Taft College Instructional Distance Learning Survey

Taft College review 14-Jan-2002
Search Results of the Instruction Survey
Question 1 to 47

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1 Record(s) have been found

Maximum Points: 107		Current Score: 75
Question	Answer/ Score	Comments
Question 1: Is your college currently offering online, Internet courses?	1	Yes = 1 No = 0 If you have some online classes, then you have already taken the first step toward building a comprehensive online program. If you have a certificate or degree program online, then look through this survey to learn more about the components of a virtual campus. If you are interested in creating a virtual campus, this survey will give you an idea of the components involved in building a successful online program and help you with the planning process. Resources: The Transformation of Higher Education Through Information Technology Implications for State Higher Education Finance Policy http://www.educause.edu/nlii/keydocs/finance.html Click here to add additional resources. Click here to view additional resources.
Question 2: Are you currently offering distance education course?	1	Yes = 1 No = 0 You already have experience in delivering classes through alternative means. If you haven’t yet ventured into delivering online classes, you can use your distance education experience to get started. There are many reasons to offer distance education. If you are thinking of venturing into this mode of delivering classes, it would be wise to do some research in your community and on your campus to determine the demand and available resources. Resources: The State of Distance Education in the U.S. U.S. National Center for Education Statistics (NCES), http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2000013 Distance Education at A Glance http://www.uidaho.edu/evo/distglan.html Developing a Distance Education Policy for 21st Century Learning The American Council on Education (ACE) Division of Government & Public Affairs March 2000 http://www.acenet.edu/washington/distance_ed/2000/03march/ distance_ed.html Click here to add additional resources. Click here to view additional resources:
Question 3: Are you currently offering any hybrid courses or onsite courses that utilize web based components?	1	Yes = 1 No = 0 By adding a web component to your classes you are addressing such principles of good teaching as Time on Task, Faculty-Student Interaction, Student-Student Interaction, and Active Learning. In addition, hybrid or web-enhanced classes expose both students and faculty to the online environment. This can be an intermediate step from totally on-site classes to totally on-line classes. Resources: Online Hybrid Proposal -- College of DuPage Kathy A. Fitch, Assistant Professor of English http://personal.kwom.com/Kafkaz/hybrid/ Volume 13, No. 3, Multimedia and Digital Content Courses October 1999, Syllabus Magazine About online discussion forums and computer conferencing tools http://www.syllabus.com/syllabusmagazine/oct99_magfea2.html A Hybrid Approach to Web—Delivered Courses: Preparing Principals and Superintendents Lee Gray, Winona State University, United States http://www.unb.ca/wwwdev/naweb99/proceedings/graylee/ Click here to add additional resources. Click here to view additional resources:
Question 4: Please indicate which of the following statements are motives for your college becoming involved in online education. a. Our college is attempting to increase access to community college students who would otherwise have to commute long and sometimes unrealistic distances to attend classes, or be denied access all together b. We are attempting to overcome the limitations of our existing impacted physical facilities, such as over crowded parking lots, lack of classrooms, etc. c. We are attempting to increase enrollments by attracting new students who would not other wise take classes from our college d. We are attempting to increase access to community college students who have schedule constraints, such as work, childcare, family obligations, etc e. We are attempting to provide access to students with disabilities who may be housebound, and find it uncomfortable to work within the regular college environment f. We are attempting to stay up to date with trends in technology by working with the online delivery mode. g. We are attempting to compete in the online market, so that we do not lose students from our service area to other online programs h. We are accommodating a small number of faculties who are interested in exploring new methods of course delivery. i. None	6 acdefg	a = 1 b = 1 c = 1 d = 1 e = 1 f = 1 g = 1 h = 1 i = 0 Online education addresses many student and institutional needs. The options a - h are just a few of the reasons why colleges may choose to offer online courses and programs. If one or more of these motives applies to your college, you may consider building a virtual campus. If none of the motives a – h apply to your college, is there any other reason why you might consider building a virtual campus? If not, then online education may not be suited at this time for your college. Resources: This site will help you verify that your motives for offering online education are founded in good practices. Principles of Good Practice for Electronically Offered Academic Degree and Certificate Programs http://www.wiche.edu/telecom/projects/balancing/principles.htm Click here to add additional resources. Click here to view additional resources.
Question 5: Please indicate which statement best describes your online course offerings: a. Courses are tied directly to online certificates or degrees b. Courses are isolated offerings not necessarily tied to online certificates or degrees	1	a = 1 b = 0 You are on the way to building a successful online program if, in addition to online certificates and degrees, you also have the additional components of a comprehensive virtual campus – for example: student, library, and counseling services. If you are thinking of offering online certificates and degrees, be sure your plan includes all the components of a comprehensive virtual campus. This would include general education and courses required to complete the degrees, as well as student, library, and counseling services. Resources: Guide to Developing Online Student Services The Guide to Developing Online Student Services is intended to help higher education institutions develop effective online approaches to delivering student support services. http://www.wiche.edu/telecom/resources/publications/guide/ guide.htm Click here to add additional resources. Click here to view additional resources:
Question 6: Do you currently offer any certificates or degrees that can be accomplished completely online?	1	Yes = 1 No = 0 If your goal is a virtual college and you already have degrees that can be accomplished online, are all of the online services that you offer to your online students equal to those available to your onsite students? If not, completing this survey will help you identify and plan for those additional services. If your goal is a virtual college and you would like to offer degrees and certificates that can be accomplished completely online, do not neglect to plan both for the instructional program as well as the support services. Completing this survey will help you identify and plan for a comprehensive program. Resources: Guide to Developing Online Student Services The Guide to Developing Online Student Services is intended to help higher education institutions develop effective online approaches to delivering student support services. http://www.wiche.edu/telecom/resources/publications/guide/ guide.htm Click here to add additional resources. Click here to view additional resources.
