World Religions: Exploring Diversity
Course Description:
Throughout the ages, religions from around the world have shaped the political, social, and cultural aspects of societies. This course focuses on the major religions that have played a role in human history, including Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Shintoism, and Taoism. Students will trace the major developments in these religions and explore their relationships with social institutions and culture. The course will also discuss some of the similarities among the major religions and examine the connections and influences they have.
Course Details:
| Course Title (District): | World Religions: Exploring Diversity | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| Course Title (NCES SCED) : | Comparative Religion | ||||||||||
| Course Provider : | Michigan Virtual | ||||||||||
| Content Provided By : | eDynamic Learning | ||||||||||
| Online Instructor Provided By : | Michigan Virtual | ||||||||||
| Standards Addressed : | National Collegiate Athletic Association | ||||||||||
| Alignment Document : | https://drive.google.com/open?id=1IRRJ08p__xaJKMXVUMweZmftRbIDcvp7 | ||||||||||
| Academic Terms : | Accelerated, Semester, Trimester, Open Entry / Fixed End | ||||||||||
| NCES SCED Code : |
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How To Enroll:
| Enrollment Website : | https://slp.michiganvirtual.org/ |
|---|---|
| Email : | [email protected] |
| Phone : | (888) 889-2840 |
Students and Parents: It is important to work closely with your local school counselor or registrar to follow the school's enrollment procedures. By clicking the "Start Registration Request" button below, you will be able to notify the school of your interest in registering for the online course. However, it is the responsibility of the district or school to review the registration request and approve or deny the request. Please make a note to follow up with your school after submitting a registration request.
Additional Course Information:
- Email: [email protected]
- Phone: (888) 889-2840
- Describe the definitions and characteristics of religion.
- Analyze the roles religion plays in politics, diplomacy, social policy, culture, and artistic expression.
- Evaluate, compare, and contrast the origins, beliefs systems, and impacts of major world religions including Hinduism, Buddhism, Judaism, Christianity, Islam, Confucianism, Shintoism, and Taoism.
- Examine the challenges the modern world poses to religion.
- Make predictions about the future of religious practices.
Additional Cost: $0.0
Additional Cost Description:
NA
Upon completion of this course, students will be able to:
iNACOL National Standards for Quality Online Courses
| Academic Content Standards and Assessments | Rating | Comments |
|---|---|---|
| The goals and objectives clearly state what the participants will know or be able to do at the end of the course. The goals and objectives are measurable in multiple ways. | Partially Met | Some of the objectives are not measurable. For instance, you cannot measure "consider" or "discovery." |
| The course content and assignments are aligned with the state’s content standards, Common Core curriculum, or other accepted content standards set for Advanced Placement® courses, technology, computer science, or other courses whose content is not included in the state standards. | Fully Met | Meets Social Studies standards |
| The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed. | Partially Met | There is a ton of content, but the assessments are mostly recall and lower level thinking questions. |
| Information literacy and communication skills are incorporated and taught as an integral part of the curriculum. | Partially Met | Discussion boards and critical thinking questions are present. However, most of the questions (Text and Critical thinking questions) do ask the student to synthesize sources, but basically just restating what is provided in the reading. The Critical thinking questions are related asking the students opinions and not evidence-based conclusions. The assignments seem to only ask the student to read and answer, generally, lower-level questions. |
| Multiple learning resources and materials to increase student success are available to students before the course begins. | Partially Met | Podcasts are provided for students, but there is not much variety in resources. |
| Course Overview and Introduction | Rating | Comments |
|---|---|---|
| Clear, complete course overview and syllabus are included in the course. | Fully Met | The course provides a syllabus and overview of the course and units. (Screenshot in folder) |
| Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated. | Fully Met | |
| Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider. | Fully Met | Provided in the Michigan Virtual School (MVS) Blackboard learning management system (LMS). |
| Legal and Acceptable Use Policies | Rating | Comments |
|---|---|---|
| The course reflects multi-cultural education, and the content is accurate, current and free of bias or advertising. | Partially Met | Accurate and credible information and resources apparent, but lacks variety in multicultural sensitivity. |
