Off-Campus & Distance Learning Self-Study Committee

 

Armstrong Atlantic State University
Distributed Learning Policies

 

Introduction

Armstrong Atlantic State University (AASU) provides distributed learning whose content, purposes and organization are in keeping with the university’s mission and that reach students within and beyond its service area.

For the purpose of this policy statement, distributed learning includes both off-campus and distance learning modalities. Off-campus instruction refers to those classes away from main campus but still anchored in face-to-face instruction. Distance learning programs include technology-assisted modes where instructor and learner are at a distance (e.g. GSAMS and on-line courses). The following policies are concerned with distance learning programs. While distance learning takes many forms, all distance learning is characterized by:

    1. Separation of place and/or time between the instructor and learner, among learners, and between learners, and/or between learners and learning resources.
    2. The use of technology and media for two-way interaction. Interactions may occur between the learner and the instructor, among the learners, and/or between the learners and learning resources. Media may include print, video, audio, or computer. Instruction may be delivered via correspondence courses, web based courses, videotaped courses, computer-mediated instruction and /or two-way interactive television (GSAMS). Use of electronic media is not necessarily required.
    3. Institutional support for planning and implementation of courses and for academic and student support services.

 

Institutional Context and Commitment

Armstrong Atlantic State University encourages the development and use of distributed learning while at the same time ensuring a level of quality equivalent to that of traditional, classroom-based instruction.

  1. AASU complies with accreditation requirements. The appropriate accreditation commission shall be notified and consulted when a distributed learning program represents a substantial change to the institution’s educational goals, intended student population, curriculum modes or venue of instructions.
  2. AASU’s budget reflects its commitment to the students for whom distributed education programs are designed.
  3. AASU assures the adequacy of technical and physical plant facilities, including appropriate staffing and technical assistance, to support its distributed learning programs
  4. AASU provides the internal organizational structure to enable the development, coordination, support, and oversight of distributed learning programs, including the capability to:
    1. Facilitate the associated instructional and support relationships.
    2. Provide, or draw upon, the required information technologies and related support services.
    3. Develop and implement a marketing plan that takes into account the target student population, the technologies available, and the factors required to meet AASU’s institutional goals.
    4. Provide training and support to participating instructors and students.
    5. Assure compliance with copyright laws
    6. Contract for products and outsourced services.
    7. Assess and assign priories to potential future projects.
    8. Assure that distributed learning programs and courses meet AASU standards to provide consistent quality and to provide a coherent framework for students who may enroll in both distributed learning and traditional on-campus courses.
    9. Maintain appropriate academic oversight.
    10. Maintain consistency with AASU’s academic planning and oversight functions, to assure congruence with AASU’s mission and allocation of required resources.

     

  5. In its articulation and transfer policies, AASU judges distributed learning courses and program on their learning outcomes and the resources brought to bear for their achievement, not on modes of delivery.

    6.  

  6. AASU strives to assure a consistent and coherent technical framework for students and faculty and to minimize the impact on students and faculty of evolving technologies.

    7.  

  7. AASU provides students with technical support for the educational technology hardware, software, and delivery system required in a distributed learning program or course.

    8.  

  8. When AASU selects technologies, decisions are made based on appropriateness for the students and the curriculum. Proposals for distributed learning programs and courses specifically address the match between technology and program or course.
  9. AASU observes the legal and regulatory requirements of the jurisdictions in which it operates, e.g., requirements for service to those with disabilities, copyright law, state and national requirements for institutions offering educational programs, international restrictions such as export of sensitive information or technologies, etc.

 

 

Curriculum and Instruction

Armstrong Atlantic State University is committed to having faculty make pedagogical decisions that focus on learning outcomes for an increasingly diverse population.

  1. Through its existing process of curriculum development, AASU assures

    2.  

    1. Each distributed learning program of study results in collegiate level learning outcomes appropriate to the depth and breadth of the degree or certificate awarded by AASU
    2. Degree or certificate programs offered via distributed learning are coherent and complete
    3. Such programs leading to undergraduate degrees meet the general education requirements set by the Board of Regents of the University System of Georgia.

