This study develops a rubric comprising three quality concepts critical to addressing online learning challenges: Scaffolding, which supports student self-regulated learning processes; Student Agency, which promotes student choices and voices; and Social Presence and Interpersonal Interaction, which enhances student connection with peers and instructors. We then examine the extent to which college online courses reflect the three concepts following a 3-point scoring scale (“beginning,” “developing,” or “proficient”) based on observation data collected from 100 randomly selected courses. Our results indicate that about two-thirds of the courses score at or above the developing level, demonstrating some but insufficient incorporation of design features that can enhance the three concepts. While most courses are above the developing level for “Scaffolding,” less than half and less than one-third reach the developing level for the other two concepts. We further identify variations in course design based on instructor characteristics, where female instructors, instructors with higher educational attainment, and instructors teaching fewer credit hours had higher scores.

本研究开发了一个包含三个对解决在线学习挑战至关重要的质量概念的评分标准：支架，支持学生自我调节的学习过程；学生机构，促进学生的选择和声音；和社会存在和人际交往，这增强了学生与同龄人和教师的联系。然后，我们根据从 100 门随机选择的课程中收集的观察数据，检查大学在线课程在多大程度上反映了遵循 3 分制评分量表（“开始”、“发展中”或“熟练”）的三个概念。我们的结果表明，大约三分之二的课程得分处于或高于发展水平，表明一些但不充分的设计特征可以增强这三个概念。虽然大多数课程都高于“脚手架”的发展水平，但只有不到一半和不到三分之一的课程达到其他两个概念的发展水平。我们进一步根据教师特征确定课程设计的变化，其中女性教师、受过高等教育的教师、