This document outlines standards for distance education and learning (DEAL) courses. It discusses standards in several areas, including that presenters and sponsoring organizations should be credible sources of information and disclose conflicts of interest. Course overviews should provide information on content, structure, objectives and requirements. Competencies and objectives should be clearly communicated and aligned with learners' needs. Instruction should be accurate, up-to-date and support achieving objectives through interactive activities. Assessments should measure achieving objectives and collect learner feedback. The user experience should have a consistent design and easy navigation, while technologies should support content and engagement. Courses should accommodate diverse learners and accessibility needs.

1. Distance Education And Learning (DEAL) – 2017 1 © R-IV Public Health Training Center
Distance Education And Learning (DEAL)
e-Learning Standards
Presenter and/or Sponsoring Organization
• Presenter has needed expertise (e.g., academic training, experiences).
• Presenter selects content that is supported by best available evidence.
• Presenter creates a learner-centered training experience.
• Presenter and/or sponsoring organization discloses any conflicts of interest and funding
sources, if applicable.
• Sponsoring organization is a credible source for the training.
Course Overview
• Overview includes purpose of the course (e.g., overview of content, target audience,
learning objectives, competencies addressed).
• Overview includes structure of the course (e.g., modality/format, length and number of
modules, technical requirements).
• Overview includes other information learners need to decide about participation (e.g.,
presenter, pre-requisites, CEUs offered, cost).
Competencies and/or Learning Objectives
• Competencies and/or learning objectives are designed to measure observable changes
in learner’s knowledge and/or skills.
• Competencies and/or learning objectives are aligned with current skill/knowledge level
and training needs of the learner.
• Competencies and/or learning objectives are clearly communicated to the learner.
• Competencies and/or learning objectives are supported by the instructional materials,
methods and activities.
Instruction
• Content of the course is accurate, relevant, up-to-date, cited and aligned with course
competencies and/or learning objectives.
• Supplemental materials are accurate, relevant, up-to-date, cited and support the
achievement of the competencies and/or learning objectives.
• Learning activities (e.g., case study, simulation, discussion) contribute to the
achievement of the competencies and/or learning objectives.
• Learning activities allow participants opportunities to interact with content, instructor,
and/or other learners (e.g., offer/receive feedback).
• The course is based on principles of adult education and sound learning approaches.

2. Distance Education And Learning (DEAL) – 2017 2 © R-IV Public Health Training Center
Assessments
• Course information clearly describes how learners successfully complete course and
how they are recognized for successfully completing course (e.g., certificate).
• Course assessments measure the achievement of each competency/learning objective,
and collect learner feedback about the course.
User Experience
• Aesthetic design is consistent throughout the course.
• Course overview includes clear instructions for registering, starting and navigating the
learning activity as well as getting technical support.
• Course interface is easy to navigate.
Course Technologies
• Course technologies support the content and achievement of the competencies and/or
learning objectives.
• Course technologies are user-friendly and promote learner engagement (a positive
learning experience).
Accessibility & Support Services
• Course material and design accommodate different learning styles.
• Course accommodates learners with diverse accessibility needs.
• Course is accessible through a variety of different technologies (e.g., including mobile
devices or assistive technologies).
• Technical support services and troubleshooting resources are available to learners.
These e-Learning standards were developed by the Region IV Public Health Training Center. This
work was informed by the work of others including: Quality Matters (Continuing and
Professional Education), de Beaumont Foundation (Public Health Training Standards), CDC’s E-
learning Essentials, and the International Distance Education Certification Center.