| Expectations for academic integrity, use of copyrighted materials, plagiarism and netiquette (Internet etiquette) regarding lesson activities, discussions, and e-mail communications are clearly stated. | Fully Met | Provided in the Michigan Virtual School (MVS) Blackboard learning management system (LMS). |
| Privacy policies are clearly stated. | Fully Met |
| Instructor Resources | Rating | Comments |
|---|---|---|
| Online instructor resources and notes are included. | Not Met | |
| Assessment and assignment answers and explanations are included. | Fully Met |
| Accessing Course Effectiveness | Rating | Comments |
|---|---|---|
| The course provider uses multiple ways of assessing course effectiveness. | Fully Met | Students have the ability to rate the lesson as completed, student evaluation at end of course. MVU also has access to additional data regarding student success and satisfaction with courses. |
| The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement. | Fully Met | MVU instructors track information in the course issue tracker if an improvement is needed. |
| Course Updates | Rating | Comments |
|---|---|---|
| The course is updated periodically to ensure that the content is current. | Partially Met | The vendor (content provider) states that all courses are updated annually, however, no record of course version dates or statements of updated revisions could be located within course information. |
| Certification | Rating | Comments |
|---|---|---|
| Course instructors, whether faceto-face or virtual, are certificated and “highly qualified.” The online course teacher possesses a teaching credential from a state-licensing agency and is “highly qualified” as defined under ESEA. | Fully Met | All MVS instructors are certified in the state of Michigan, endorsed within their assigned content areas and grade levels, and highly qualified under state and federal guidelines. |
| Instructor and Student Support | Rating | Comments |
|---|---|---|
| Professional development about the online course delivery system is offered by the provider to assure effective use of the courseware and various instructional media available. | Fully Met | MVS instructors complete an onboarding course prior to teaching, annual professional development and conference attendance, participate in monthly department meetings, and are provided online resources for various instructional media. |
| The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator. | Fully Met | MVS instructors have access to a knowledge base with tutorials to assist them. Students also have a customer care center that offers technical support and course management assistance. |
| Course instructors, whether face-to-face or virtual, have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment. | Fully Met | Online instructors are provided with a sufficient amount of PD in various aspects as listed through monthly meetings, professional development seminars/conferences, and an onboarding course. |
| Course instructors, whether face-to-face or virtual, receive instructor professional development, which includes the support and use of a variety of communication modes to stimulate student engagement online. | Fully Met | Professional development fully prepares the instructor to use multiple, varied means of communication with and stimulating engagement of online students via synchronous and asynchronous communication. |
| The provider assures that course instructors, whether face-to-face or virtual, are provided support, as needed, to ensure their effectiveness and success in meeting the needs of online students. | Fully Met | Instructors are provided ample support through the help desk, policies and guidelines, discussion of best practices, etc. |
| Students are offered an orientation for taking an online course before starting the coursework. | Fully Met | Students are offered an orientation, i.e., the Online Learning Orientation Tool (OLOT), for taking an online course before starting the coursework in the learning management system. |
| Instructional and Audience Analysis | Rating | Comments |
|---|---|---|
| Course design reflects a clear understanding of all students’ needs and incorporates varied ways to learn and master the curriculum. | Partially Met | Course provides audio versions and some videos in the Lab portions, but otherwise, text-related read/answer format is the most prominent pedagogical strategy used. Very little application is incorporated. |
| Course, Unit and Lesson Design | Rating | Comments |
|---|---|---|
| The course is organized by units and lessons that fall into a logical sequence. Each unit and lesson includes an overview describing objectives, activities, assignments, assessments, and resources to provide multiple learning opportunities for students to master the content. | Fully Met | Course is well organized by units and lessons. There is an overview at the beginning of each lesson that describes the objectives of the units. Each requirement is clearly marked within each unit. |