Question 7: Is the delivery of online education included in your Institutional Goals?	3	Yes = 3 No = 0 You have a good start toward a successful online program because you have done some serious thinking about the need for online education, have made a commitment to its implementation, and have enlisted support from your campus. If your college is considering online education then including this mode of delivery in your institutional goals will show that you are committed to its implementation. Although it is not necessary to begin building an online program with an institutional goal, the planning, buy-in, and work involved give the project a formal status. Resources: The following guidelines, developed by the eight regional accrediting commissions (with assistance from the Western Cooperative for Educational Telecommunications) will assist your institution in planning distance education activities and provide a self-assessment framework for those already involved: Guidelines for the Evaluation of Electronically Offered Degree and Certificate Programs Western Interstate Commission for Higher Education http://www.wiche.edu/telecom/Guidelines.htm Click here to add additional resources. Click here to view additional resources.
Question 8: Do you have a campus committee that works directly with the development of online courses and programs?	3	Yes = 3 No = 0 Good. In order to build a comprehensive online program, a steering committee comprised of representatives from multiple campus constituencies will ensure a comprehensive planning process and consistent standards. Without a committee of campus-wide representation, it could be difficult to build a successful online program. It takes a campus-wide effort to ensure that standards, quality, and student support will be maintained at a high level. Resources: The following site provides an example of distance education policy that encompasses all components of a comprehensive virtual campus. San Diego State University--Distance Education Policy http://www.rohan.sdsu.edu/dept/senate/sendoc/ distanceed.apr2000.html Click here to add additional resources. Click here to view additional resources.
Question 9: If yes, please check the boxes below to indicate who is included on the committee a. Instructional Administration b. Student Services Administration c. Instructional Technology d. Instructional Faculty e. Student Services Faculty f. Library Resources g. Web development staff h. Marketing staff i. Student representative j. None	8 abcd efgh	a = 1 b = 1 c = 1 d = 1 e = 1 f = 1 g = 1 h = 1 i = 1 j = 0 Planning a successful comprehensive online program requires input and collaboration from representatives of all campus constituencies. The broader representation you have on your committee, the more likely it is that important program components will be adequately addressed and planned for, including services such as library, student services, and counseling. Resources: Kentucky Commonwealth Virtual University Workgroups involved in the Virtual U http://www.nku.edu/~kycvu/vwgroups.html Click here to add additional resources. Click here to view additional resources.
Question 10: Please indicate which statement best describes your online course/program development: a. Basically faculty driven with administrative support b. Faculty driven with administrative opposition c. Administratively driven with faculty support d. Administratively driven with faculty opposition e. Balanced between administratively and faculty driven with overall general support	1 e	a = 1 b = 0 c = 1 d = 0 e = 1 If you’ve selected a, c, or e, your college is on the right track. In order to build a quality online program, collaboration and consensus is required whether the lead comes from faculty, administration, or balanced between the two. What is essential for success is that the groups agree on common goals and standards. If you’ve selected b or d, the development of your program may be slowed by opposition. You should investigate the objections and look for a resolution to ensure continued online growth. Resources: This article talks about collaboration as one of the many steps necessary to building a virtual classroom. How to Design a Virtual Classroom: 10 Easy Steps to Follow (T.H.E. Journal 27) http://www.thejournal.com/magazine/vault/A2231.cfm Click here to add additional resources. Click here to view additional resources:
Question 11: Which of the following statements best characterizes faculty attitudes regarding developing online education at your college? a. Faculty are generally enthusiastic and supportive regarding the development of online education at this college. b. Faculty are generally indifferent to the development of online education at this college. c. Faculty are largely opposed to the development of online education at this college.	2	a = 2 b = 1 c = 0 a. Enthusiastic and supportive faculty are essential in building a successful online program. b. Enthusiastic and supportive faculty are essential in building a successful online program. Try to determine why your faculty are indifferent and provide opportunities for them to learn more about online instruction and its benefits to the students c. Enthusiastic and supportive faculty are essential in building a successful online program. Determine why your faculty are opposed and provide opportunities for dialog about online instruction and its benefits to the students and encourage consensus building. Resources: Faculty Attitudes Toward Distance Education at the State University of West Georgia University of West Georgia Distance Learning Report, December 1999 http://www.westga.edu/~distance/attitudes.html Click here to add additional resources. Click here to view additional resources:
Question 12: Please indicate which of the following statements are the most often stated faculty objection(s) at your college to offering online courses a. Online courses threaten to eliminate traditional teaching modes, and faculty jobs b. Online instruction is only an economic expedient that ignores quality education c. Course quality is impossible to maintain in an online environment d. Issues regarding workload, compensation, content ownership, all need to be resolved and put into contracts before faculty develop and teach online e. Too much faculty time has to be spent on learning technology, taking time away from course content and involvement with students f. Too much money is being redirected to online education, taking away from traditional classroom needs g.Online instruction is too much work h. None	0 abc	a = 0 b = 0 c = 0 d = 0 e = 0 f = 0 g = 0 h = 1 a. Having a clear mission for your online program that is built upon campus-wide conferral and consensus will help to alleviate many of the faculty’s fears. Offering online classes does not eliminate the need for faculty; in fact, online classes require intensive teacher involvement and it is not recommended to increase class sizes for online courses. Training and support should be provided to expose teachers to new instructional approaches and tools to help them decide whether they would be appropriate for their classroom. b. Having