RSU ONLINE LEARNING PROGRAM PROPOSAL: DESIGNING AND IMPLEMENTING RSU ONLINE QUALITY ASSURANCE

Proposed by the Distance Learning Committee - , fFall 2015

Accepted by Academic Council - January 2016

Updated to final plan by the Distance Learning Committee – November 2016

“People with passion can change the world for the better.” – Steve Jobs

Date Update10-1-2015

Proposal drafted and submitted to Academic Council

1-1-2016 Academic council approves proposal with changes11-1-2016

Distance learning committee updates proposal to reflect academic council changes; formalizes final proposal as plan.

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Contents

RSU Online Learning Program....................................................................................1Proposal: Designing and implementing RSU online quality assurance...................1

Opportunity................................................................................................................3Objectives................................................................................................................... 4Definitions.................................................................................................................. 4Publics and scope.......................................................................................................5QM implementation plan............................................................................................6

Objective 1: Design and implement a quality assurance program for course design................................................................................................................................ 6

Master course concept.........................................................................................6Prioritization.........................................................................................................6

Objective 2: Design and adopt effective online learning program...........................7Policies and deadlines..........................................................................................7Train faculty.........................................................................................................9Create standardized tools....................................................................................9Distance learning committee.............................................................................10Student readiness..............................................................................................10

Objective 3: Position RSU as leader in quality online learning...............................10Marketing communications materials................................................................10

Timeline.................................................................................................................... 11References...............................................................................................................12Appendix A: C-RAC...................................................................................................14Appendix B: Quality matters course format chart....................................................19Appendix C: Examples..............................................................................................20

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OPPORTUNITYIn today’s educational competitive market, the expansion of online course offerings has become the niche for small institutions to compete with large scale universities. According to Cain (2015), the popularity of online learning is no longer measured by “distance.” To compete in this online learning industry, universities must be conscious of why students are turning to online learning. Cain stated that flexibility, accessibility, reduced cost, engagement, networking and technology skills, and online learning create options.

With the recent membership into what is known as the State Authorization Reciprocity Agreement (SARA) and Rogers State Universities commitment to excellence, the growth of the institution is dependent on the expansion of our current online programs. RSU is in a unique and timely position to design an online learning program that would:

• Support learner success and retention.• Improve the quality of course design through proven instructional design

models.• Provide evidence of rigor and quality through Quality Matters (QM) course

review program.• Provide proven professional development opportunities through

workshops and training opportunities.

The following illustration provides a pathway for success and growth for both students and faculty at RSU.

The online learning environment is the largest growth opportunity for RSU. Unlike on-ground course offerings at any educational institution, online courses are available 24/7 to learners who are located anywhere and are not limited by classroom space and time. Rogers State University recently was granted membership into the State Authorization Reciprocity Agreement (SARA has eliminated the costly fees associated with out of state enrollment and the enormous amounts of bureaucracy of red tape that accompanies any enrollment venture outside the borders of Oklahoma. If RSU is to grow, the online market holds the

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InitiativesQuality Matters (QM)State Authorization Reciprocity Agreement (SARA)

RSU PlanInstructional designStudent readinessFaculty readiness Staffing/schedulingScalability

SuccessIncrease student enrollmentImproved student success and retentionImproved graduation rates

GrowthIncreased enrollment

largest opportunity. The Online Learning Consortium (2012, p. 4) monitors the online learning market and trends, and reported in 2012 that the number of students taking at least one online course totaled 6.7 million in 2012, that annual enrollment continues to increase, and 32% of students take at least one online course. They also reported that nearly 70% of higher education institutions now report online education is critical to their long-term strategy.

A quality, research-based online program will help improve student learning, improve student success and retention, and better position RSU to grow its online enrollment.

OBJECTIVESThe objectives of this plan are:

1. Design and implement a quality assurance program specific to instructional design models using the Quality Matters Higher Education Rubric, fifth edition, 2014. The program must be implemented in a manner that is timely, efficient, and affordable.

a. The plan must consider limitations for course reviewers, budget, and the new learning management system (LMS).

b. The new plan must also accommodate a transition period that supports a quality learning experience for current students.

c. Implement a five-year online course review process to ensure quality and rigor.