      4.  

      1. The Vice-President for Academic Affairs (VPAA) shall encourage, facilitate, and coordinate the distributed learning activities of the institution.
      2. The VPAA shall assure that academically qualified persons make decisions concerning curriculum, assessment, and oversight.
      3. The VPAA shall assure that the substance of AASU’s distributed learning programs, including their presentation, management, and assessment is the responsibility of persons, e.g., principal instructor, teaching assistants, tutors, with appropriate academic qualifications.
      4. The VPAA shall appoint the Advisory Committee on Distributed Learning (ACDL) whose purpose is to advise the VPAA, Deans, and Department Heads on matters related to the present and future development and delivery of distributed education, including the acquisition of interactive and/or learning systems.
      5. The VPAA shall appoint a Distributed Learning Coordinator (DLC) .
      6. The VPAA shall consider proposals to offer new and existing programs and courses via distributed learning methodologies upon recommendation of ACDL and the appropriate Dean(s) and Department Head(s).
      7. When AASU develops electronically offered degrees or certificate programs, the VPAA assures that all courses necessary to complete the program are included. The responsible department or college develops a coherent plan that is approved by the VPAA upon recommendation of the ACDL.
        1. That explains to students how to access all necessary courses required to complete the program.
        2. That clearly notifies students of requirements not included in the electronic offering.
      8. Important elements of a program may be supplied by consortia partners or outsourced to other organizations. The institution in which the student is enrolled, not its suppliers and partners has a contract with the student. Therefore, the VPAA shall establish criteria for selecting consortia partners and contractors.
        1. The Distributed Learning Coordinator, with advice and counsel from the ACDL, shall be responsible for monitoring and evaluating the work of consortia partners and outsourced organizations, assuring that incentives do not compromise the integrity of the institution or of the educational program. This team shall also consider the effect of administrative arrangements and cost sharing on AASU’s decision-making regarding curriculum.
        2. Current consortia and contractual relationships affecting and involving distributed learning shall be reviewed at least annually. Relationships to be examined include, but are not limited to, those involving
        1. Course materials
        2. Course management and delivery
        3. Library-related services
        4. Bookstore services
        5. Technical services
        6. Administrative services
        7. Services related to advising
        8. Counseling or tutoring
        9. Online payment arrangements.
  1. The VPAA shall assure that appropriate interaction (synchronous or asynchronous) between instructor and students and among students is reflected in the design of the program and its courses and in the technical facilities and services provided.
  2. Approval Process for Distributed Learning Courses

A course is considered delivered by distributed learning if the faculty and student are not physically present for at least 50% of the time and if the medium of transmission is digital (Web, Internet, Videoconference, CD-ROM, etc.) A program is considered delivered by distributed learning if over 50% of the courses are delivered via distributed learning.

 

Approval Requirements

 

Course or Program Types Videoconferencing (GSAMS)

 

 Web-enhanced or Online Course
Existing Courses (all levels) currently offered on campus
  • Approval by the VPAA is required and may be obtained through GSAMS office.
  • Re-approval is required for courses delivered via videoconferencing when the receiving location changes.
  • Approval by the VPAA is required upon recommendation of the ACDL.
  • A special section must be indicated in the Schedule of Classes as ****where the site/building code goes then the percentage of delivery with the physical presence of the instructor is equal to or greater than 50%. Meeting times are "ARR" (arranged). If you require any on-campus meeting times, indicate these in a course comment with details for place and time.
  • PASSAGES HIGHLIGHTED NEED ADDITIONAL INFORMATION.
New Courses (all levels)
  • The same procedures apply as those for traditional campus-based classes.
  • Approval is also required by the VPAA
  • Scheduling is required through GSAMS office
  • The same procedures apply as those for traditional campus-based classes.
  • Approval by the VPAA is required upon recommendation of the ACDL.

