogy, user experience design, and technology integration in schools. Recently, she has explored the pedagogical impacts of generative AI, strategies to enhance online learning environments, and constructivist models for student engagement. 

Abdelrahman Elhaj, Sultan Qaboos University

Abdelrahman Elhaj received his Ph.D. in Educational Technology from Sudan University of Science and Technology, Sudan, in collaboration with the University of Pretoria, South Africa. He has over 10 years of experience as an academician at Sultan Qaboos University (SQU), Oman, where he is currently an Associate Professor and the Head of the Department of Instructional and Learning Technologies, College of Education. His current research interests include student learning and development across various levels and areas of education. His publications cover topics such as technology integration, mobile learning, Web 2.0 technologies, and emerging technologies. He can be contacted at: abdoelhaj@squ.edu.om.

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Published

2025-05-08

How to Cite

Al Abri, M., & Elhaj, A. (2025). Quality Criteria for Online Courses Development . The International Review of Research in Open and Distributed Learning, 26(2), 205–226. https://doi.org/10.19173/irrodl.v26i2.8035

Issue

Vol. 26 No. 2 (2025)

Section

Research Articles

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