a clear mission for your online program and quality-assurance standards that were built upon campus-wide conferral and consensus will help to alleviate this fear. c. Developing guidelines and clear standards for online courses will alleviate faculty fears and prevent many problems with quality. In addition, ongoing course evaluations will help identify areas that need improvement. d. Ultimately these issues need be addressed in faculty contracts; however, interim agreements could be implemented to allow development to continue. e. Ample opportunities for ongoing training and support will allow faculty to develop skills gradually while not detracting them from teaching. f. Having a clear mission for your online program that is built upon campus-wide conferral and consensus will help to alleviate many of the faculty’s fears. Balancing the needs of both classroom teachers and online courses is key to resolving this objection. g. Ample opportunities for ongoing training and support will equip instructors with skills and knowledge on how to manage their online classes and at the same time reduce their workload. h. You have resolved all of these issues about teaching online. Resources: Concerns of Instructors Delivering Distance Learning via the WWW Online Journal of Distance Learning Administration http://www.westga.edu/~distance/attitudes.html Guidelines for Good Practice This position paper of the Academic Senate for California Community Colleges further elaborates the Academic Senate´s existing positions on distance education and the effective use of technology in instruction. http://www.academicsenate.cc.ca.us/Academic%20Senate%20Web/ Publications/Papers/good_practice_distance.html Distance Learning: Promise or Threat? This is a personal opinion piece that reinforces the need, for example, of good teaching, collaborative planning, faculty involvement, and instructional design support. http://www-rohan.sdsu.edu/faculty/feenberg/TELE3.HTM Click here to add additional resources. Click here to view additional resources:
Question 13: Please indicate which of the following statements are the most often stated administrative objection(s) at your college to offering online courses. a. Online courses threaten to eliminate traditional teaching modes, and faculty jobs. b. Online instruction is only an economic expedient that ignores quality education c. Course quality is impossible to maintain in an online environment. d. Issues regarding workload, compensation, content ownership, all need to be resolved and put into contracts before faculty develop and teach online. e. Too much faculty time has to be spent on learning technology, taking time away from course content and involvement with students. f. Too much money is being redirected to online education, taking away from traditional classroom needs. g.Online instruction is too much work. h. None	1 h	a = 0 b = 0 c = 0 d = 0 e = 0 f = 0 g = 0 h = 1 a. Having a clear mission for your online program that is built upon campus-wide conferral and consensus will help to alleviate many of the administrators’ fears. Offering online classes does not eliminate the need for faculty; in fact, online classes require intensive teacher involvement and it is not recommended to increase class sizes for online courses. Training and support should be provided to expose teachers to new instructional approaches and tools to help them decide whether they would be appropriate for their classroom. b. Having a clear mission for your online program and quality-assurance standards that were built upon campus-wide conferral and consensus will help to alleviate this fear. c. Developing guidelines and clear standards for online courses will alleviate administrators’ fears and prevent many problems with quality. In addition, ongoing course evaluations will help identify areas that need improvement d. Ultimately these issues need be addressed in faculty contracts; however, interim agreements could be implemented to allow development to continue. e. Ample opportunities for ongoing training and support will allow faculty to develop skills gradually while not detracting them from teaching. f. Having a clear mission for your online program that is built upon campus-wide conferral and consensus will help to alleviate many of the administrators’ fears. Balancing the needs of both classroom teachers and online courses is key to resolving this objection. g. Ample opportunities for ongoing training and support will equip instructors with skills and knowledge on how to manage their online classes and at the same time reduce their workload h. You have resolved all of these issues about teaching online. Resources: Concerns of Instructors Delivering Distance Learning via the WWW Online Journal of Distance Learning Administration http://www.westga.edu/~distance/attitudes.html Guidelines for Good Practice This position paper of the Academic Senate for California Community Colleges further elaborates the Academic Senate´s existing positions on distance education and the effective use of technology in instruction. http://www.academicsenate.cc.ca.us/Academic%20Senate%20Web/ Publications/Papers/good_practice_distance.html Click here to add additional resources. Click here to view additional resources.
Question 14: Do you have institutional funds budgeted specifically for the development and delivery of online courses and programs?	3	Yes = 3 No = 0 Your college has shown a commitment to supporting online education. An online program requires funds for computers, network stability, training, development, software and software licenses, and maintenance. If a campus is committed to developing a comprehensive online college, then allotting institutional funds specifically for this program will enable the process to proceed with consistency. In addition to addressing many issues in developing online education, this article discusses planning and budgets. Resources: Academic Senate--Guidelines on Minimum Standards for College Technology http://www.academicsenate.cc.ca.us/Academic%20Senate%20Web/Publications/Papers/ Guidelines_minimum_standards.html Click here to add additional resources. Click here to view additional resources.
Question 15: Do you have management, faculty, and or staff assigned to the management and operation of your online courses/program? (Other than teaching roles)	1	Yes = 1 No = 0 You recognize that a successful comprehensive online program involves roles and functions that are beyond individual instructor’s duties. A successful comprehensive online program involves roles and functions that are beyond individual instructor’s duties. Adequate staffing will help to ensure that goals and standards are met. Resources: Introduction to Distance Education An introduction to distance education by the editor of a popular distance-learning publication. Dr. Farhad Saba http://www.distance-educator.com/intro.htm American Distance Education Corsortium (ADEC) Guiding Principles for Distance Learning http://www.adec.edu/admin/papers/distance-learning_principles.html Click here to add additional resources. Click here to view additional resources.