2. Improve and support RSU learner success and retention by designing and adopting an effective online learning program keeping research-based best practices in mind.

a. Develop policies to support a quality online program at RSU.i. All recommendations for policy decisions and the plan

implementation would be based on best practices (as identified by the research literature), on QM standards, and on budgetary limitations.

b. Train faculty through a series of professional development workshops on how to apply the QM Rubric Standards while improving current online course offerings. This includes adopting policies regarding training requirements of all faculty/facilitators before they are allowed to teach an online course.

c. Create and implement a student readiness program which includes policies, goal setting, LMS training, and how to become a self-directed learner.

3. Reorganize and restructure the Center for Teaching and Learning to support the RSU online learning program.

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4. Position RSU as a true leader in quality online learning. This includes strategic design of marketing communications materials such as a RSU Quality Assurance seal for courses that pass RSU’s quality assurance review.

DEFINITIONS1. Quality Matters (QM). The Oklahoma State Regents for Higher Education

(OSHRE) recently adopted Quality Matters for higher education in Oklahoma. QM is a strategic program that provides training, reviews, and standards for quality course design. Quality Matters (QM) is a faculty-centered, peer review process that is designed to certify the quality of online and blended courses (Shattuck, Zimmerman, & Adair, 2014).

2. State Authorization Reciprocity Agreement (SARA). “The State Authorization Reciprocity Agreement is a voluntary agreement among its member states and U.S. territories that establishes comparable national standards for interstate offering of postsecondary distance-education courses and programs. It is intended to make it easier for students to take online courses offered by postsecondary institutions based in another state” (SARA, n. d., para 1). a. SARA is an initiative of the federal government including the U. S.

Department of Education and higher education bodies including the Higher Learning Commission and OSRHE.

b. C-RAC Guidelines . The nine C-RAC guidelines are institutional-verified. Should a student file a complaint, OSHRE and/or SREB (Southern Regional Education Board – who oversees RSU and 15 other states) can investigate or require RSU to verify how it follows the C-RAC guidelines. C-RAC (Council of Regional Accrediting Commissions) has published the guidelines (located on the SARA and OKSRHE websites). The guidelines are also found in Appendix A. A subcommittee of RSU personnel has been assigned to review C-RAC guidelines.

c. NC-SARA . National Council for State Authorization Reciprocity Agreements. RSU is an official member of NC-SARA.

3. RSU Center for Teaching and Learning (CTL). RSU’s Center for Teaching and Learning will revert back to its original mission statement of providing training support for faculty.

4. QM definitions of course design and course delivery. QM only addresses course design so QM has no impact on academic freedom.a. Course design – “The forethought and planning that a faculty member

puts into the course” (Quality Matters, 2015).b. Course delivery – “The actual teaching of the course, the implementation

of the design” (Quality Matters, 2015). Course delivery is how the instructor facilitates the course. Course delivery is not part of QM. Academic freedom only deals with course delivery.

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5. Facilitator – This andragogical term refers to the subject matter exert who is guiding the course delivery and learning process for students. This term includes all ranks of faculty members as well as adjuncts.

6. Pedagogy - the art or science of teaching (Dictionary.com).7. Andragogy - the methods or techniques used to teach adults (Dictionary.com)

PUBLICS AND SCOPE 1. RSU staff, department heads, deans, administrators, CTL, etc.

a. Approve and comply with online program policies (Academic Council and Faculty Senate).

b. Staff online courses with QM-trained faculty.c. Ensure courses are populated and prepared by a certain deadline (such as

two weeks before first day of academic term) for students to view.2. Faculty

a. Trainingi. Two-tier approach

b. Master course leadersi. Create master courses that are reviewed for QM-based quality

assurance. ii. Serves as lead for all sections of the course each term.iii. Same training requirements as Track 1.

c. Distance Education Committee i. Committee member qualificationsii. Liaison with Faculty Senate

3. Studentsa. Student orientation to online program and readiness to take online

courses – self pacedb. Record keeping of students who have successfully completed orientation

and readiness

QM IMPLEMENTATION PLANOBJECTIVE 1: DESIGN AND IMPLEMENT A QUALITY ASSURANCE PROGRAM FOR COURSE DESIGN Challenge: Develop a strategic implementation plan for QM course review that is feasible, affordable, and realistic.

