All
distance learning courses are conducted in accordance with the established
policies and procedures of the University of North Alabama as outlined in the
current editions of the University of
North Alabama Bulletin, the University
of North Alabama Graduate Studies Bulletin, the UNA Faculty Handbook, the Student
Directory & Student Handbook, and the General Distance Learning
Policies statement. (See Appendix
3.A.) This includes compliance with all
relevant criteria of the Southern Association of Colleges and Schools (SACS),
the National Council for Accreditation of Teacher Education (NCATE), the
Association of Collegiate Business Schools and Programs, the National League
for Nursing, other accrediting agencies (Council on Social Work Education,
National Association of Schools of Music, National Association of Schools of
Art and Design, etc.), the Southern Regional Education Board (SREB), the
Southern Regional Electronic Campus (SREC), the Alabama Commission on Higher
Education (ACHE), Alabama state laws and regulations, and Intercampus
Interactive Telecommunications System guidelines. Electronic courses are developed and offered
in compliance with the SREB’s “Principles of Good Practice for Academic Degree
and Certificate Programs and Credit Courses Offered Electronically.” (See Appendices 3.B through 3.F.)
The
Office of the Vice President for Academic Affairs regularly oversees academic
review procedures and supplies documentation of compliance with various
criteria for appropriate accrediting, certifying, and sanctioning bodies. This office maintains and distributes current
copies of criteria and guidelines for these agencies to assist university
personnel in developing programs that satisfy the relevant standards.
The initial intent of the program was to offer high demand courses within the General Studies component of the curricular requirements for the bachelor’s degree program at UNA. These courses were identified as being on-campus classes that are quickly filled and closed to further enrollment and as representative of the curriculum as a whole. As the distance learning program expanded, graduate and dual enrollment courses for area high school students were quickly added.
Suggestions
for Distance Learning Program courses arise from a number of different sources:
students (especially via the distance learning course evaluation form –
Appendix 3.G); faculty; the university administration; community members; the
Distance Learning Advisory Committee (see Appendix 3.P for reports from
subcommittees of Distance Learning Advisory Committee); and other interested
parties. (See Appendix 3.I for list of
distance learning courses.)
Proposals
for totally new courses, as well as new degree program proposals, progress
through the same curriculum development process used for regular on-campus
proposals. (See the UNA Faculty Handbook.) The
appropriate department chairperson, the college dean, and the Vice President
for Academic Affairs work with the faculty member throughout the development of
the course to ensure proper development and compliance with guidelines.
·
To provide ongoing
financial, technical, and personnel support for the development,
administration, and continuation of the distance learning program subject to
budgetary contraints.
·
To ensure reasonable and
adequate access to a range of appropriate academic support services and
resources.
·
To ensure compliance with
accrediting agency guidelines.
·
To provide a secure computer
network ensuring the integrity and privacy of the communications and records
exchanged.
· To authorize the offering of each distance learning course.
·
To assist in the appropriate
development and scheduling of distance learning courses.
·
To ensure compliance with
related accreditation guidelines.
·
To provide academic
advisement to distance learning students.
·
To authorize the offering of
each distance learning course.
·
To submit course information
for scheduling in time for inclusion in printed guides.
·
To provide academic
advisement to distance learning students.
·
To familiarize office staff
with relevant procedures and guidelines.
·
To provide oversight for the
entire Distance Learning Program.
·
To foster cooperation with
high schools, other colleges and universities, businesses, and other agencies
for distance education.
·
To provide the technological
infrastructure to support the distance learning program.
·
To establish a financial
plan for maintaining the support systems needed for distance learning
activities, including regular upgrading of systems currently in use.
·
To disseminate results of
evaluation processes for use in subsequent planning.
·
To ensure compliance with
accreditation criteria and state guidelines.
·
To coordinate the approval
of Web-based textbooks used within the Distance Learning Program.
·
To coordinate scheduling and
taping of video courses.
