Online Training Standards

These standards outline what DSHS requires for high‑quality online training. They ensure courses are interactive, accessible, person‑centered, and aligned with long‑term care worker practice.

Online vs. Virtual Training

  • Online Training means an eLearning course taken through an automated learning management system.
  • Virtual training means instructor-led, remote learning environment conducted in real time via video conferencing.

Please note: DSHS will not approve online training that does not meet our online training standards. Online training with slides that advance automatically and that do not require learner participation will not be accepted. Recorded PowerPoint presentations and recordings of live presentations will also not be accepted.

Whenever possible, online training should reflect person-centered care, language, and practices.

 

Content Requirements

For DSHS to approve online training courses, the training content must meet the following:

 

Additional requirements for online home care aide core basic training:

  • Content must meet: core competencies and learning objectives.
  • Businesses interested in developing online home care aide core basic training must contact DSHS prior to developing the course. 
  • DSHS will provide Washington state-specific laws and rules, as well as other requirements at that time. 
  • Already developed courses that are not Washington state-specific will not be accepted for review, except for continuing education.

All online courses submitted for approval must meet the standards for design, functionality, and usability detailed below. They also must be delivered through a learning management system.

 

Copyright, Fair Use, and Licensing

Online course content must adhere to all copyright, fair use, and licensing requirements. The course must clearly state the copyright and licensing status of all non-original content, including video, images, and music, with written permission to use when applicable. 

Fair use standards include the following prohibitions:

  • Denying credit to the original author or creator.
  • Using nonprofit content in commercial activity or a for-profit product.
  • Using the written content, videos, and/or images produced by others as the majority of your course, i.e., the percentage of your online course that is original is less than the percentage that was produced by other sources.
  • Using the work of others for repeated or long-term use.

Online courses must include detailed reference pages.

 

Equity, Diversity, Accessibility, and Inclusion

The DSHS Home and Community Living Administration promotes choice, independence, and safety through innovative services and partnerships with tribes, advocates, providers, and caregivers to support seniors and people with disabilities so they can live with good health, independence, dignity, and control over decisions that affect their lives.

Online training that discriminates based on race, color, creed, religion, sexual orientation, gender identity, national origin, disability, age, political affiliation or belief, veteran or military status, or any other category protected by law will not be accepted.

Whenever possible, online training should meet Web Accessibility and W3C Standards and promote equity, diversity, and inclusion practices.

 

Readability

DSHS recommends a 6th to 10th-grade reading level and plain language. 

Resources:

 

Instructional and Technical Support

  • Learners must have access to instructional and technical support. 
  • Programs must respond within three business days. 
  • Courses must clearly explain where learners can ask questions about content or functionality.

 

Learning Objectives and Course Overview

Online courses must have clear learning objectives that list what the learner will be able to do as a result of taking the training. Online courses should begin with a complete overview of the course content or a table of contents that is informed by the learning objectives.

Learning objectives should:

  • Be actionable or measurable.
  • Course learning objectives should describe the core knowledge and skills that the student should be able to perform after completing the course.
  • Content, learner engagement activities, and the assessments should be consistent with the course learning objectives.
  • Learning objectives should be written to follow the clause "At the end of this course, the learner will be able to..." or something similar.

For more information on writing learning objectives, visit UW Writing Course Learning Objectives.

 

Interactive Self‑Paced Learning

Interactive self-paced learning is designed to allow the learner to control their learning experience. 

  • The learner needs to be able to advance the learning, pause it, and rewind it as needed. 
  • Auto‑advancing slides are not allowed.
  • Course navigation and formatting should be intuitive and consistent.

 

Developers should be prepared to ensure one of these:

  • Demonstrate screen reader compatibility
  • Have an audio narration option embedded in the course

 

Learner Engagement

Courses must include meaningful activities that reinforce learning and connect to real experiences. Learners cannot advance without completing engagement activities.

Examples include:

  • Scenarios or case studies with multiple responses and a best response.
  • Multiple choice knowledge checks.
  • True/false checkpoints.
  • Fill‑in‑the‑blank activities.
  • Links to additional resources.

Learners should have access and opportunities to downloadable resources such as reference guides, handouts, or job aides that reinforce comprehension.

 

Assessment Requirements

  • Courses must include a final assessment that learners must pass to receive credit. 
  • Long or complex courses should include module reviews. 
  • Assessment questions must match the learning objectives and have one correct answer. 
  • Learners must be able to revisit course content before testing.