Question 16: Does your college require special training for faculty who want to develop and teach online courses?	1	Yes = 1 No = 0 You have taken steps to ensure that your faculty have a standard degree of skill and knowledge to successfully teach online. Review your training to make sure that it includes pedagogy of teaching online as well as web course development skills. If you want to ensure a standard degree of skill and knowledge for faculty to successfully teach online, you might consider requiring them to complete a training program before they begin. This requirement should be included in campus guidelines for your online program and also be formalized in an agreement between the college and the faculty who will be teaching online Resources: This report shows that although faculty training is deemed very important on campuses surveyed, it is not always carried through. NEA and Blackboard "Quality on the Line: Benchmarks for Success in Internet-Based Distance Education" http://www.ihep.com/quality.pdf Univ. of Illinois -- Intellectual Property Subcommittee's Report on Courseware Development and Distribution http://www.vpaa.uillinois.edu/policies/courseware.htm Click here to add additional resources. Click here to view additional resources.
Question 17: Does your college offer or fund special training for faculty who want to develop and teach online courses?	1	Yes = 1 No = 0 Your college has shown a commitment to helping faculty develop the skills and competencies necessary to successfully teach online If your college does not offer or fund training, fewer faculty will be ready to teach online and those who teach may not have adequate skills. This could lead to lower satisfaction with the online experience and could in turn slow the growth of your online program. Resources: This report shows that although faculty training is deemed very important on campuses surveyed, it is not always carried through. NEA and Blackboard "Quality on the Line: Benchmarks for Success in Internet-Based Distance Education" http://www.ihep.com/quality.pdf Univ. of Illinois -- Intellectual Property Subcommittee's Report on Courseware Development and Distribution http://www.vpaa.uillinois.edu/policies/courseware.htm Click here to add additional resources. Click here to view additional resource.
Question 18: Does your college provide ongoing support for online faculty in the following areas? a. Instructional design b. Content development c. Technical support for online instructors d. Teaching assistants e. Online faculty help desk f. Peer mentoring g. None	6 abcdef	a = 1 b = 1 c = 1 d = 1 e = 1 f = 1 g = 0 Although some faculty may be well-versed in both technical and content development areas, in general to ensure the quality of the online program it is best to provide faculty with support through as many avenues as possible. Those areas listed in the question are important factors to the success of the program. Although some faculty may be well-versed in both technical and content development areas, in general to ensure the quality of the online program it is best to provide faculty with support through as many avenues as possible. Those areas listed in the question are important factors to the success of the program. Even starting with one of these support systems such as peer mentoring can be beneficial. Resources: Needs, Concerns and Practices of Online Instructors The Online Journal of Distance Learning Administration State University of West Georgia Distance Education Center http://www.westga.edu/~distance/ojdla/fall33/mckenzie33.html Students’ Distress with a Web-based Distance Education Course: An Ethnographic Study of Participants' Experiences Summary: Understanding Instructional Work and Communication in Practice http://www.slis.indiana.edu/CSI/wp00-01.html Click here to add additional resources. Click here to view additional resources.
Question 19: Does your college provide the required desktop equipment, software and Internet access for online instructors who are teaching online?	1	Yes = 1 No = 0 Your campus already understands that these are the basic requirements that instructors will need in order to develop and teach online courses. These are the basic requirements that instructors will need in order to develop and teach online courses. If it is part of your college’s mission to build an online program, it will be essential to provide the necessary tools for online instructors. Resources: Goals and Objectives for the University Distance Education Initiative, Pace University Distance Education Objective 1.5 and 5.1 http://ipn.pace.edu/IPN/CIT/DE/ Click here to add additional resources. Click here to view additional resources.
Question 20: Does your college have a common course template or courseware package that is required to be used by all online instructors and that results in a consistent look and feel for your courses?	1	Yes = 1 No = 0 Good answer! Many colleges report that students appreciate a consistent look and feel to their courses. An additional benefit is the ease of faculty support. Although it is not necessary or obligatory to have a standard template, many colleges report that students appreciate a consistent look and feel to their courses. Using a campus template or course management system enables them to focus on learning the course content rather than the course navigation every time they take a class. Supporting a common template or course management system also results in more efficient faculty training, support, and system maintenance. Resources: What this article says about consistency in one or a few courses relates to overall campus design of courses: A Shaker Approach to Web Design" This paper by Michael D. Levi, researcher for the Bureau of Labor Statistics http://stats.bls.gov/ore/htm_papers/st970120.htm And this article states that faculty training is one of the top issues that need to be resolved on their campuses. Educause-- Checking the Radar: Survey Identifies Key IT Issues http://www.educause.edu/issues/survey2000/report.html Click here to add additional resources. Click here to view additional resources.
Question 21: In what way does your college compensate faculty for the development of online courses? a. Release time b. Stipends c. Combination of release time and stipend d. Other e. None	1 b	a = 1 b = 1 c = 1 d = 1 e = 0 Your college has shown a commitment to the online program by compensating instructors for the extra time it takes to put a class online. If your college has decided to build an online program, then it would be wise to formally resolve whether compensation will be offered or not in and if so in what form. Having consensual guidelines in place will encourage development and growth in your online program. Resources: Developing a Distance Education Policy for 21st Century Learning American Council on Education http://www.acenet.edu/washington/distance_ed/2000/03march/ distance_ed.html The Pew Grant Program in Course Redesign Course Planning Tool Instructions http://www.center.rpi.edu/PewGrant/CPTins.html Click here to add additional resources. Click here to view additional resources.
