Establishing a Distance Learning
Framework for the Institution (Part II)
Sali Kaceli
Director, Educational Technology and Distance Learning
Cairn University
Email: skaceli@cairn.edu
http://cairn.edu
Presentation Survey: http://tinyurl.com/nsrcv23
Agenda
Cairn Distance Learning Initiative
http://cairn.edu
http://cairn.edu
CHALLENGES
Institutional
Instructional
Accreditation
Distance
Learning
Government
SARA
Faculty …
Technological
Factors to Be Considered
Vision & Value
Institutional
Accreditation
Control and
Goals
Departmental
Federal
Experience
Aspirations
Personal
Patron
Distance Learning
SARA
Resources
Minutes
Regular and
Substantive
Interaction
(Title IV)
Value
Our Approach
Approach
• Take technology burden off the
faculty. Require only original
content and provide necessary
training and tools.
• Cairn based content.
CAIRN DISTANCE LEARNING FRAMEWORK
Q U A L I T Y E D U C AT I O N : A N Y W H E R E , A N Y T I M E
Web-Enhanced Courses
A s y n
c h
Hybrid Courses
r o n
o u
Online Courses
s
Synchronous
Presentation Matters | Answers in 24 hrs. | Plenty of Structure |Best Tools |Availability
Structure
Integrity
Support
Accreditation and Fed. Reqs.
Secure Login
Faculty Support
Anti-plagiarism
Online Resources
Instructor
Awareness
Student Support
Centralized Approach
Formalized Course Dev. Process
Continuous Improvement
Provost
Dean
Director of DL
Course/Program
Faculty
Students
HYBRID AND ONLINE PROGRAMS
A bottom-up approach to the Distance Learning at Cairn University
Course Development Process
02
04
01
SELECT
Course is selected
and initial paperwork
completed
PLAN
Particular focus is
placed on planning
REVIEW/APPROVE
Multiple layers of
review prior to the
course going live
03
BUILD
The course building
is completed in two
stages
All courses are required
to undergo this process
and must be ready prior
to the scheduled date.
Course Development Process: Course Selection
01
SELECT
Course is selected
and initial paperwork
completed
The Dean and Instructor agree to develop the course
Course Development Agreement Sent to the Office of
the Provost
The Dean in control throughout the process
Course Development Process: Planning
02
PLAN
Particular focus is
placed on planning
• Online Instructor Orientation
• Consultation in person or online
• Course Planning Worksheet
45%
Lessons Learned
• Single Point of Contact
• Reminders
• Updates
Course Development Process: Building
02
01
SELECT
Course is selected
and initial paperwork
completed
PLAN
Particular focus is
placed on planning
Weeks 1-3 during deadline 2.
Video cleanup and formatting and faculty
involvement
Keep in touch with the faculty stressing
the deadlines
03
BUILD
The course building
is completed in two
stages
Course Development Process: Approval
02
04
01
SELECT
Course is selected
and initial paperwork
completed
PLAN
Particular focus is
placed on planning
REVIEW/APPROVE
Multiple layers of
review prior to the
course going live
Send worksheet to dean during stage 2
and keep dean informed of any issues.
03
BUILD
The course building
is completed in two
stages
Tools Helpful in the Development Process
Additional Policies Added
Additional Policies Added
Putting it All Together
Key Components
SUPPORT
Technology Infrastructure
Student Support and Online Resources
Faculty Support and Necessary Tools
Live support added
Student Orientation
Faculty Orientation
ODL: Tools, Staffing etc.
VISION
COLLABORATION
(Support from
Administration)
PROCESSES COPYRIGHT ACADEMIC
TEACH Act
Course dev. delivery
INTEGRITY
Policy
improvement
KEY COMPONENTS
INSTITUTIONIAL EFFORT
Policies
Web-Enhanced Courses
Online Courses
Hybrid Courses
Course Page
Course
Logistics
Intro. Video
Technology Requirements
Copyright
Academic Accommodations
Course
Honor Code
Agreement
First Week Topic Summary of Learning Objectives
•
•
•
•
•
Unit welcome video (5+ minutes)
Lesson 15-18 minute instructional videos with assessments (3-4x)
SCORM lessons as needed
Forums (1-2x)
Assignments
Weekly
Resources
Hidden unless active
CAIRN DISTANCE LEARNING FRAMEWORK
D I S TA N C E L E A R N I N G C O U R S E S T R U C T U R E
Week 2 and on: Summary of Learning Objectives
• Unit welcome video (5+ minutes)
• Lesson 15-18 minute instructional videos with assessments (3-4x)
• SCORM lessons as needed
• Forums (1-2x); Assignments
* Web conferencing (3x)
Feedback 2x per semester (1/3 through course and end of semester)
Academic Integrity tools incorporated in various aspects of the course
2017
Our Roadmap
Review and Tweak /
New Opportunities
MSEL
MSED
MBA IE
MAR | OL
Degree Completion
2016
Complete
Development
DC Hybrid
MSOL Hybrid
A few
courses
online
2014
2013
MSCHE Site Visit
PROCESSES
STUDENT
SUPPORT
SERVICES
VERIFICATION
ACADEMIC
INTEGRITY
?
KEY COMPONENTS
D I S TA N C E L E A R N I N G
Our Findings: Fall 2014
Online vs. Onsite Accross Schools
c1 Course obj/requirements clearly defined
c2 Instruction materials approp & helpful
c4 Reasonable workload for course credit
c7 Overall, course met stated objectives
c9 I put a great deal of effort into course
i1 Instructor knowledgeable in subject
5
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
Online
DCP
Onsite
Online
BUS
Onsite
Online
DIV
Onsite
Online
EDU
Only a 6% difference| 23 courses evaluated
Onsite
Online
LAS
Onsite
Our Findings: Spring 2015
Online vs. Onsite Accross Schools
c1 Course obj/requirements clearly defined
c2 Instruction materials approp & helpful
c4 Reasonable workload for course credit
c7 Overall, course met stated objectives
c9 I put a great deal of effort into course
i1 Instructor knowledgeable in subject
5
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
Online
DCP
Onsite
Online
BUS
Onsite
Online
DIV
Onsite
Online
EDU
Onsite
Online
LAS
Onsite
Our Findings
Overall Difference Online Vs. Onsite
Semester to Semester
Fall 2014
Spring 2015
-2%
-6%
Our Findings
Averages by School Fall 2014 vs. Spring 2015
5.00
4.53
4.50
4.00
4.43
4.28
4.31
4.23
4.35
4.51
4.04
3.94
4.02
3.50
3.00
2.50
2.00
1.50
1.00
0.50
0.00
DCP
BUS
DIV
Fall 2014
EDU
Spring 2015
LAS
Our Findings
Scale out of 5.0
Overall Course Satisfaction from Semester to Semester
4.08
4.16
FALL 2014
SPRING 2015
Semesters
COURSE REFRESH AND REDESIGN
CONTINUOUS
IMPROVEMENT
DEVELOP
FACULTY
FEEDBACK
REVISE
STUDENT
FEEDBACK
Course Demo
In Conclusion
Institutional approach is key
Incorporate Accreditation Reqs.
Faculty Buy-in
Take an enabling role along with reqs.
Questions?
Sali Kaceli
Director, Educational Technology and Distance Learning
skaceli@cairn.edu
Presentation Survey: http://tinyurl.com/nsrcv23
http://cairn.edu