* Additionally, a special section must be indicated in the Schedule of Classes as **** where the site/building code goes when the percentage is equal to or greater than 50%. Meeting times are "ARR" (arranged). If you require any on-campus meeting times, indicate these in a course comment with details for place and time.

Undergraduate Degree Programs and Master’s Degree Programs
  • Approval by the VPAA is required upon recommendation of the ACDL
  • The unit offering the program should contact the Office of University Planning [who on our campus?] for appropriate assistance in addressing the requirements of the Commission on Colleges of the Southern Association of Colleges and Schools (SACS). SACS approval is required for programs when 50% of the required number of courses is delivered via distributed learning. This process must begin before 50% of the program is offered.
  • Scheduling through GSAMS office is required.
  • Approval by the VPAA is required upon recommendation of the ACDL
  • The unit offering the program should be the Office of University Planning [who on our campus?] for appropriate assistance in addressing the requirements of the Commission on Colleges of the Southern Association of Colleges and Schools (SACS). SACS approval is required for programs when 50% of the required number of courses is delivered via distributed learning. This process must begin before 50% of the program is offered.

 

 

 

 

 

 

 

Faculty Support

AASU addresses the increasingly diverse and reorganized roles of its faculty in its distributed learning policies on workload, compensation, ownership of intellectual property, and the implications for a faculty member's professional evaluation.

  1. The course and program proposal processes require the following documentation:
    1. How faculty are prepared to teach in the distributed learning environment.
    2. How faculty obtain access to the necessary instructional technology.
    3. How faculty are compensated for teaching in the distributed learning environment.
    4. How faculty time spent in course development and for learning instructional technology will be acknowledged for tenure and promotion and whether faculty time for development constitutes "a special project" or is part of normal faculty load (i.e., normal course development or if faculty have been given release time.
    5. Arrangements for ownership of materials generated in the course(s) based on the AASU Intellectual Property policy *** NEEDSADDITIONAL INFORMATIO: HAS THIS POLICY BEEN APPROVED?.
  1. Through Faculty Technology Support, AASU provides an ongoing program of appropriate technical, design and production support for participating faculty members.
  2. Through Faculty Support, AASU provides to those responsible for program development the orientation and training to help them become proficient in the uses of the program's technologies, including potential changes in course design and management. [Specify how in more detail?]
  3. AASU provides to those individuals responsible for working directly with students the orientation and training to help them become proficient in the uses of the technologies for these purposes, including strategies for effective interaction. [Do we? How?]

 

Student Support

AASU is committed - administratively, financially, and technically -- to continuing distributed learning programs for a period sufficient to enable all admitted students to complete a degree or certificate in a publicized timeframe.

  1. Prior to admitting a student to a distributed learning program, AASU:
    1. Ascertains that the student is qualified by prior education or equivalent experience to be admitted to that program.
    2. Informs the prospective student concerning:
    1. The required access to technologies
    2. Technical competence requirements
    3. Estimated or average program costs (including costs of information access) and associated payment and refund policies.
    4. Curriculum design and the time frame in which courses are offered and assists students in understanding the nature of the learning objectives.
    5. Library and other learning services available to support learning.
    6. The full array of other support services available
    7. Arrangements for interaction with faculty and fellow students.
    8. Estimated time for program completion.
  1. Assists prospective students in understanding the nature and potential challenges of learning in the program's technology-based environment
  2. AASU provides these services available on campus to students of distributed learning programs, even when the students are not physically present on campus.
    1. Pre-registration and academic advising
    2. Information about AASU, its programs, its courses, its costs, and related policies and requirements.
    3. Enrollment / registration services.
    4. Financial aid services
    5. Secure payment arrangements
    6. Career counseling and placement
    7. Timely academic progress information
    8. Library resources appropriate to the program and training in their use
    9. Bookstore services including ordering, secure payment, and prompt delivery of books, coursepacks, course-related supplies and materials, as well as AASU memorabilia
    10. Ongoing technical support
    11. Referrals for student learning differences, physical challenges, and personal counseling.
  3. AASU recognizes the importance of developing a sense of community among students enrolled in distributed learning programs and courses, because it contributes to retention and to degree or certificate completion. Therefore, AASU faculty are encouraged to implement inclusive strategies including, but not limited to:
    1. Providing electronically based study groups using teleconferencing technologies
    2. Providing student directories, with the permission of those listed.
    3. Including off-campus students in AASU publications, events, organizations and awards

