40.1
Distance Learning/Instructional Methods—Definition
Distance Learning is education that uses one or more technologies to deliver instruction to students who are separated from the instructor and supports regular and substantive interaction between the students and the instructor, either synchronously or asynchronously. ITV (interactive television), hybrid, and fully online are examples of instructional delivery methods that fall under this definition.
Instructional Methods
Traditional: Student meets face to face with an instructor in a traditional classroom or lab setting.
Supplemental: Student meets face to face with an instructor in a traditional classroom or lab setting, but resources, schedules, or other external classroom activities are available via the web or other digital format.
ITV: Student meets at a designated location, but the instructor lectures via interactive television or synchronous video. The instructor may or may not be in the same physical location as the student during class.
Hybrid/Blended: Student meets in a traditional classroom or lab setting for part of the class, but also must participate in an online session using a course management system.
Fully Online: Student accesses classroom lecture, lab, assignments, or other materials via the web utilizing a course management system. (eduKan and Seward Online)
40.2
Substantive Interaction
Seward County Community College/Area Technical School (SCCC/ATS) is committed to ensuring students take personal responsibility for achieving the learning outcomes and objectives outlined within each SCCC/ATS course. To assist students in meeting that goal, SCCC/ATS requires students to participate by regularly logging into their course(s), substantively interacting with fellow students and instructors through submitting all coursework in a timely fashion, group discussions and other activities described under Documenting Substantive Interaction below.
First – week participation requirements
Instructors must verify that students have established participation in the course within seven calendar days of the term start date. The instructor will submit the name(s) of any students to be dropped to the registrar and Distance Learning Support Technician.
Students who have not logged into the course(s) within the first seven calendar days of the term will be administratively dropped from the course(s). Tuition will be refunded per the SCCC/ATS refund policy.
Participation and Substantive Interaction Requirements Throughout the Course
Participation and substantive interaction will be tracked regularly throughout each of the student’s courses. Throughout the term, students must participate in such a way as to ensure successful completion of the course by the end of the term, i.e., submit assignments and continue to substantively interact with other students and/or the course instructor. Students are expected to abide by the participation and substantive interaction requirements according to the criteria outlined in each course syllabus. If the course instructor determines that a student has not met the participation and substantive interaction requirements, the instructor will contact the student, reiterate the expectations for participation and substantive interaction, and recommend the student withdraw from the course if those expectations are not met. There is no tuition refund after the 100% refund drop date. Students who are receiving federal financial aid who withdraw may be required to pay back funds due to the non-completion of the course. The financial aid refund date will be the last date the student logged into the designated course.
Documenting Substantive Interaction
Substantive interaction involves a sustained, interactive communication between the student and the course instructor. The instructor will choose the type(s) of interactions utilized in the course. The instructor will need to document the interactions and have them available in case of an audit. If these interactions are saved in the course shell, no further documentation is needed.
Group discussions, generally referred to as threaded discussions, serve as a good example. A typical student post might include one initial post to a question(s) in the course content and two additional posts to fellow students and/or the course instructor. The student should be aware that each course will have its own requirements for discussions. Generally the initial post is a written answer to a discussion question/response that contains a central idea, independent response or personal opinion that is presented or communicated in a meaningful way. The purpose of substantive interaction on the discussions is to promote understanding of a topic and its relevant themes to all participants. The posts are, therefore, a collective conversation of linked words, phrases, and ideas. A post may include an opinion that applies ideas relevant to the course content. It may compare and contrast the posts of others. Experience of facts and distinctions may vary based on the perceptions of each student. In some cases, the pros and cons of a decision may be explored. At other times, the conversations may be directed back to an earlier post.
The required length of the discussion post may vary from course to course (i.e., minimum of 30 words or longer; 75 to 150 words or longer). When a passage is quoted verbatim within the student’s own written response the student must cite the source of the content quoted verbatim. Not citing is considered plagiarism and carries a penalty within the course. In addition there may be time limits set, so the student’s responses should be timely and regular, within those time constraints.
In addition to the discussions there are other types of substantive interaction that may be initiated by the student and/or the instructor.
Asynchronous Office Hours: When contacted via voice mail or e-mail by a student, the instructor usually responds within 24 hours (including weekends or unless otherwise announced that the instructor will not be available) so the contact with the student will be timely, albeit not instantaneous.
Synchronous Office Hours: These are specific hours of specific days when a student can interact with an instructor. These can be physical synchronous office hours where the instructor is present on one of the consortium campuses in a specific office. But these synchronous office hours could also be times when the instructor is available via various technologies: telephone, e-mail, audio conferencing, video conferencing, or chat rooms.
Group Announcements/Emails: Posts (written, audio, or video) that update students on the content or the processes of the class. This type of contact is effective because it demonstrates that the instructor is present in the class and is moderating the progress of the class as a whole and of individual students. This type of contact should be regular. Frequent posting of announcements generally enhance the effectiveness of the contact.
Individual e-Mail or Phone Contact: Instructor contacts with a student, either initiated by the instructor, or in response to a student question/concern regarding course content. Note: This type of interaction would require the instructor to document and have available in case of an audit.
Moderating Virtual Small Groups: Once these groups are created, the instructor can moderate the work and the discussions among the students. This contact is effective in creating a sense of social cohesiveness as well as creating a community and deepening the understanding of the subject matter. Usually there are time limits and deadlines for group work, so the presence of the instructor should be timely and regular, within those time constraints.