MASTER COURSE CONCEPTTo effectively implement QM, given the limited number of course reviewers and daily faculty workload, each course offered online at RSU will have one master course that will be reviewed for quality assurance. All sections of that course will

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align with the master course; the frameworks for all online sections of that course would be duplicates of the master course except for instructor information, response time, etc. This is consistent with standard practices of educational institutions using QM.

It is not realistic, timely or affordable for RSU to individually review/approve all sections of a course for quality assurance. Using and reviewing only master courses reduces faculty and administrative workload while supporting consistency in course design and ensuring that all students have the same course learning objectives and course content.

Please note that QM only addresses course design – which is defined by QM standards. QM does not address course content and delivery. Academic freedom is not an issue because academic freedom relates to course content and delivery.

PRIORITIZATION Which courses will be reviewed first for RSU quality assurance? To impact the most students as quickly as possible and to most quickly implement the quality assurance program, master courses will be prioritized based on the highest recurring student enrollment. The Registrar can determine these courses in terms of enrollment numbers. RSU administration determined that the first courses reviewed during the first semester (spring 2017) of the review process would be on a volunteer basis.

For each master course, department heads and faculty will jointly identify a faculty member who will be responsible for the master course, effectively becoming the course design lead. This person will design the course (consistent with QM standards and with input from other faculty who facilitate the same course) and work with peers as required for consensus on course design including alignment of course and unit learning objectives, tools, and assignments.

When the course lead determines a course is ready for QM review, the course lead will conduct a self-review using the QM portal. Courses that are approved at that level will then be reviewed by QM certified master course reviewers. Courses that passed quality assurance will receive a quality assurance logo on their course home page. These courses should not be revised unless absolutely required because they will lose their quality assurance designation and have to complete the review process again.

OBJECTIVE 2: DESIGN AND ADOPT EFFECTIVE ONLINE LEARNING PROGRAM Instructional course design is not the only factor critical to student success in the online learning environment. While QM is the cornerstone for quality instructional course design, additional factors affect course quality including “course delivery (teaching), course content, course delivery system, institutional infrastructure, faculty training/readiness, and student readiness/engagement” (Shattuck,

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Zimmerman, & Adair, 2014). An effective online learning program at RSU must encompass research-supported policies and procedures.

POLICIES AND DEADLINESPolicy: Every online faculty/facilitator will successfully complete appropriate training before being assigned an online course to facilitate.

a. Training required: i. Full-time faculty/facilitators developing online courses (Track 1) will

receive and must successfully complete QM certification training (IYOC or APPQMR, at minimum). These faculty members may be master course leaders.

ii. Every online faculty/facilitators (Track 2) will receive and must successfully complete LMS training and/or training developed and maintained by CTL.

iii. For more details see the section below about training faculty.[b.] While time is needed to completely implement required training, the

policy wentis expected to go into effect on August 1, 2016, the launch date of the new LMS. After that date, only faculty/facilitators who have completed the required training arewill be eligible to be assigned an online course to facilitate. Department heads will follow this policy in staffing online courses.

b.[c.] CTL will maintain list of certificates of completion for various QM and LMS training courses.

c.[d.] Research literature supports requiring ongoing training and support of online faculty/facilitators (Appana, 2008; Evans & Champion, 2007) to improve online course development and satisfaction (Cornelius & Glasgow, 2007).

Policy: Every online course section will be staffed at least two weeks prior to the start of the term and assigned faculty/facilitators will be notified so they can prepare the section for students.

d.[e.] Ideally courses should be staffed by the time that course schedules are published. Late staffing changes should be completed at least two weeks before the start of the term. While it is recognized that there will be some last-minute sections that open or close based on enrollment, the early staffing of online courses gives faculty/facilitators sufficient time to prepare the course for learners (for example, a customized instructor’s welcome and contact information, etc.).

e.[f.] The research literature and leading universities offer checklists that instruct faculty/facilitators to become comfortable with the LMS and technologies, and prepare the course for learners. These checklists suggest that faculty/facilitators prepare courses at least one week before the term begins (Penn State, n. d.; UW, n. d.).