Question 22: Please indicate which, if any, of the following issues regarding online course development and delivery have been addressed through collective bargaining, and have been included in the certificated contract: a. Course content ownership b. Course development compensation c. Online course load and compensation d. None	0 d	a = 1 b = 1 c = 1 d = 0 a b c. Excellent. If you have resolved these contractual issues, then you can put your energies toward expanding your online program. a b or c. If you answered yes to one or two of these options, you have made a good start at the process of resolving these complex issues. Once you have the remaining issue/s resolved, you will be able to put all of your energies toward expanding your online program. d. Some faculty may be willing to develop online courses without these agreements in place, but to ensure the growth of your online program eventually all of these pieces will need to be addressed and resolved. Resources: These sites offer guidelines for creating faculty contracts and policies relating to distance education. Guidelines for Negotiating Distance Education Issues-- California Federation of Teachers http://www.smccd.net/accounts/onlineed/tyner1.htm A Framework for Contract Negotiations Related to Instructional Technology Issues-CFT http://www.smccd.net/accounts/onlineed/cccframe.htm Academic Senate--Technology in Education: A Summary of Practical Policy and Workload Language http://www.academicsenate.cc.ca.us/Academic%20Senate%20Web/\| Publications/Papers/Technology_educationpolicysummary.htm NEA and Blackboard "Quality on the Line: Benchmarks for Success in Internet-Based Distance Education" http://www.ihep.com/quality.pdf Click here to add additional resources. Click here to view additional resources.
Question 23: Does your college require any kind of written agreement with online faculty that defines minimum responsibilities and requirements for online course content and management? (Beyond standard faculty agreements)	0	Yes = 1 No = 0 Your college has resolved the issues of consistent standards and expectations in the online environment. Regularly reviewing and updating the requirements, keeping in mind new developments in pedagogy and instructional technology, will ensure that best practices are being employed. Developing a written agreement specifying minimum responsibilities and requirements would help ensure consistent standards and expectations in the online environment. When drawing up the agreement, keep in mind new developments in pedagogy and instructional technology to ensure that best practices are being employed. Resources: San Diego State University--Distance Education Policy http://www.rohan.sdsu.edu/dept/senate/sendoc/ distanceed.apr2000.html Click here to add additional resources. Click here to view additional resources.
Question 24: What statement(s) best describe how course quality is monitored and ensured in an online course at your college? a. Regular administrative review, and evaluation b. Faculty peer review and recommendations c. Student evaluations d. Other forms of evaluations e. None	0 e	a = 1 b = 1 c = 1 d = 1 e = 0 Regularly monitoring the quality of online classes is an important aid in ensuring the success of the program. If you have selected only one of the monitoring options, your college already has a means of collecting feedback about the courses. However, a more comprehensive approach would be to include evaluations from the other groups. Regularly monitoring the quality of online classes is an important aid in ensuring the success of the program. Your college has an opportunity to decide the form of evaluation it will employ and the frequency – for instance, student only evaluations, peer reviews, administrative oversight, or a combination for a more comprehensive overview. Resources: San Diego State University--Distance Education Policy http://www.rohan.sdsu.edu/dept/senate/sendoc/ distanceed.apr2000.html Click here to add additional resources. Click here to view additional resources.
Question 25: Does your college require any face to face contact, or on campus attendance of students enrolled in online classes?	1	Yes = 0 No = 1 Requiring face-to-face contact or on-campus attendance may prevent some students from taking your online courses because of their inability to come to your campus. An exception might be proctored exams that can be taken at an approved location convenient to the student. By not requiring any face-to-face contact or on-campus attendance for your online students, you are able to deliver the program fully online and not limit your potential student enrollment to those who are able to come to your campus. Resources: How to Proctor From a Distance http://chronicle.com/free/v46/i12/12a04701.htm Virtual Campus - where to from here? Marie Corrigan, Manager Virtual Campus, Edith Cowan University, Perth, Western Australia http://www.utas.edu.au/docs/spusc98/corrigan_p.htm Click here to add additional resources. Click here to view additional resources.
Question 26: Do you have a formalized process for addressing student complaints regarding "inappropriate" online student interactions?	1	Yes = 1 No = 0 Your campus understands that the learning process that takes place in the class could be undermined by inappropriate student behavior. Student complaints are serious matters that need to be addressed immediately, and having a formal process that parallels the on-campus complaint procedure will help resolve these issues quickly, efficiently, and in a proper manner. The learning process that takes place in the class could be undermined by inappropriate student behavior. Student complaints are serious matters that need to be addressed immediately, and having a formal process that parallels the on-campus complaint procedure would help resolve these issues quickly, efficiently, and in a proper manner. Resources: Quality On the Line: Benchmarks for Success in Internet-Based Distance Education, March, 2000 The Institute for Higher Education Policy Benchmark #35 under Student Support http://www.ihep.com/contribution.pdf This is an excellent example of a disciplinary manual for an on-campus manual dealing with disruptive student behavior. Disruptive Student Behavior Procedures Manual, Peralta Community College of Alameda http://www.peralta.cc.ca.us/coa/handbook/b1.htm Click here to add additional resources. Click here to view additional resources.
Question 27: Do you have a separate curriculum process for approval of online delivery of classes already approved to be offered on your campus?	1	Yes = 1 No = 0 You’ve already met California’s regulations for separate approval of distance learning courses. Resources: Title V of the California Education Code requires that all courses go through a separate approval process for delivery in a distance learning mode. Your curriculum committee should implement the provisions of this code. The Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges 1999 Distance Education Handbook Look under Substantive Change Policy & Substantive Change Reports http://www.accjc.org/dislearn.htm Curriculum Committee Review of Distance Learning Courses and Sections Look under "Separate Review and Approval" http://www.academicsenate.cc.ca.us/Academic%20Senate%20Web/ Publications/Papers/distance_learning_review.html Click here to add additional resources. Click here to view additional resources.