| Instructional Strategies and Activities | Rating | Comments |
|---|---|---|
| The course instruction includes activities that engage students in active learning. | Partially Met | The bulk of assessment and practice throughout the course is based on read/recall, very few other activities or variety of assessment approaches are apparent. |
| The course and course instructor provide students with multiple learning paths, based on student needs that engage students in a variety of ways. | Partially Met | Does not provide a wide variety of learning activities. |
| The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways. | Partially Met | Primarily lower-level questioning and mainly opinion-based "Critical Thinking" questions posed that do not ask students to examine, synthesise, or analyze any information. |
| The course provides options for the instructor to adapt learning activities to accommodate students’ needs. | Not Met | There are no listed accomodations, suggestions or opportunities to check student understanding. The content cannot be edited by the instructor, but the instructor can add additional materials if desired. |
| Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations. | Partially Met |
| Communication and Interaction | Rating | Comments |
|---|---|---|
| The course design provides opportunities for appropriate instructor-student interaction, including opportunities for timely and frequent feedback about student progress. | Fully Met | |
| The course design includes explicit communication/activities (both before and during the first week of the course) that confirms whether students are engaged and are progressing through the course. The instructor will follow program guidelines to address non-responsive students. | Fully Met | Michigan Virtual School (MVS) instructor guidelines ensure such interaction through welcome letters, instructor introductions, and regular progress reporting. |
| The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material. | Partially Met | There are discussion board opportunties, but for the most part, students and instructor will need to communicate through the messaging systems and/or emails, as there is not room for much interaction in the course. |
| Resources and Materials | Rating | Comments |
|---|---|---|
| Students have access to resources that enrich the course content. | Partially Met | There are some links and videos in the lab section, but overall, not many opportunities available. |
| Evaluation Strategies | Rating | Comments |
|---|---|---|
| Student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course and are clearly stated. | Partially Met | The unit objectives are clearly stated but some are not measurable. It is not easy to determine how effectively a student "considered" (an objective from Unit 1) something, for example, on a multiple choice quiz. |
| The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content. | Partially Met | Most of the assessments are multiple choice quizzes and short answer questions. There is very little opportunity for students to apply anything they've learned, the questions mostly ask them to retrieve information from the lessons. The lab questions ask students to view a link and then answer questions about what they looked at, usually a video. |
| Feedback | Rating | Comments |
|---|---|---|
| Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction. | Partially Met | The assessments are not varied. Every unit is the same: reading, questions, lab questions, discussion board, and quiz. |
| Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content. | Partially Met | In Blackboard, students can view their grades at any time by clicking "My Grades." However, in the Brain Honey version, students really do not have much opportunity to check their understanding of a topic before they get to a quiz--they may have to read through several lessons worth of information before getting to the quiz. The "quiz review" is also the same for each unit. |
| Assessment Resources and Materials | Rating | Comments |
|---|---|---|
| Assessment materials provide the instructor with the flexibility to assess students in a variety of ways. | Not Met | The assessment materials are open ended or opinion based. The student gets no opportunity to apply what they have learned. |
| Grading rubrics are provided to the instructor and may be shared with students. | Not Met | I could not find any grading rubrics. |
| The grading policy and practices are easy to understand. | Partially Met | In Blackboard, grading policies would be outlined. The course contains a "how you will be graded" module, but it does not contain any concrete information. It gives some basic suggestions of what a student might include at each grading level. |
| Course Architecture | Rating | Comments |
|---|---|---|
| The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities. | Partially Met | Instructors cannot alter content provided by the course vendor, but MVS instructors are permitted to add supplemental materials as needed via the Blackboard LMS. |