 

Evaluation and Assessment

AASU conducts sustained, evidence-based and participatory inquiry as to whether distributed learning programs and courses are achieving objectives. The results of these inquiries guide curriculum design and delivery, pedagogy, and educational processes. They also may contribute to decisions about future policy and budgets and perhaps have implications for the institution's roles and mission.

  1. Documented assessment of student achievement is conducted in each distributed learning course and at the completion of the program, by comparing student performance to the intended learning outcomes. [How do we document this?]
  2. When examinations are employed (paper, online, demonstration of competence, etc.), they take place in circumstances that include firm student identification. [How do we do this online?]
  3. Documented procedures assure that security of personal information is protected in eh conduct of assessments and evaluations and the dissemination of results. [How do we assure this?]
  4. Overall program effectiveness is determined by such measures as: See p. 13 of guidelines and determine which ones apply to AASU.
  5. AASU continually evaluates its programs to target
    1. More effective uses of technology to improve pedagogy
    2. Advances in student achievement of intended outcomes
    3. Improved retention rates
    4. Effective use of resources
    5. Improvements in AASU's service to its internal and external constituencies
      1. Evaluation results inform future plans and those responsible for AASU's academic programs.
      2. AASU's evaluation of distributed learning programs take place in the context of the regular evaluation of all academic programs.

 

 

Approval Procedure

Distributed Learning Programs and Courses

 

 

Course Approval Procedure

 

  1. The department(s) prepares a course proposal using the Distributed Learning Course Proposal Forms, the Criteria for Resource Allocation, and the Principles of Good Practice for Distributed Learning.
  2. At least one academic semester before offering the distributed learning course, the department head(s) submits the proposal to the ACDL for review and recommendations.
  3. A representative from the department who knows the proposal must attend the ACDL meeting at which the proposal is considered
  4. The proposal must be signed by the appropriate department head(s) and Dean(s).
  5. Approval of courses is the purview of the AASU Curriculum Committee. Therefore, the ACDL reviews and makes recommendation concerning the appropriateness of the proposed course for delivery via distributed learning.
  6. The ACDL then refers the proposal to the Vice President for Academic Affairs.
  7. The VPAA gives final approval designating when the course may be offered or remanding the proposal to the department(s) for needed changes.

 

Course Changes

  1. If after the VPAA or the AASU Curriculum Committee approves a course to be offered in traditional format, the primary course-delivery mechanism changes, then the course(s) must be submitted to the ACDL and the VPAA for approval. This process must be completed at least two months before the time of the course offering

    2. .

  2. For site-based distributed learning courses, if an additional site(s) is added, an abridged course proposal must be submitted to the VPAA for approval.

 

 

 

Program Approval Procedure

 

  1. The proposing department or college should work with the Distributed Learning Coordinator, the Faculty Technology Support staff, the Department Head(s), and Dean(s) to prepare a program proposal.
  2. The proposal preparation process should begin at least three (3) semesters before the first course is offered.
  3. The Distributed Learning Program Proposal Form, the Criteria for Resource Allocation, and the Principles of Good Practice for Distributed Learning should be used in preparing the program proposal.
  4. At least two (2) semesters before the start of program, the Department Head(s) submits the proposal with the completed The Distributed Learning Program Proposal Form to the Distributed Learning Coordinator, who reviews it for completeness and compliance with program proposal guidelines.
  5. When the program proposal is complete, the Distributed Learning Coordinator presents it to the ACDL.
  6. The ACDL reviews the program proposal and makes recommendations to the Vice President for Academic Affairs concerning the appropriateness of the proposed program for delivery via distributed learning.
  7. A representative from the department who knows the proposal must attend the ACDL meeting at which the proposal is considered
  8. The VPAA forwards a recommendation to Provost and Executive Vice President. [WHAT IS OUR PROCEDURE AT THIS STAGE?]