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Policy: Every online course/section will be prepared by faculty/facilitators and ready for student review one week before on the date that the term begins. This includes course resources and tools such as the syllabus, course calendar, communications tools, and grade book.

f.[a.] The research literature strongly supports a policy wherein online courses are fully developed and open to students one week prior to the semester start date. This orientation week allows students to test their log-in user name and password to ensure access, to determine that they have the technology required to take the online course, to communicate with the instructor through the LMS, and to become more comfortable with the online environment. The research literature documents that students who are more comfortable with the technology and platform have more confidence in completing tasks, engage more, and have less anxiety, increasing the likelihood of individual learning (Hill, Song, & West, 2009; Jaggars et al., 2013a; Wladis et al., 2014). It was determined by RSU administration, however, that this would be a goal rather than a policy due to staffing limitations.

g.[b.] Approximately one-third of students have a navigator learning style, desiring access to the course navigation and resources at the beginning of the course to plan, schedule, and “chart a path for success” (Conti, 2009, p. 893). Course content may be revealed at the faculty/facilitators’ discretion.

h.[c.] Faculty can prepare online courses during the prior term and complete any last-minute changes the first day they report back to campus which is one week before a new term begins.

[d.] It is a goal rather than policy that cCourses will be ready for students to see and interact one week before the semester begins – even if the instructor changes due to staffing problems. However, no student work may be completed prior to the start of the semester.

i.[e.] See best practices of leading universities including Penn State, University of Wisconsin, etc.

Policy – Every online section will have a limited number of learners. Administration determined that limiting course section size is a guideline or goal rather than a policy due to the need to accommodate student demand for courses. In addition, the section size can vary significantly from one academic department to the next.

a. It is noted that, according to the Based on the research literature, the recommended size is 15-25. This remains a goal or guideline for department heads who are encouraged, if possible, to divide into multiple sections courses that exceed this number. If a course section exceeds this number, the section will be divided into two sections.

[a.] The number of learners enrolled in an online course is limited. Exceeding this number can affect the quality of the course in terms of meaningful discussions and consistent engagement (Haynie, 2014), instructor

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responsiveness and the number/type of assignments designed to meet learning objectives, etc. (Palloff & Pratt, 1999; Hill, Raven, and Han 2007; Kreijns, Kischner, and Jochems 2003). Other colleges and educational institutions in the areaTCC limit caps online sections at 20 learners (Tulsa Community College, n. d.)

Policy – No homework or examinations will be required in online courses during official school holidays including fall break, spring break, and holidays in the official University calendar.

[a.] This appears to be may be an existing policy at RSU although d. Documentation has not yet been found.

Policy – CTL has developed will develop a concise student readiness program designed to improve student persistence and success in the online learning environment.

[a.] The program has can be modeled after several successful programs at other educational institutions including TCC. (Wolff et al., 2014; Wladis et al., 2014).

[b.] CTL and the RSU Registrar will need to track students who have completed the student readiness program to require completion prior to enrolling in an online course.

TRAIN FACULTY“Facilitator training has a significant impact on student learning. Training provides an opportunity for facilitators to learn about online learning, but also provides a model for best practices. Training is essential to the successful design and delivery of an online course. To allow instructors to teach online without formal training may be condemning the process to failure” (Gibbons & Wentworth, 2001, para. 22).

To ensure an effective online program, RSU must develop a strategy to prepare all faculty members (including adjuncts) to succeed in facilitating online courses – based on best practices and the research literature and QM.

1. Track 1 (for full-time faculty developing online courses)a. Require QM certification (IYOC or APPQMR, at minimum), afford

summer grant opportunities to develop new or improve existing courses, and submit these courses to an internal review managed by RSU QM-certified, full-time faculty (PRC with review experience, at minimum; MRC preferred)

b. All course faculty/facilitators must successfully complete LMS training to teach any online course at RSU.

2. Track 2 (for full- and part-time faculty including adjuncts who are teaching online courses)

a. Require a short LMS tutorial or training session developed and maintained by CTL.

b. All course faculty/facilitators including adjuncts must successfully complete LMS training to teach any online course at RSU.

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[3.] Summer Grant Opportunities: Summer grants will may be made available to faculty for online course development. If funds are available, UDEC will be in charge of selectingoversee selection and funding of which grant applications. to fund. Consideration will be given to

[a.] T the program(s) to which the course applies (Gen Ed, Major, Minor, etc.) and

[b.] T the number of online sections offered per year.