| The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules. | Fully Met | The calendar within the learning management system permits adjustments to the pacing guides, though MVS has established start and end dates for fall, spring, summer, and trimester enrollment terms. |
| User Interface | Rating | Comments |
|---|---|---|
| Clear and consistent navigation is present throughout the course. | Fully Met | The layout of the course and the set up of assignments/assessments are consistent in the course. |
| Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs. | Partially Met | There is some audio avaialble, but otherwise, there are few media platforms being used outside of text. |
| Technology Requirements and Interoperability | Rating | Comments |
|---|---|---|
| All technology requirements (including hardware, browser, software, etc...) are specified. | Fully Met | Communicated in the syllabus, the MVU website, and the Blackboard LMS. |
| Prerequisite skills in the use of technology are identified. | Fully Met | Communicated in the syllabus, the MVU website, and the Blackboard LMS. |
| The course uses content-specific tools and software appropriately. | Partially Met | Not many content-specific technology tools used; however, those that are used are used somewhat appropriately. Further utilization of multisensory materials and approaches would be helpful. |
| The course is designed to meet internationally recognized interoperability standards. | Fully Met | LMS design allows for interoperability. |
| Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found. | Fully Met | Communicated within the MVU Acceptable Use Policy (AUP) through the website and the LMS. |
| Accessibility | Rating | Comments |
|---|---|---|
| Course materials and activities are designed to provide appropriate access to all students. The course, developed with universal design principles in mind, conforms to the U.S. Section 504 and Section 508 provisions for electronic and information technology as well as the W3C’s Web Content Accessibility guidelines (WCAg 2.0). | Fully Met | No alt tags on images. However, clear text could be easily read by a screen reader. |
| Data Security | Rating | Comments |
|---|---|---|
| Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA). | Fully Met | Course is password protected; the privacy policy is communicated in the Blackboard LMS. |
Review Conducted By: Michigan Virtual
Date of Review:
07/28/2016
NSQ National Standards for Quality Online Courses
| Rating | Comments | |
|---|---|---|
| B3. The online course content is aligned with accepted state and/or other accepted content standards, where applicable.* | Partially Met | Some are objectives measurable as written; some are not. |
| B4. Digital literacy and communication skills are incorporated and taught as an integral part of the curriculum.* | Fully Met | |
| B5. Supplemental learning resources and related instructional materials are available to support and enrich learning and are aligned to the specific content being delivered.* | Fully Met | |
| B6. The online course content and supporting materials reflect a culturally diverse perspective that is free of bias.* | Fully Met | |
| B7. The online course materials (e.g., textbooks, primary source documents, OER) that support course content standards are accurate and current. | Fully Met | The lessons are very text heavy. |
| B8. The online course is free of adult content and avoids unnecessary advertisements.* | Fully Met | |
| B9. Copyright and licensing status for any third-party content is appropriately cited and easily found. | Fully Met | |
| B10. Documentation and other support materials are available to support effective online course facilitation.* | Fully Met | |
| B1. The online course objectives or competencies are measurable and clearly state what the learner will be able to demonstrate as a result of successfully completing the course.* | Fully Met | In Michigan Virtual Syllabus |
| B2. The online course expectations are consistent with course-level objectives or competencies, are representative of the structure of the course, and are clearly stated. | Fully Met |
| Rating | Comments | |
|---|---|---|
| A8. Learners are offered an orientation prior to the start of the online course. | Fully Met | All Michigan Virtual students complete the Student Orientation to Online Learning module, containing introductory lessons and four assessments, prior to beginning their other coursework. Additionally, all courses include as their first activity an introductory discussion board as an opportunity to engage with the instructor and other classmates. |
| A1. A course overview and syllabus are included in the online course | Fully Met | All Michigan Virtual course offerings contain a link to the course syllabus within the quick access menu located on the class homepage. The syllabus describes, among other things, a course description, prerequisite learning requirements, course objectives or outcomes, an outline of learning topics, resources included, scoring systems and grading policies, estimated time commitments, assessment requirements, technology requirements, additional material costs, technical and digital literacy skill requirements, contact expectations and academic support information. |