Changes and additions of courses and sites

 

  1. If after program approval, a course not listed in the program proposal is added to the program, or if the primary delivery mechanism of a course listed in the proposal changes, then the course(s) must go through the course approval procedure.
  2. For site-based distributed learning programs, if an additional site(s) is added for the program or for a course, an abridged program or course proposal must be submitted.

 

 

 

 

 

Conditions That Warrant Disapproval of a Course or Program

Every effort will be made to provide support and faculty development to ensure the success of a course. However, is a course fails to satisfy the above criteria, the ACDL may require additional development before approval. The ACDL acknowledges that these criteria are not all encompassing and that a certain courses may require waivers of some criteria. In no case is the faculty member's judgment regarding pedagogy to be a cause for disapproval.

A course or program may be disapproved:

 

Criteria for Resource Allocation

 

Introduction

  1. Distributed Learning resources are finite. Therefore, AASU allocates them according to criteria that will provide the most impact for the resources allocated.
  2. The following criteria will serve as a guide for allocating resources and for encouraging the delivery of high quality and successful courses and programs via distributed learning.
  3. Courses to which resources are dedicated will be high quality and will meet the AASU Principles of Good Practice for Distributed Learning.

 

Need and Market for the Course or Program: Clearly established need and a large probable market are preferred.

  1. Has the need for the course or program been established through surveys, contacts with potential employers, or other means?
  2. Has the department or college been contacted by an organization or employing agency?
  3. What is the probable versus potential market (for example, there is a huge potential market for an American Government course, but the probability of competing successfully for a large share of this market may be minimal unless significant outside funding can be obtained)?

 

Resources Available to Support Program: Programs that have resources committed to them are preferred.

  1. Are there course releases available to support development?
  2. Has a plan for faculty compensation been established?
  3. Have computing and advising resources been identified and allocated?
  4. Have appropriate fees been identified and a plan for requesting these established?
  5. Curriculum and Instruction: Identification of distributed learning strategies that match identified course objectives and learner characteristics are desired.
  6. What is the percentage of each course that will be available in distributed learning?
  7. What is the percentage of the courses in a program that are available in distributed learning?
  8. Programs with a large percentage of course work available in distributed learning formats are more likely to have adequate enrollments, and are preferred.
  9. How well can the content of the courses be delivered to the type of learner identified through distributed learning?

 

Evaluation

  1. Is there a plan to evaluate the program or course including assessments of student learning, student retention, and student and faculty satisfaction?

 

Costs versus Income for the Course or Program: Programs for which a business plan that includes costs and income has been established are preferred.

  1. What is the projected income from all sources (state formula funding, tuition, fees, and other sources) for the course or program over the upcoming 2-4 fiscal years?
  2. What are the costs for developing the courses and programs?

Marketing Plans: An achievable marketing plan is preferred.

  1. Is there a plan to market the course or program to ensure that enrollment targets are met?

Instructional and Administrative Leadership: Instructional and administrative leadership is preferred.

  1. Is there an individual who can and will serve as the leader for the design and implementation of the courses and program?
  2. Is there administrative support?
  3. Do departmental and College policies for faculty evaluation include appropriate recognition of teaching and scholarly activities related to programs or courses offered electronically?

 

Track Record: A previous record is preferred.

  1. Is there a record of success in preparing and implementing distributed learning courses or programs?

 

School or Department's Need for Resources: Programs for which CDL resources are necessary will be given priority.

  1. Can the course or program be prepared for distributed mode without CDL resources?

 

 

 

Other Criteria

  1. Are there criteria not listed above that give the course or program a higher priority? For example, are there requirements established by an external organization (e.g., an accrediting agency that will affect the program’s feasibility or desirability?)