·
To coordinate distribution
of instructional materials.
·
To provide technical
assistance to distance learning students and faculty.
·
To conduct
orientation/training sessions for faculty and students as needed.
·
To answer faculty and
student questions regarding the program.
·
To oversee program planning,
evaluation, and analysis, including the gathering of statistics.
·
To assist with testing
and/or provide proctored testing schedules.
·
To market the distance
learning program.
·
To ensure the secure
transmission and retrieval of course-related materials, in cooperation with the
course instructors.
· To maintain and regularly update the Distance Learning Program Web site.
· To provide technical support for distance learning faculty and students.
·
To provide training opportunities for faculty on
the use and development of instructional technologies.
·
To provide assistance in the development of
Internet-based courses.
3.4.7 Media Production Specialist/Videographer
· To maintain all equipment for video production and videoconferencing
· To oversee the taping of video courses.
· To coordinate duplication of video and audio tapes.
· To provide technical support for distance learning faculty and students.
3.4.8 Faculty Responsibilities
·
To follow university guidelines for development,
scheduling, and presentation of distance learning courses.
·
To design/adapt course instruction to meet the
same standards and criteria set for traditional campus-based courses.
·
To participate in curriculum development,
coordinating of syllabi, and in preparation of any comprehensive examinations,
as required.
·
To order any textbooks and supplementary
materials that are necessary.
·
To design and grade student projects,
assignments, and tests in a timely manner.
·
To develop processes to ensure the integrity of
student work.
·
To provide for and maintain regular appropriate
interaction with distance learning students.
·
To support and adhere to the University of North
Alabama’s Information Technologies Acceptable Use Statement and other related
university policies.
·
To observe copyright laws and guidelines as they
pertain to the Internet, the World Wide Web, software, and the use and
reproduction of materials.
·
To participate in the University’s ongoing
evaluation of the distance learning program.
3.4.9 Student Responsibilities
· To ascertain possession of the appropriate skills, competency levels, course prerequisites, and equipment required for the distance learning course.
· To determine that the course meets individual degree requirements.
· To assume responsibility for contacting assigned advisor.
· To complete all assigned coursework by deadlines and before the end of the semester.
· To participate in the evaluation of the course content and presentation as well as the distance learning program as a whole.
· To return course materials, as required, according to established schedule.
· To follow all relevant university guidelines, including the code of conduct and academic honesty policy.
·
For courses requiring computer usage, to read
and adhere to the University of North Alabama’s Information Technologies
Acceptable Use Statement and other related university policies.
·
To observe copyright laws and guidelines as they
pertain to the Internet, the World Wide Web, software, and the use and
reproduction of materials.
3.4.10 Coordinator of User Services, Collier Library
· To facilitate the provision of library services and resources for distance learning faculty and students.
· To encourage development of technologically advanced remote access to library resources.
· To coordinate development and provision of appropriate information technology instruction for distance learners.
· To coordinate the planning, evaluation, and improvement of library services for distance learners.
· To promote use of library resources among distance learning faculty and students.
3.4.11 Distance Learning
Advisory Committee
· To advise the Coordinator of Distance Learning, the Director of Educational Technology Services, the Dean of Information Technologies, and the Vice President for Academic Affairs concerning policies and procedures for the Distance Learning Program.
· To identify issues and make recommendations concerning the development and implementation of quality distance learning courses and programs.
· To establish the acceptable format and guidelines for distance learning courses placed on the Web.
· To keep abreast of current trends, laws, issues, and technological developments in distance education
· To inform the university community on matters related to distance education.
· To ensure compliance with accreditation criteria.
Section 4.4.3 Curriculum Development of the Faculty Handbook indicates that proposed distance learning courses and programs are to follow the same procedural, needs assessment, and recommendation path as traditional offerings for approval. Furthermore, the Handbook notes that format delivery changes of approved exisitng courses and programs should appear on the agenda of the Curriculum Committee or the Graduate Committee as “an information item only.”