Question 28: Does your college have any degree requirements that because of the nature of the class could not be offered online, such as PE or a lab science?	1	Yes = 0 No = 1 If your mission is to build a program that can be delivered fully online – without any onsite attendance – having such a required class will limit the ability of some students to complete your program. If you don’t have such requirements, your campus can offer a fully online program – without any onsite attendance. Resources: Kentucky Commonwealth Virtual University These are KCVU’s Principles of Good Practice institutionalizing under the section Curriculum and Instruction that "a degree, diploma or certificate program, or course offered electronically is coherent and complete." http://www.nku.edu/~kycvu/goodprac.htm Click here to add additional resources. Click here to view additional resources.
Question 29: Do you provide students with a preview of the course requirements of online classes before they enroll in the class?	0	Yes = 1 No = 0 Providing a preview of the course requirements is a good practice. Students often like the idea of taking an online class but don’t know what it will entail. Posting the preview of the requirements lets them know not only an overview of the course content but also how much work and time will be expected of them, resulting in higher retention rates Resources: Smart Guide to Learner Support Distance-Educator.com http://www.distance-educator.com/index1a110600.phtml Click here to add additional resources. Click here to view additional resources.
Question 30: Do you provide students with a preview of the technical requirements of online courses before they enroll in the class?	0	Yes = 1 No = 0 Providing a preview of the course requirements is a good practice. Students often like the idea of taking an online class but don’t know what it will entail. Posting the preview of the requirements lets them know not only an overview of the course content but also how much work and time will be expected of them, resulting in higher retention rates. Resources: Smart Guide to Learner Support Distance-Educator.com http://www.distance-educator.com/index1a110600.phtml Click here to add additional resources. Click here to view additional resources.
Question 31: If your online courses require proctored exams, do you have a proctored exam policy that can be accomplished remotely by the student without having to come to one of your campuses?	1	Yes = 1 No = 0 Your campus has the ability to deliver courses fully online while preserving the integrity of the testing process. If your online courses require proctored exams, not having a proctored exam policy that allows students to take the tests at a proctoring site other than your campus could limit the ability of some students to complete your courses. Resources: How to Proctor From a Distance By Dan Carnevale The Chronicle of Higher Education, November 12, 1999 http://chronicle.com/free/v46/i12/12a04701.htm An example of a proctor policy at Washington State University Exam Proctor Information General Guidelines http://www.eus.wsu.edu/edp/resources/proctor.asp Draft Guidelines for the Evaluation of Electronically Offered Degree and Certificate Programs Western Interstate Commission for Higher Education Look under 5b and 5d http://www.wiche.edu/telecom/Guidelines.htm Click here to add additional resources. Click here to view additional resources.
Question 32: Please indicate which of the following components are available in your online course environment: a. Synchronous chat environment b. Asynchronous discussion or bulletin board component c. Email links to instructor d. Email links to support staff e. Email links to online counselor f. Course syllabus g. Course lectures h. Student assessment, testing i. Links to Internet resources j. Links to campus library resources k. Links to student services resources l. Student course progress information m. None	12 abcde fghijkl	a = 1 b = 1 c = 1 d = 1 e = 1 f = 1 g = 1 h = 1 i = 1 j = 1 k = 1 l = 1 m = 0 A complete online environment would include most or all of these components. Together they provide faculty and students with a robust teaching/learning environment. The more of these components you’ve selected, the better online "campus" environment you’ve created. If your college’s goal is to offer online-classes, you’re faced with making a decision on selecting a course management system or building your own comprehensive course template that will include most if not all of these components. Together they provide faculty and students with a robust teaching/learning environment. Resources: Academic Senate--Guidelines for Good Practice: Effective Instructor-Student Contact in Distance Learning Starting from "Good Practices in Technology Mediated Instruction" http://www.academicsenate.cc.ca.us/Academic%20Senate%20Web/ Publications/Papers/good_practice_distance.html Handbook for Instructors on the Use of Electronic Class Discussion This study completed by Nancy Chism, Director, Office of Faculty and TA Development, at Ohio State University This is a little dated, but the sections entitled Choices and Tips are still very relevant. http://www.osu.edu/education/ftad/Publications/elecdisc/ pages/home.htm Click here to add additional resources. Click here to view additional resources.
Question 33: Do you provide an opportunity for students to evaluate an online course at the conclusion of the class?	0	Yes = 1 No = 0 Your campus understands that student feedback is important in evaluating their satisfaction with the course and identifying areas that could be improved or that are exceptionally strong. Student feedback is important in evaluating their satisfaction with the course and identifying areas that could be improved or that are exceptionally strong. Resources: Evaluation of Fall 1999 Online Courses by Andreea M. Serban, Ed. D., Director, Institutional Assessment, Research and Planning, Santa Barbara City College http://www.sbcc.net/rt/ir/content_online_eval.html Click here to add additional resources. Click here to view additional resources.