CREATE STANDARDIZED TOOLSTo facilitate the plan for quality assurance, members of the Distance Education Committee who have completed QM training can will create several tools that will help master course leaders develop and refine their courses to meet QM standards. For example, the LMS home page can be designed to include a section with links to resources and policies per the QM rubric. The same can be designed for a section of the course home page. A universal syllabus template can be developed that includes the links and information required by QM (such as links for accessibility/accommodations, tech support, instructor response time, course description, course learning objectives, unit learning objectives, grading policy, a matrix showing how learning objectives align with tools and assignments, etc.).

From a student perspective, the consistency could help ensure success. From a course leader perspective, it’s always easier to edit than to create. Again, this would be a template with sample information that could be customized if desired.

DISTANCE LEARNING COMMITTEEDefine the qualifications required of Distance Education committee members. These qualifications may include documented expertise in instructional design, QM training completion, etc. For example, committee members need to have a strong understanding of various LMS, experience teaching online, and/or preferred to be a student in online class. The current faculty senate requirement that every department have a representative on every committee must be balanced.

STUDENT READINESSGoal for students: Prepare and support students to succeed in the online learning environment (improving retention).

Student success in distance education can be enhanced and improved by helping the student be prepared and develop skills to succeed in the online learning environment (Online Learning Survey, 2012).

CTL will identify the skills needed by students before they can enroll in an online course and create a training strategy to prepare students to succeed in online courses. This will be based on best practices and the research literature. Most regional and state institutions require a student readiness training program for students.

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Identify best practices and lessons learned at other universities (such as TCC). Some have a website page discussing skills needed and a link to a self-assessment quiz. Others require students to pass an assessment quiz before they can enroll.

Policy – what do students need to be required to do to show they are ready to take an online course? What skills are needed? Also include an LMS tutorial before enrolling in first online course at RSU? What is the timeframe for this? Can we have it ready for fall 2016 for students – with the new LMS?

[1.] Create and design student readiness training[2.] LMS training for students[3.] Timeframe for the training[4.] Documentation is required before they can enroll in online courses. Need to tie

this documentation into their student records. How do we ensure students can only enroll in online courses if they’ve passed the readiness training?

OBJECTIVE 3: POSITION RSU AS LEADER IN QUALITY ONLINE LEARNING

MARKETING COMMUNICATIONS MATERIALS As a member of SARA, RSU has the right to carry and display the SARA logo

on the RSU.edu website and the Learning Management System. RSU can develop a custom quality assurance logo to place on the course

home page of online courses that have been reviewed by QM master course reviewers and found to meet QM standards.

Database of all online courses. Schools enter info here http://ide.sreb.org/. Student and parents search here: http://www.electroniccampus.org/.

CTL will maintain a page on my.rsu.edu itemizing progress toward meeting SARA criteria.

HISTORICAL TIMELINE OF PROPOSAL IMPLEMENTATION Now – full-time faculty teaching online courses complete QM training

(Improving Your Online Course – IYOC). November 11, 2015: Distance Learning Committee submits this proposal to

Faculty Senate. December 2015: If approved by Faculty Senate, this proposal is submitted to

Academic Council. January 2016 – tentatively scheduled to unveil new plan (with approved

policies) at January 2016 mini convocation. February 2016 – LMS training begins for faculty readiness required by all

faculty/facilitators who are assigned online courses for fall 2016. This LMS training must be completed by August 1, 2016.

January 2016 –CTL identifies and prioritizes online courses by largest ongoing number of students enrolled and number of sections offered each semester.

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February 2016 – Department heads work with faculty to identify master course leads for all online courses.

Summer 2016 - Faculty who are master course leaders and take responsibility for a course (for which there may be several sections) may receive course release time beginning summer 2016 to prepare the design of their online courses for the Jenzabar LMS and review for quality assurance. During summer, they improve their respective courses to meet QM standards and submit self-reviews through the QM portal.

July and August 2016 – Two of RSU’s largest courses are reviewed by internal master course reviewers for quality assurance. If they pass quality assurance review based on QM standards, the courses will feature a quality assurance logo on the course home page. Only faculty members who have passed the APP QMR course will be permitted to facilitate any sections of the course. The courses will be live at least one week before the fall 2016 term begins.