Among the factors considered in determining courses to be offered through the Distance Learning Program are: student demand; availability of interested, qualified faculty; accreditation issues; economic feasibility; course adaptability; course uniqueness; accessibility of appropriate library services, learning resources, and/or laboratory equipment; appropriate contractual agreements; timeliness of topic; and technological capabilities. Systematic student input is gathered through the Distance Learning Course evaluation forms (See Appendix 3.G.)
Demographic information on the students enrolled in the
Distance Learning Program is compiled regularly and analyzed for use in planning. (See Appendix 3.J for sample data.) Additional information is collected via an
online Market Survey form. (See
Appendix 3.K for sample form.)
Distance learning courses are offered concurrently with the regular semester schedule utilized for on-campus classes at the University of North Alabama. Distance Learning classes are listed in each semester’s Schedule of Classes & Exams. (See Appendix 3.L for sample.) Individual course syllabi indicate significant dates, exam schedules, etc. (See Appendix 3.M for samples.)
The
same policies concerning admissions requirements, scholastic standards,
academic honesty, dropping and adding classes, repetition of courses,
incomplete designations, withdrawal from a course or from the University,
classification, grading, grievance procedures, credits, degree completion, and
honors apply to distance learning as they do for campus-based classes. (See the current University of North Alabama Bulletin
and the University of North Alabama
Graduate Studies Bulletin.) The goals and objectives, and skills and
competencies are the same for distance learning courses as for those offered on
campus. Faculty apply the same standards
for coursework and grading for both on-campus and distance learning courses.
Distance
learning courses must maintain sufficient enrollment to be taught and are
subject to the same course deletion policies as are all courses offered by the
University.
All students taking credit-bearing courses in the Distance Learning Program must first be admitted to the University. Students in degree programs must meet the same entrance and completion requirements as on-campus students in those programs.
Students are referred to the Office of Student Life to obtain university identification cards.
Student
transcripts do not distinguish between academic courses taken on campus and
those completed through the Distance Learning Program.
Credits for academic courses earned in distance learning courses apply to UNA degrees and are readily transferable to most other universities.
The University maintains students’ educational records in accordance with the Family Educational Rights and Privacy Act of 1974 as amended (Buckley Amendment). The Act protects the student’s privacy and allows students to challenge their educational records should they be inaccurate, misleading, or inappropriate. This protection extends to distance learning students. (See the Student Directory & Student Handbook for additional details describing records kept, release of records, process for reviewing, etc.)
Distance education students are recruited in a variety of ways—through brochures, cooperative agreements with other institutions and organizations, contacts with student advisors, listings in the schedule of classes, advertisements in Continuing Education publications, activities of the Office of University Relations (press releases, etc.) and the University’s web page. (See Appendix 3.N for samples.) Emphasis is placed on meeting student demands and interests for high quality, convenient programming delivered to eligible students supported by appropriate academic support services.
Students taking distance learning classes for academic credit must meet the same eligibility requirements for financial aid as those taking on-campus classes. Financial aid recipients must demonstrate satisfactory academic progress. (See the University of North Alabama Bulletin and University of North Alabama Graduate Studies Bulletin for details.)
Courses
offered via Distance Learning are subject to the same strict quality standards
as those provided on-campus.
All
courses are evaluated through various methods by the Vice President for
Academic Affairs, the Director of Educational Technology Services, the
Coordinator of Distance Learning, the campus curriculum committee (for new
academic courses), some accrediting bodies, participating students and
faculty. Responsibility for the quality
of distance learning courses rests with the University of North Alabama.
The
Distance Learning Program is evaluated every semester to assess the view of
students regarding both the quality of instruction and the quality of the
distance learning program as a whole.