| A2. Minimum computer skills and digital literacy skills expected of the learner are clearly stated.* | Fully Met | All Michigan Virtual course offerings contain a link to the course syllabus within the quick access menu located on the class homepage. The syllabus describes, among other things, a course description, prerequisite learning requirements, course objectives or outcomes, an outline of learning topics, resources included, scoring systems and grading policies, estimated time commitments, assessment requirements, technology requirements, additional material costs, technical and digital literacy skill requirements, contact expectations and academic support information. |
| A3. The instructor’s biographical information and information on how to communicate with the instructor are provided to learners and other stakeholders. | Fully Met | All Michigan Virtual course offerings contain a quick access widget on class homepages displaying the instructor's name, photograph, contact information, office hours, and personalized messages. Additionally, instructors post a welcome letter for students in their Getting Started module describing further biographical and professional information. |
| A4. Learner expectations and policies are clearly stated and readily accessible within the introductory material of the course. | Fully Met | Michigan Virtual's Student Orientation to Online Learning lesson content, linked in the Getting Started module common to all course offerings, describes in detail expectations and responsibilities for learners as well as for their instructors. Additionally, the course quick links located on the class homepage includes a link to Michigan Virtual policies, including policies for academic integrity, acceptable use, accommodations and web accessibility guidelines, anti-bullying, terms and conditions for dropping a course, student privacy, and purchasing terms and conditions. |
| A5. Minimum technology requirements for the course are clearly stated, and information on how to obtain the technologies is provided.* | Fully Met | All Michigan Virtual course offerings contain a link to the course syllabus within the quick access menu located on the class homepage. The syllabus describes, among other things, a course description, prerequisite learning requirements, course objectives or outcomes, an outline of learning topics, resources included, scoring systems and grading policies, estimated time commitments, assessment requirements, technology requirements, additional material costs, technical and digital literacy skill requirements, contact expectations and academic support information. It is the responsibility of schools or parents/guardians enrolling their students to provide them with the necessary hardware and internet access. However, if the course requires additional software downloads, then this information is provided to students within the technology requirements description and/or in additional guidance located in the Getting Started module of the course. |
| A6. Grading policies and practices are clearly defined in accordance with course content learning expectations. | Fully Met | All Michigan Virtual course offerings contain a link to the course syllabus within the quick access menu located on the class homepage. The syllabus describes, among other things, a course description, prerequisite learning requirements, course objectives or outcomes, an outline of learning topics, resources included, scoring systems and grading policies, estimated time commitments, assessment requirements, technology requirements, additional material costs, technical and digital literacy skill requirements, contact expectations and academic support information. |
| A7. The online course provides a clear description or link to the technical support offered and how to obtain it.* | Fully Met | All Michigan Virtual course offerings contain a link to the course syllabus within the quick access menu located on the class homepage. The syllabus describes, among other things, a course description, prerequisite learning requirements, course objectives or outcomes, an outline of learning topics, resources included, scoring systems and grading policies, estimated time commitments, assessment requirements, technology requirements, additional material costs, technical and digital literacy skill requirements, contact expectations and academic support information. Additionally, the course quick links menu located on the class homepage includes a link to Getting Help, detailing who to contact for various common needs, a link to the online Knowledge Base articles maintained by Michigan Virtual, and contact information for the Michigan Virtual Customer Care Center. |
| Rating | Comments | |
|---|---|---|
| C1. The online course design includes activities that guide learners toward promoting ownership of their learning and self-monitoring. | Fully Met | There is little formative assessment. |