July 2016 - Jenzabar LMS platform active August 1, 2016 – deadline for LMS training for all faculty/facilitators who have

been assigned online course(s) for Fall 2016. August 10, 2016 – online courses preparation complete and all online courses

open to students. August 17, 2016 – Fall term begins. January 2017 – first RSU quality assurance courses appear on the LMS.

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REFERENCESAppana, S. (2008). A review of benefits and limitations of online learning in the

context of the student, the instructor, and the tenured faculty. International Journal on ELearning, 7(1), 5-22.

Apple (n. d.). Steve Jobs https://www.youtube.com/watch?v=kshIWIc15yg

Cain, G. (2015). College of eLearning & extended education, eLearning Six Reasons Students Take Online Classes. http://www2.humboldt.edu/extended/elearning/sixreasons.html

Conti, G. J, (2009). Development of a user-friendly instrument for identifying the learning strategy preferences of adults. Teacher and Teacher Education, Elsevier Ltd. Retrieved October 14, 2015 from http://www.conti-creations.com/ATLAS_validity.pdf.

Cornelius, F., & Glasgow, M. E. S. (2007). The development and infrastructure needs required for success—one college’s model: Online nursing education at Drexel University. TechTrends, 51(6), 32-35.

Evans, R., & Champion, I. (2007). Enhancing online delivery beyond PowerPoint. The Community College Enterprise, 13(2), 75-84.

Gibbons, H. S., & Wentworth, G. O. (2001, June 6-8). Andragogical and Pedagogical training differences for online instructors. Distance Learning Association proceedings. Retrieved October 29, 2014 from http://www.westga.edu/~distance/ojdla/

Haynie, D. (2014, Sept. 14). Experts say class size can matter for online students. U. S. News. Retrieved October 14, 2015 from http://www.usnews.com/education/online-education/articles/2014/09/26/experts-say-class-size-can-matter-for-online-students.

Hill, J. R., Raven, A., & Han, S. (2007). Connections in web-based learning environments: A research-based model for community building. Retrieved October 14, 2015 from http://www.tandfonline.com/action/showMostReadArticles?journalCode=hajd20#aHR0cDovL3d3dy50YW5kZm9ubGluZS5jb20vZG9pL3BkZi8xMC4xMDgwLzA4OTIzNjQwOTAyODU3NzEzQEBAMA==.

Hill, J. R., Song, L., & West, R. E. (2009, May 15). Social l earning theory and web-based learning environments: A review of research and discussion of implications. American Journal of Distance Education, 23:2, 88-103, DOI: 10.1080/08923640902857713

Jaggars, S.S., Edgecombe, N. & Stacey, G.W. (2013a). Research Overview. April 2013. Community College Research Center. Teacher’s College, Columbia

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University. Retrieved from http://ccrc.tc.columbia.edu/media/k2/attachments/what-we-know-about-online-course-outcomes.pdf

Kreijns, K., Kischner, P. A. & Jochems, W. (2003). Identifying the pitfalls for social interaction in computer-supported collaborative learning environ-ments: A review of the research. Computers in Human Behavior19(3):335–353

Online Learning Consortium (2012). Changing course: Ten years of tracking online education in the United States. Retrieved October 5, 2015 from http://www.onlinelearningsurvey.com/reports/changingcourse.pdf

Palloff, R., and K. Pratt (1999). Building learning communities in cyberspace. Hoboken, NJ: Jossey-Bass.Pea,

Penn State University (n. d.). Managing your online class. Retrieved October 9, 2015 from http://facdev.e-education.psu.edu/teach/manage#severalweeks.

Quality Matters (2015, June 26). Design v. delivery. APPQMR training. Retrieved October 1, 2015 from http://www.qualitymatters.org.

Shattuck, K., Zimmerman, W. A., & Adair, D. (2015). Continuous Improvement of the QM Rubric and Review Processes: Scholarship of Integration and Application. Internet Learning, 3(1), 5.

State Authorization Reciprocity Agreement (n. d.). About. Retrieved September 29, 2015 from http://nc-sara.org/about.

Tulsa Community College (n. d.). Tulsa Community College Distance Learning and Academic Technology Department - guidelines for online courses. Retrieved October 14, 2015 from https://bb.tulsacc.edu/bbcswebdav/institution/DL/faculty_info/DL_Processes/DLAT_Guidelines_and_Processes_for_Online_Courses.pdf.