Question 34: Do you provide any kind of bulletin board or asynchronous discussion area for all online students to engage in dialogue outside of their regular online class area?	0	Yes = 1 No = 0 Your campus understands that building an online community by providing opportunities for students to engage in dialog outside their normal class area strengthens your program. Building an online community by providing opportunities for students to engage in dialog outside their normal class area would strengthen your program. Resources: A Ten Level Web Integration Continuum for Higher Education: New Resources, Partners, Courses, and Markets Although this is an excellent step-by-step source, Level 7: Course Activities Extending Beyond Class, addresses this issue. http://php.indiana.edu/~cjbonk/paper/edmdia99.html Volume 13, No. 3, Multimedia and Digital Content Courses October 1999, Syllabus Magazine About online discussion forums and computer conferencing tools http://www.syllabus.com/syllabusmagazine/oct99_magfea2.html Click here to add additional resources. Click here to view additional resources
Question 35: Do you provide a chat area to be used for online students outside of their class area?	0	Yes = 1 No = 0 Your campus understands that building an online community by providing opportunities for students to chat outside their normal class area strengthens your program. Building an online community by providing opportunities for students to chat outside their normal class area would strengthen your program. Resources: Guide to Developing Online Student Services On the navigation bar, click on "A Guide to Good Practice" and then on "Services to Promote a Sense of Community" http://www.wiche.edu/telecom/resources/publications/guide/guide.htm Click here to add additional resources. Click here to view additional resources.
Question 36: What is the average retention rate for students enrolled in online courses? a. 80% - 100% b. 60% - 79% c. 40% - 59% d. below 40%	0	a = 3 b = 2 c = 1 d = 0 a. Your retention rate is higher than average in the community college system. b. Typically, community college classes tend to fall into this retention rate, so your classes are within the average. c. Typically, distance education classes tend to have lower retention rates than onsite classes and they may fall into this category. Assessing student preparedness for online learning, providing training and support, letting your students preview the technical and course requirements of the classes, collecting student feedback, designing accessible and organized learning environments, and providing for a community of learners are some of the strategies that can improve class retention rates. d. Your retention rate seems to be lower than the average rate for onsite and online classes. Assessing student preparedness for online learning, providing training and support, letting your students preview the technical and course requirements of the classes, collecting student feedback, designing accessible and organized learning environments, and providing for a community of learners are some of the strategies that can improve class retention rates. Resources: Draft Guidelines for the Evaluation of Electronically Offered Degree and Certificate Programs Western Interstate Commission for Higher Education (WICHE) Look under the sections for "Student Support" and "Evaluation and Assessment" http://www.wiche.edu/telecom/Guidelines.htm Click here to add additional resources. Click here to view additional resources.
Question 37: All of our online classes conform to the recommendations made by the Chancellor's Office in Distance Education: Access Guidelines for Students with Disabilities (August, 1999 Chancellor’s Office California Community Colleges)	3	Yes = 3 No = 0 Your campus knows that accessibility is not only essential for opening your classes to all students but also the law. Making your class accessible to all students is not only essential but is the law. Review these guidelines, conduct training, create a process to review the classes for accessibility in order to be in compliance with the ADA regulations. There are many useful websites that can help with this issue. Resources: High Tech Center's Training Unit Resources for Designing Accessible Web Pages: http://www.htctu.fhda.edu/webaccess/acccessdesign.html Center for Applied Special Technology (home of Bobby): http://www.cast.org/ World Wide Web Consortium's Web Content Accessibility Guidelines: http://www.w3.org/TR/WAI-WEBCONTEN Web Accessibility Initiative Quick Tips Reference Card: http://www.w3.org/WAI/References/QuickTips National Center for Accessible Media: http://www.wgbh.org/wgbh/pages/ncam/accesslinks.htm Click here to add additional resources. Click here to view additional resources.
Question 38: All of our staff and faculty involved in the development of online courses have received training regarding accessibility issues for online students?	0	Yes = 1 No = 0 Excellent! Your campus is aware of accessibility issues and provides faculty and staff with the knowledge to build courses that comply with the ADA standards. Universal accessibility is the law. If your courses do not meet the ADA standards then your college is exposed to potential liability. It’s best that all faculty and staff involved in the development of online courses are aware of accessibility issues and able to develop accessible courses from the start. If you don’t provide training in accessibility, then be sure that there is somebody on staff who is trained in accessibility and is responsible for working with faculty and ensuring that the standards are met. Resources: The site outlines the WC3's commitment to promoting a high degree of usability for people with disabilities. Along with statements and guidelines for access, the site also contains a wealth of links to other useful sites on issues, guidelines, products and education and outreach. Web Accessibility Initiative (WAI) http://www.w3.org/TR/WCAG10/ Students with disabilities. CCCCO--Distance Education: Access Guidelines for Students with Disabilities http://www.HTCTU.FHDA.EDU/dlguidelines/ final%20dl%20guidelines.htm Click here to add additional resources. Click here to view additional resources.
Question 39: Are your online classes password protected?	1	Yes = 1 No = 0 Password protecting your classes provides student privacy and a minimal amount of copyright protection. In addition, password protection gives you the ability to monitor your enrollment. You may want to consider password protecting your classes because it provides student privacy and a minimal amount of copyright protection. In addition, password protection gives you the ability to monitor your enrollment. Resources: Draft Guidelines for the Evaluation of Electronically Offered Degree and Certificate Programs Western Interstate Commission for Higher Education (WICHE) Look under 5C: Documented Procedures Assure that Security of Personal Information is Protected…" http://www.wiche.edu/telecom/Guidelines.htm Click here to add additional resources. Click here to view additional resources.
Question 40: Do you provide an opportunity for students to evaluate online student support services?	0	Yes = 1 No = 0 Just as you would want students to evaluate the effectiveness of courses, you would want to give them the opportunity to evaluate the online student support services. If you do have online students support services, you would want to give your students the ability to evaluate them just as you would want students to evaluate the effectiveness of courses. If you don’t have online student support services yet, include the evaluation component in the design. Resources: Guide to Developing Online Student Services The Guide to Developing Online Student Services is intended to help higher education institutions develop effective online approaches to delivering student support services. http://www.wiche.edu/telecom/resources/publications/guide/guide.htm Click here to add additional resources. Click here to view additional resources.