| C2. The online course’s content and learning activities promote the achievement of the stated learning objectives or competencies. | Not Met | "Not all goals are measurable. The activities do not support all the course-level objectives as stated in the Alignment document. For example, CCRA.W.3, CCRA.W.5, CCRA.W.7 (sustained research), and CCRA.R.7 are not used in the activities. While the activities are varied, each type of activity is repeated for each lesson. For instance, each lesson has critical thinking questions, lab, a multiple choice quiz, and two discussion boards." |
| C3. The online course is organized by units and lessons that fall into a logical sequence. | Fully Met | |
| C4. The online course content is appropriate to the reading level of the intended learners.* | Fully Met | |
| C5. The online course design includes introductory assignments or activities to engage learners within the first week of the course. | Fully Met | All Michigan Virtual students complete the Student Orientation to Online Learning module, containing introductory lessons and four assessments, prior to beginning their other coursework. Additionally, all courses include as their first activity an introductory discussion board as an opportunity to engage with the instructor and other classmates. |
| C6. The online course provides learners with multiple learning paths as appropriate, based on learner needs, that engage learners in a variety of ways. | Fully Met | There is little formative assessment. |
| C7. The online course provides regular opportunities for learner-learner interaction. | Fully Met | |
| C8. The online course design provides opportunities for learner-instructor interaction, including opportunities for regular feedback about learner progress.* | Fully Met | |
| C9. Online course instructional materials and resources present content in an effective, engaging, and appropriate manner.* | Partially Met | Unit goals and assignments align. There is no visible relationship between state course level objectives, and unit standards. |
| Rating | Comments | |
|---|---|---|
| D1. Learner assessments are linked to stated course, unit, or lesson-level objectives or competencies. | Not Met | "Not all standards are measurable, so this can't be marked as met. Not all standards are measured. Examples from Unit 2: Understand Hinduism’s ancient origins. - not measurable Discuss several denominations of Hinduism. - no assignments discuss this Identify the four objectives of Hinduism and the four paths to God. - This is met, there are quiz questions on it. Name important Hindu texts and rituals. - not done, there may be multiple choice questions in the quiz, but this meets a different level of understanding. Recognize the influence of Hinduism on South Asian culture. - I see no assignment covering this. Comparisons are made to our culture." |
| D2. Valid course assessments measure learner progress toward mastery of content. | Fully Met | |
| D3. Assessment practices provide routine and varied opportunities for self-monitoring and reflection of learning.* | Partially Met | Each unit ends with an assessment. There are not multiple activities, and it does not occur in multiple places.Each unit ends with an assessment. There are not multiple activities, and it does not occur in multiple places. |
| D4. Assessment materials provide the learner with the flexibility to demonstrate mastery in a variety of ways.* | Fully Met | |
| D5. Rubrics that clearly define expectations for varied levels of proficiency are created and shared with learners.* | Partially Met | Rubrics are vague. Rubric criteria does not always line up with answer key. |
| Rating | Comments | |
|---|---|---|
| E1. Online course navigation is logical, consistent, and efficient from the learner’s point of view.* | Fully Met | |
| E2. The online course design facilitates readability.* | Fully Met | |
| E3. The online course provides accessible course materials and activities to meet the needs of diverse learners.* | Fully Met | |
| E4. Course multimedia facilitate ease of use.* | Fully Met | |
| E5. Vendor accessibility statements are provided for all technologies required in the course.* | Not Met | Cannot find this statement. |
| Rating | Comments | |
|---|---|---|
| F1. Educational tools ensure learner privacy and maintain confidentiality of learner information in accordance with local, state, and national laws for learner data. | Fully Met | Student data within Michigan Virtual's learning management system are password-protected and require single sign-on from a secure student information system in full compliance with FERPA requirements. |
| F2. The online course tools support the learning objectives or competencies.* | Partially Met | Some unit objectives are not measurable. Without having all measurable objectives, this cannot be assessed. |