Providing Feedback on Student Work: The timing of this feedback (written, aural, or video) is at the discretion of the instructor and dependent on the type of learning that is being achieved; however, timely and appropriate feedback is essential.This type of contact is effective because it allows the student opportunities to adjust their performance and affirm their understandings of the material. As in the on-ground classroom, this contact is crucial in the learning process. Computer generated exams can provide immediate feedback but are not considered substantive interaction from the instructor. Feedback directly from the instructor on written work will not be instantaneous, but students should be made aware of the parameters of the feedback. Feedback documentation should be available in case of an audit.
Posting Prepared Instructional Material: In an on-ground class, much of the contact between instructors and students is the instructor presenting material to the class, in the form of lectures or handouts or other prepared instructional material. In an online class too, this is one mode of effective contact between the instructor and the student. These materials, combined with publisher produced material or material found on the Internet, create the functional equivalent of the content of the class. The timing of posting these materials is a function of the schedule of the course and should be regular within the parameters of the rhythm of the course.
Facilitating Student to Student Contact: Instead of the effective regular contact being between instructor and student, in this case the effective regular contact involves interaction between student learners. This contact can be synchronous or asynchronous, in person or mediated through technology, individual or group, and highly moderated or lightly moderated; however instructors must facilitate conversations between students to meet the substantive interaction expectation. As with on-ground classes, this type of communication is very effective in providing opportunities for students to bond with the material and with members of their class. The timing of this interaction is a function of the schedule of the course and should be regular within the parameters of the rhythm of the course.
40.3
Distance Learning Course Proposal and Development
Faculty or program coordinators must initiate a proposal to develop a distance learning course. The Proposal to Develop a Distance Learning Course form is to be completed and submitted to the appropriate division chair. The division chair and the dean of academic affairs or dean of career and technical education are responsible for bringing the approved request to the Academic Affairs Council for final approval.
Instructional Support
Assistance in course development is available to faculty via eCollege and the SCCC/ATS Instructional Designer and/or Distance Learning Support Technician. Faculty are encouraged to use these available resources. Assistance is also provided in the transition from classroom teaching to distance instruction. Peer mentoring resources are available to faculty teaching distance learning courses. If training is required in ITV areas, faculty should contact the director of multimedia well in advance of the course start date.
Training
All instructors new to distance learning are required to participate in approved professional development opportunities specific to their instructional delivery method prior to the semester they plan to teach. After the proposal to develop a distance learning course is approved, the distance learning committee will approve the professional development opportunity that best meets the needs of the instructor. The eCollege Instructional Design Tutorial is one resource that can be used. The professional development activity must be completed prior to course development.
Mentoring
First time distance learning instructors will be assigned a mentor by the division chair and/or distance learning committee who will be able to provide instructional design support and training throughout the course development process. An identified veteran distance learning faculty or staff member will be available for mentoring. The mentor and instructor will develop a time line for the construction of all components of the course.
Proposal to Develop a Distance Learning Course
The completed form and supporting documents should be first submitted to the faculty member’s division chair. Once approved by the appropriate dean, the form and supporting documents should be submitted to the Academic Affairs Council. Distance Learning Committee. Verify that the course is not already offered through eduKan.
Name of instructorContact information:
Phone
Course title
Number of credit hours
Course number
Course description
Please attach syllabus that includes a list of the competencies that will be covered in the course.
Pre-requisite information
Transferability of course
Reason for offering course via distance learning
Outline of how course fits into a degree program
Difficulties that might be encountered due to distance learning
Options for overcoming such difficulties
Rate your level of digital literacy:
(beginner, intermediate, expert)
Have you used any online courseware?
If yes, please state which one(s): (eCollege, Blackboard, WebCT, Prometheus, other)
Are you familiar with the eCollege platform?
What kind of technical assistance do you think you will require? Audio/video/other
List any special software or hardware that you need to produce your course
40.4
Evaluation of Distance Courses
Evaluation of New Courses
Evaluation of online or hybrid courses will be conducted prior to and during the first semester the course is offered. This evaluation will include an approved instructor assessment of the course, peer review by a mentor and/or division chair, and student course surveys. Forms and assessment tools are available in the procedures portion of this policy (when they get finished.) The instructor assessment will include a summary of the review criteria, student survey results including comments, and a summary of strengths, concerns, and recommendations. The instructor assessment must be completed prior to the start of the course. The peer review and the student course surveys will be completed at the end of the course. It is strongly recommended faculty continue the use of assessment tools for subsequent semesters for all hybrid and online courses. The division chair may assign additional instructor training or evaluation as needed.
Evaluation of Current or Existing Courses
After successful completion of the initial evaluation, online or hybrid courses will be evaluated utilizing the course evaluation component of the program review process or external accreditation process.
40.5
Compensation
As per current negotiated agreement, each instructor will be paid a one-time per credit hour stipend for the development of SCCC/ATS fully online courses. Fifty percent of the course development stipend will be paid upon final approval by the Academic Affairs Council. The remaining fifty percent will be paid upon completion of course development and approval by division chair and distance learning committee. Time spent creating the course is in addition to the contractual work week.
The dean of academic affairs or the dean of career and technical education will determine, upon recommendation by the division chair, if a stipend is warranted for the development of courses in a blended/hybrid format. If a stipend is warranted, it will be prorated. For example, if a three credit hour course meets two times per week face-to-face and once a week online, the faculty member will be paid for the development of the one online credit hour.