CEL courses strive for quality in four broad areas, as outlined in the CEL Quality Guidelines.
1.
Quality of scholarship
CEL courses are authored and taught by experts and leaders in the field. The learning material is academically rigorous, current, and reflective of the standards of scholarship within the discipline, and displays the highest standards of academic integrity.
2.
Quality of instructional design
Instructional quality starts with a clearly articulated set of intended learning outcomes. The learning material, activities, and assignments are designed to promote the achievement of intended outcomes. Design quality also includes opportunities for connections between learners and instructors, learners and other learners, and learners and learning material. Where appropriate, activities and assessments provide connections to real-world contexts.
3.
Quality of visual and interaction design
(see Desirable)
Quality interaction design ensures a frictionless learning experience, and communicates respect for learners (Nielsen, Trustworthiness in Web Design). Quality in visual design increases credibility:
...even if your credentials are rock solid, your reputation with learners will suffer from poor visual design.
(Peters, Interface Design for Learning, p. 77)
4.
Quality control
CEL's QA process strives for a barrier-free learning experience for all learners — one that is free of grammatical and spelling errors, uses software that is set up properly and works efficiently, and is accessible for all learners. Prompt in-term technical support contributes to a quality learning experience for learners studying online.