Question 41: Do your faculty and office of instruction make the decisions in consultation regarding maximum and minimum students in an online class ?	1	Yes = 1 No = 0 Your campus has worked out a process where both sides can come to an agreement as to what size is most appropriate for any given course. Your campus may have another approach to this decision process. If it is not working, then you may want to work out a process where all sides can come to an agreement as to what size is most appropriate for any given course. Resources: American Association of University Professors Special Committee on Distance Education and Intellectual Property Issues Sample Language for Institutional Policies and Contract Language for Distance Education Look under "Distance Education" http://www.aaup.org/deguide.htm Click here to add additional resources. Click here to view additional resources.
Question 42: Has your college considered the impact of class size on online teaching and learning in online classes?	1	Yes = 1 No = 0 Considering the impact is a good start in deciding the optimal class size. The next step, if you have not already taken it, would be to put these considerations into action. Keep in mind that class size may vary depending on the nature of the discipline and the amount of interaction expected to occur. Generally, class size should be comparable or smaller to equivalent onsite classes. Resources: Teaching at an Internet Distance: the Pedagogy of Online Teaching and Learning The Report of a 1998-1999 University of Illinois Faculty Seminar Sections 4 and 5 http://www.vpaa.uillinois.edu/tid/report/tid_report.html Cyber Course Size: Pedagogy and Politics By Judith V. Boettcher Corporation for Research and Educational Networking (CREN) Highlights from Syllabus Magazine Volume 12, No. 8, April 1999 http://www.syllabus.com/syllabusmagazine/apr99_magfea2.htm Technology Resources for Teaching & Learning Faculty Student Ratios Posted by Dan Mitchell, 4/16/00 at 11:53:59 AM. Compilation of "an interesting series of messages on the AAHESGIT list concerning issues in online distance learning classes. Important issues that have become prominent in the discussion include: The appropriate class size for online classes and Workload issues for students and teachers." http://www.teachnology.org:81/teachnology/stories/storyReader$79 Click here to add additional resources. Click here to view additional resources.
Question 43: Do you have a uniform policy regarding class size?	0	Yes = 1 No = 0 Your college understands that implementing a uniform policy that has been agreed to by faculty and administration will ensure more consistent quality and standards in your online classes. Implementing a uniform policy that has been agreed to by faculty and administration would work to ensure more consistent quality and standards in your online classes. Resources: American Association of University Professors Special Committee on Distance Education and Intellectual Property Issues Sample Language for Institutional Policies and Contract Language for Distance Education Look under "Academic Freedom, Quality Control of the Curriculum" http://www.aaup.org/deguide.htm Click here to add additional resources. Click here to view additional resources.
Question 44: If the maximum number of students differs from an onsite class,state how? a. online classes generally have a higher number of maximum students b. online classes generally have a lower number of maximum students	1	a = 0 b = 1 To create an optimal learning environment that allows for adequate interaction and faculty feedback, online class size should in general be equal to or smaller than the size of the equivalent onsite class. Resources: Academic Senate--Technology in Education: A Summary of Practical Policy and Workload Language Look under Issues of "Workload and Compensation" http://www.academicsenate.cc.ca.us/Academic%20Senate%20Web/ Publications/Papers/Technology_educationpolicysummary.htm Click here to add additional resources. Click here to view additional resources.
Question 45: Can you offer courses outside the traditional academic year calendar?	1	Yes = 1 No = 0 If you have the ability and the structure to offer courses outside the traditional academic year calendar, then you can take advantage of the flexibility of online classes to meet the needs of students who might benefit from an alternative calendar. When planning for an alternative calendar, include the essential student support services as well. One of the benefits of online classes is that they can be offered outside of the traditional time and place of onsite classes. Having the ability to adjust your academic year calendar could help meet the needs of students who might benefit from an alternative schedule. If planning for an alternative calendar, include the essential student support services as well. Resources: Charter Oak State College, New Britain, CT A college that offers flexibility not only in length of classes but also in credits and work experience http://www.cosc.edu/ Click here to add additional resources. Click here to view additional resources.
Question 46: Do you maintain a cumulative database of contact information for all students who have taken online classes?	3	Yes = 3 No = 0 Because you maintain a cumulative database, your campus will be able to keep students informed of such information as new courses and programs, internships, events, etc. Maintaining a cumulative database will allow your campus to keep students informed of such information as new courses and programs, internships, events, etc. Resources: A Ten Level Web Integration Continuum for Higher Education: New Resources, Partners, Courses, and Markets "Level 1: Marketing/Syllabi via the Web" talks about marketing efforts via the Web that could be augmented if there were an effort to inform former students that new classes/syllabi are available. http://php.indiana.edu/~cjbonk/paper/edmdia99.html Click here to add additional resources. Click here to view additional resources.
Question 47:Has your college filed a substantive change report with your accreditation bureau identifying modes of delivery?	3	Yes = 3 No = 0 You approach toward building an online program shows commitment and concern toward your accreditation status. Before you proceed with your online campus development, be sure to review the substantive change policies put forth by the Western Association of Schools and Colleges, which state that "The development of distance education programs may represent a substantive change---a change which alters the objectives or the scope of the institution, modifies the nature of the constituencies it seeks to serve, or changes the geographic area served." If your distance education program falls under this category, then be sure to file the Substantive Change Report. Resources: This document states the substantive change policies put forth by the Western Association of Schools and Colleges. Accreditation: Substantive change/WASC Resources* substantative change reports WASC 1999 Distance Ed Handbook http://www.accjc.org/dislearn.htm Click here to add additional resources. Click here to view additional resources.

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