| 1.3. Course Development and Instructional Design | |
| 1.3.1 | Rules regarding the minimum requirements (such as the course syllabus, course materials, evaluation strategies, feedback) for course development, design and presentation of hybrid and online education are regularly reviewed and followed up. |
| 1.3.2 | Course design guidelines are prepared and followed in order to ensure that the courses are designed in a way that the students achieve measurable learning outcomes and develop the necessary knowledge and skills. |
| 1.3.3 | Teaching materials and syllabi are periodically reviewed to ensure that they meet the learning outcomes on a program basis. |
| 1.3.4 | Process flow and responsibilities that ensure permissions (Creative Commons, Copyright, Fair Use, Public Domain, etc.) for the proper use of hybrid and online course materials are specified and monitored. |
| 1.3.5 | There are policies that can be accessed by multiple applications that make teaching materials easily accessible and easy to use for students. |
| 1.3.6 | Teaching materials can be easily accessed by students with special needs using alternative teaching strategies and/or through referrals to private institutional resources. |
| 1.3.7 | Continuous improvement of the curriculum in line with the developments in the world is a fundamental responsibility for faculty and departmental administrations. |
| 1.3.8 | Hybrid and online course includes a syllabus that includes course outcomes, learning outcomes, assessment methods, books, tools and materials, and other relevant course information that makes course requirements transparent. |
| 1.3.9 | The course structure allows all students, regardless of their physical location, to access libraries/learning resources that support hybrid and online courses. |
| 1.3.10 | Technical support links or instructions are available with suggested solutions to potential technical problems and/or technical assistance links. |
| 1.3.11 | The learning management system and synchronous teaching software are actively used to support the acquisition of learning outcomes. |
| 1.3.12 | Opportunities/tools are provided to encourage student-student collaboration (web conferencing, instant messaging, etc.) as appropriate. |
| 1.3.13 | Homework completion, grading policy, and course instructor expectations are clearly stated in the syllabus. |
| 1.3.14 | Ethical rules or standards in hybrid and online student behavior are included in each course syllabus and provided throughout the orientation process. |
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