| F3. The online course provides options for the instructor to adapt learning activities to accommodate learners’ needs and preferences.* | Partially Met | Instructor role permissions within Michigan Virtual's learning management system permit instructors to add supplemental content and external resources both within lessons and announcements. Additionally, the learning management system permits online accommodations including text-to-speech tools, extended testing time, provision of multiple attempts, and scoring exemptions for extenuating circumstances. Course content is desgined, however, to meet state and national content standards alignment and provide a guaranteed and viable curriculum to all enrolled learners, and therefore there are restrictions on instructor permissions to modify the scope and sequence of course assessments. |
| F4. The course allows instructors to control the release of content.* | Fully Met | Michigan Virtual provides for flexible pacing and asynchronous delivery of its online course offerings. In order to maximize these opportunities for personalized learner preferences and flexibility concerning frequency or timing of individual learner availability or participation in courses during academic terms, with few exceptions, all course content is made available at all times throughout the term, and generally only midterm or final exams are password protected. Conditional release of content is intentionally avoided or used sparingly within Michigan Virtual course design and instructional delivery models. |
| F5. The course provides the necessary technical functionality to score and record assessments and calculate earned course points or grades.* | Fully Met | Michigan Virtual ensures that the gradebook items are pre-populated in its course offerings, and the association of grade items with individual assessments, and the inclusion of grade categories, progress check calculations, and total point scoring established prior to the enrollment of learners. |
| Rating | Comments | |
|---|---|---|
| G1. The online course uses multiple methods and sources of input for assessing course effectiveness. | Fully Met | Michigan Virtual regularly examines enrollment trends, student performance data, student completion rates, student responses to end-of-course surveys, and technical support requests to continuously examine the quality and effectiveness of individual course offerings. |
| G2. The online course is reviewed to ensure that the course is current. | Fully Met | All Michigan Virtual course offerings offered by third party content providers undergo formal evaluation and review for their degree of alignment to course design and content standards, including the currency of content where appropriate. |
| G3. The online course is updated on a continuous improvement cycle for effectiveness based on the findings from ongoing reviews. | Fully Met | Michigan Virtual maintains a continuous cycle of monitoring course functionality through multiple support ticketing systems for internal and external users, annual reviews of performance and perception data, as well as a 3 to 5 year cycle of updating, replacing, or retiring course versions in an effort to maintain currency. |
Review Conducted By: Michigan Virtual
Date of Review:
09/28/2021
Unit 1: The Study of World Religions
Unit 2: Hinduism
Unit 3: Buddhism
Unit 4: Judaism
Unit 5: Christianity
Unit 6: Islam
Unit 7: Confucianism
Unit 8: Shintoism
Unit 9: Taoism
Unit 10: Religion in the Twenty-First Century
| Term Type | Enrollment Opens | Enrollment Ends | Random Draw Date | Enrollment Drop Date | Course Starts | Course Ends | # of Seats | Course Fee | Potential Additional Costs |
|---|---|---|---|---|---|---|---|---|---|
| Accelerated | 01/03/2024 | 06/28/2024 | 04/01/2024 | 05/31/2024 | 05/17/2024 | 07/26/2024 | 100 | $350 | $0 |
| Accelerated | 01/03/2024 | 06/28/2024 | 04/01/2024 | 06/07/2024 | 05/24/2024 | 08/02/2024 | 100 | $350 | $0 |
| Accelerated | 01/03/2024 | 06/28/2024 | 04/01/2024 | 06/14/2024 | 05/31/2024 | 08/09/2024 | 100 | $350 | $0 |
| Accelerated | 01/03/2024 | 06/28/2024 | 04/01/2024 | 06/21/2024 | 06/07/2024 | 08/16/2024 | 100 | $350 | $0 |
| Drop Policy | Completion Policy | Term Type | Enrollment Opens | Enrollment Ends |
|---|---|---|---|---|
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Accelerated | 01/03/2024 | 06/28/2024 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Accelerated | 01/03/2024 | 06/28/2024 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Accelerated | 01/03/2024 | 06/28/2024 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Accelerated | 01/03/2024 | 06/28/2024 |
Students can use chat, email or private message system within the course to access highly qualified teachers when they need instructor assistance.
| School Year | Enrollment Count | Pass Count | Completion Rate | Notes |
|---|---|---|---|---|
| 22-23 | 54 | 52 | 96.3% | |
| 21-22 | 115 | 113 | 98.26% | |
| 19-20 | 110 | 91 | 82.73% | |
| 18-19 | 131 | 122 | 93.13% | |
| 17-18 | 111 | 97 | 87.39% | Enrollment data includes all enrollments (21f and non-21f) for the 2017-18 school year. |
| 16-17 | 90 | 78 | 86.67% | Enrollment data include all enrollments (21f and non-21f) for the 2016-17 school year. |
| 15-16 | 76 | 70 | 92.11% | None |