 

Principles of Good Practice for Distributed Learning1, 2

Role and Mission

The program or course is consistent with the institution's role and mission.

 

 

Curriculum and Instruction

  1. Each program or course of study results in learning appropriate to the rigor and breadth of the degree or certificate awarded.
  2. A degree or certificate program or course offered electronically is coherent and complete.
  3. Review and approval processes ensure the appropriateness of the technology being used to meet program or course objectives.
  4. Review and approval processes ensure that course and program activities are designed to fit the specific context for learning, including the nature of the subject matter, intended learning outcomes, needs and goals of the learners, the environment in which they live and learn, and instructional technologies and methods.
  5. The course provides for appropriate interaction among students and between faculty and students.
  6. Qualified faculty provides appropriate supervision of the program/course that is offered electronically.
  7. Academic standards for all programs or courses offered electronically are the same as those for other courses delivered at the institution where the programs originate.
  8. Student learning in programs or courses delivered electronically should be comparable to student learning in programs offered at the campus where the programs originate.

 

 

Student and Student Services

  1. The program or course provides students with clear, complete, and timely information on the curriculum, course and degree requirements, nature of faculty/student interaction, prerequisite technology competencies and skills, technical equipment requirements, availability of academic support service, financial aid resources, and costs and payment policies.
  2. Enrolled students have reasonable and adequate access to the range of student services and resources appropriate to support their learning.
  3. The institution has admission/acceptance criteria in place to assess whether the student has the background, knowledge, and technical skills required for undertaking the course/program.
  4. Advertising, recruiting, and admissions materials clearly and accurately represent the program and the services available.
  5. The institution provides or arranges for reasonable assistance to students who are experiencing difficulty using the required technology.
  6. The institution provides adequate means for students to appeal academic decisions through normal institutional policies and for resolving student complaints.

 

Faculty Support

  1. The program or course provides faculty support services specifically related to teaching via an electronic system.
  2. The institution assures appropriate training for faculty who teach using technology.
  3. The program or course provides adequate equipment, software and communications to faculty for interaction with students, institutions, and other faculty.
  4. The institution’s distributed learning policies are clear concerning ownership of materials, faculty compensation, copyright issues, and utilization of revenue derived from the creation and production of materials used in distributed learning courses.

 

 

Resources for Learning

  1. The program or course ensures that appropriate learning resources are available to students.
  2. The program or course evaluates the adequacy and the cost to students for access to learning resources. It also documents the use of electronic resources.
  3. The institution provides access to laboratories, facilities, and equipment appropriate to the course or program delivered electronically.

 

Commitment to Support

  1. Policies for faculty evaluation include appropriate recognition of teaching and scholarly activities related to programs or courses offered electronically.
  2. The institution demonstrates a commitment to ongoing support, both financial and technical, and to continuation of the program or course for a period sufficient for students to complete a degree or certificate.
  3. The institution has a plan and infrastructure (equipment and technical expertise) necessary to support the learning goals and quality delivery of courses and programs it offers electronically.
  4. The institution’s planning, budgeting, and policy development processes reflect the staffing, facilities, equipment, and other resources essential to accomplish, with quality, the array of electronically-delivered courses and programs.

 

Evaluation and Assessment

  1. The institution evaluates program and course effectiveness, including assessments of student learning, student retention, and student and faculty satisfaction.
  2. At the completion of the program or course, the institution provides for assessment and documentation of student achievement in the course and program.
  3. Program or course announcements and electronic catalog entries provide appropriate information.

 

1 A course is taught in the distributed learning mode if the faculty and student are not physically present for at least 50% of the time and if the medium of transmission is digital (Web, Internet, Videoconference, CD-ROM, etc.) A program is considered to be offered via distributed learning if over 50% of the courses are offered via distributed learning.

2 These principles adapted from Principles of Good Practice documents of the Kentucky Commonwealth Virtual University and the Southern Regional Electronic Campus.

Off-Campus & Distance Learning Self-Study Committee