University of Wisconsin Stout (n. d.). Checklist for online instructors. Retrieved October 14, 2015 from https://www2.uwstout.edu/content/profdev/teachingonline/before.html

Wladis, C., Wladis, K., Hachey, A.C. (2014). The role of enrollment choice in online education: Course selection rationale and course difficulty as factors affecting retention. Online Learning: Official Journal of the Online Learning Consortium. 18(3). Retrieved from http://olj.onlinelearningconsortium.org/index.php/jaln/article/view/391/109

Wolff, B. G., Wood-Kustanowitz, M.A. & Ashkenazi, J.M. (2014). Student performance at a community college: Mode of delivery, employment, and academic skills as predictors of success. MERLOT Journal of Online Learning and Teaching. 10(2). 166-178. Retrieved from http://jolt.merlot.org/vol10no2/wolff_0614.pdf

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APPENDIX A: C-RACInterregional Guidelines for the Evaluation of Distance Education Council of Regional Accrediting Commissions (C-RAC) (2011)

1. Online learning is appropriate to the institution’s mission and purposes.

Analysis/Evidence:

The mission statement explains the role of online learning within the range of the institution’s programs and services;

Institutional and program statements of vision and values inform how the online learning environment is created and supported;

As appropriate, the institution incorporates into its online learning programs methods of meeting the stated institutional goals for the student experience at the institution;

The recruitment and admissions programs supporting the online learning courses and programs appropriately target the student populations to be served;

The students enrolled in the institution’s online learning courses and programs fit the admissions requirements for the students the institution intends to serve;

Senior administrators and staff can articulate how online learning is consonant with the institution’s mission and goals.

2. The institution’s plans for developing, sustaining, and, if appropriate, expanding online learning offerings are integrated into its regular planning and evaluation processes.

Analysis/Evidence:

Development and ownership of plans for online learning extend beyond the administrators directly responsible for it and the programs directly using it;

Planning documents are explicit about any goals to increase numbers of programs provided through online learning courses and programs and/or numbers of students to be enrolled in them;

Plans for online learning are linked effectively to budget and technology planning to ensure adequate support for current and future offerings;

Plans for expanding online learning demonstrate the institution’s capacity to assure an appropriate level of quality;

The institution and its online learning programs have a track record of conducting needs analysis and of supporting programs.

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3. Online learning is incorporated into the institution’s systems of governance and academic oversight.

Analysis/Evidence:

The institution’s faculty has a designated role in the design and implementation of its online learning offerings;

The institution ensures the rigor of the offerings and the quality of the instruction;

Approval of online courses and programs follows standard processes used in the college or university;

Online learning courses and programs are evaluated on a periodic basis; Contractual relationships and arrangements with consortial partners, if any,

are clear and guarantee that the institution can exercise appropriate responsibility for the academic quality of all online learning offerings provided under its name. These bulleted points illustrate actions, processes and facts that institutions may use to demonstrate that they meet SARA requirements.

4. Curricula for the institution’s online learning offerings are coherent, cohesive, and comparable in academic rigor to programs offered in traditional instructional formats.

Analysis/Evidence:

The curricular goals and course objectives show that the institution or program has knowledge of the best uses of online learning in different disciplines and settings;

Curricula delivered through online learning are benchmarked against on-ground courses and programs, if provided by the institution, or those provided by traditional institutions;

The curriculum is coherent in its content and sequencing of courses and is effectively defined in easily available documents including course syllabi and program descriptions;

Scheduling of online learning courses and programs provides students with a dependable pathway to ensure timely completion of degrees;

The institution or program has established and enforces a policy on online learning course enrollments to ensure faculty capacity to work appropriately with students;

Expectations for any required face-to-face, on-ground work (e.g., internships, specialized laboratory work) are stated clearly;

Course design and delivery supports student-student and faculty-student interaction;

Curriculum design and the course management system enable active faculty contribution to the learning environment;

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Course and program structures provide schedule and support known to be effective in helping online learning students persist and succeed.

5. The institution evaluates the effectiveness of its online learning offerings, including the extent to which the online learning goals are achieved, and uses the results of its evaluations to enhance the attainment of the goals.