Student input is solicited using a course evaluation form administered
at the conclusion of each course. This instrument seeks student reaction
concerning organization and presentation of the course content, interaction
with the faculty member, interaction with the distance learning system (ease of
use, adequacy of facilities and loan periods, interaction with personnel),
access to supplemental resources, reasons for enrollment in distance learning,
comparison of the quality of distance learning courses with that of on-campus
classes, and suggestions for improvement. (See Appendix 3.G for copy of student evaluation form and
Appendix 3.O for sample results.)
Results are then analyzed and utilized in the planning process--both by
the individual faculty member and the Distance Learning Program staff.
Specifically,
the questionnaires are initially returned to the Distance Learning Office for
preliminary compilation, review, and sharing with individual faculty members.
The questionnaires are then forwarded to the Office of Research for analysis
and compilation of comparative data; the Office of Research provides all
distance learning faculty with a copy of the results.
For
the resolution of disputes regarding academic matters, the same grievance
procedures are available to distance learning students as to on-campus
students. (See the University of North Alabama Bulletin and Student Directory & Student Handbook.)
In conjunction with faculty members who have taught and/or are teaching in the Distance Learning Program, the Distance Learning Advisory Committee is charged with the responsibility of studying and making recommendations about procedures for the assessment and evaluation of student performance. The Committee is also responsible for developing recommendations that outline the University’s expected educational results and how these results are to be ascertained for all distance learning activities.
Participating faculty are surveyed periodically by the Office of Distance Learning to assess their perceptions of the Distance Learning Program, including personal effectiveness in utilizing the technology, appropriateness of different teaching methods for distance instruction, access to support resources, success of distance learning students as compared to on-campus students, effectiveness of interactions with the Distance Learning Program staff, and suggestions for improvement. (See Appendix 3.H for faculty evaluation forms.) Results are then analyzed by the Office of Distance Learning and utilized in the planning process. Additionally, distance learning faculty meet each semester to discuss issues related to the effectiveness of the program.
Following the first three years that a distance learning course is offered, the course is reviewed by the Coordinator of Distance Learning, the Director of Educational Technology Services, the Dean of Information Technologies, the creating faculty member, the appropriate department chairperson and dean, and the Vice President for Academic Affairs. Factors reviewed are the currency and relevance of the course content, instructional design of the course, resource materials used, the appropriateness of the delivery system used, needed revisions, faculty and student evaluations, and the level of success in achieving appropriate educational outcomes. If the decision is made to discontinue a particular distance learning course, all content in the various formats (including videos, audiocassettes, or electronic media) is to be erased or otherwise destroyed.
3.14.5 Goal Evaluation
In accordance with the University’s Plan for Institutional Effectiveness, early in the fall semester of each academic year, a subcommittee of the Distance Learning Advisory Committee reviews the mission statement and written goals of the Distance Learning Program and makes recommendations concerning continuance or revision of these goal statements. Each spring an internal progress report is prepared which evaluates and documents efforts to meet the distance learning goals. Every third year a triennial report is prepared for submission to the Office of Research, Planning, and Institutional Effectiveness. The triennial assessment summarizes progress made in achieving the stated goals and includes a review/evaluation of the research activities for collecting data. This evaluation process is a part of the total university institutional effectiveness plan.
3.14.6
Future Evaluation Plans
The Distance Learning
Advisory Committee is charged with the responsibility of developing and
maintaining a plan for collection of data regarding distance learning activities,
including the statistics to be kept, the analyses to be performed, and the
reporting mechanisms to be used. Factors
considered are how to record and compare student retention rates, how to use
the data in the planning and evaluation process, how to evaluate the data
collecting activities, and how the plan ties into the overall university
institutional effectiveness program.
The Distance Learning
Advisory Committee is also responsible for recommending the review process to
be used to determine if the delivery systems, instructional design, and
resource materials being used are appropriate for the programs offered, as well
as the means for determining if the University is providing a sound learning
environment for distance learning students and if the technology being used is
enhancing student learning.