Analysis/Evidence:

Assessment of student learning follows processes used in onsite courses or programs and/or reflects good practice in assessment methods;

Student course evaluations are routinely taken and an analysis of them contributes to strategies for course improvements;

Evaluation strategies ensure effective communication between faculty members who design curriculum, faculty members who interact with students, and faculty members who evaluate student learning;

The institution regularly evaluates the effectiveness of the academic and support services provided to students in online courses and uses the results for improvement;

The institution demonstrates the appropriate use of technology to support its assessment strategies;

The institution documents its successes in implementing changes informed by its programs of assessment and evaluation;

The institution provides examples of student work and student interactions among themselves and with faculty;

The institution sets appropriate goals for the retention/persistence of students using online learning, assesses its achievement of these goals, and uses the results for improvement.

6. Faculty responsible for delivering the online learning curricula and evaluating the students’ success in achieving the online learning goals are appropriately qualified and effectively supported.

Analysis/Evidence:

Online learning faculties are carefully selected, appropriately trained, frequently evaluated, and are marked by an acceptable level of turnover;

The institution’s training program for online learning faculty is periodic, incorporates tested good practices in online learning pedagogy, and ensures competency with the range of software products used by the institution;

Faculty are proficient and effectively supported in using the course management system;

The office or persons responsible for online learning training programs are clearly identified and have the competencies to accomplish the tasks, including knowledge of the specialized resources and technical support available to support course development and delivery;

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Faculty members engaged in online learning share in the mission and goals of the institution and its programs and are provided the opportunities to contribute to the broader activities of the institution;

Students express satisfaction with the quality of the instruction provided by online learning faculty members.

7. The institution provides effective student and academic services to support students enrolled in online learning offerings.

Analysis/Evidence:

The institution’s admissions program for online learning provides good web-based information to students about the nature of the online learning environment, and assists them in determining if they possess the skills important to success in online learning;

The institution provides an online learning orientation program; The institution provides support services to students in formats appropriate

to the delivery of the online learning program; Students in online learning programs have adequate access to student

services, including financial aid, course registration, and career and placement counseling;

Students in online learning programs have ready access to 24/7 tech support; Students using online learning have adequate access to learning resources,

including library, information resources, laboratories, and equipment and tracking systems;

Students using online learning demonstrate proficiency in the use of electronic forms of learning resources;

Student complaint processes are clearly defined and can be used electronically;

Publications and advertising for online learning programs are accurate and contain necessary information such as program goals, requirements, academic calendar, and faculty;

Students are provided with reasonable and cost-effective ways to participate in the institution’s system of student authentication.

8. The institution provides sufficient resources to support and, if appropriate, expand its online learning offerings.

Analysis/Evidence:

The institution prepares a multi-year budget for online learning that includes resources for assessment of program demand, marketing, appropriate levels of faculty and staff, faculty and staff development, library and information resources, and technology infrastructure;

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The institution provides evidence of a multi-year technology plan that addresses its goals for online learning and includes provision for a robust and scalable technical infrastructure.

9. The institution assures the integrity of its online offerings.

Analysis/Evidence:

The institution has in place effective procedures through which to ensure that the student who registers in a distance education course or program is the same student who participates in and completes the course or program and receives the academic credit. The institution makes clear in writing that these processes protect student privacy and notifies students at the time of registration or enrollment of any projected additional costs associated with the verification procedures. (Note: This is a federal requirement. All institutions that offer distance education programs must demonstrate compliance with this requirement.);

The institution’s policies on academic integrity include explicit references to online learning;

Issues of academic integrity are discussed during the orientation for online students;

Training for faculty members engaged in online learning includes consideration of issues of academic integrity, including ways to reduce cheating.

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APPENDIX B: QUALITY MATTERS COURSE FORMAT CHART

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APPENDIX C: EXAMPLESPenn State (n. d.). Managing your online class - http://facdev.e-education.psu.edu/teach/manage#severalweeks

Tulsa Community College – Guidelines for online courses. https://bb.tulsacc.edu/bbcswebdav/institution/DL/faculty_info/DL_Processes/DLAT_Guidelines_and_Processes_for_Online_Courses.pdf

University of Wisconsin Stout – Checklist for online instructors. https://www2.uwstout.edu/content/profdev/teachingonline/before.html

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