DISTANCE EDUCATION COMMITTEE MINUTES
Monday, April 26, 2010, 3:30–5pm, Room 1096, TLC
Attendees: Letitia Scott-Curtis, Kip Nead, Francine Van Meter, Jennifer Cass, John Govsky,
Rosemary Brogan, Ray Kaupp, Nancy Brown, Rachel Mayo, Nancy Stucker, Rory O’Brien
Faculty and Student Satisfaction Surveys — The Chancellor’s Office is working with the
Educational Technology Advisory Committee (ETAC) to revise the surveys. They expect to
have new surveys ready for spring 2011.
Edublogs is a blog tool that would provide faculty an alternative to Blackboard, but a more
interactive experience with their students than a web page. Francine will ask the Tech Committee
to consider supporting the Distance Ed program in piloting use of a blogging tool. John was
concerned about outsourcing and Kip replied, from a classified perspective, an in house hosting
option would be task-loading a position(s) that is already being asked to assume additional
duties.
The Committee made recommendations to the draft Suggested Preliminary Review for DE
Courses and those revisions are reflected in the attached document. The diagnostic standards are
now preceded by a brief description derived from revising the evaluation questions. In place of a
numbered list for each category of standards, the bullet was replaced with a box symbol for those
who may choose to use it as a check list. Francine will try to put the content into a table format.
John reviewed the negotiated contract language related to distance education in Appendix CC, J,
& N. Negotiations Update 3-24-2010. Details can be found online at
http://ccftcabrillo.org/news/negotiations/
Ray is working on a dissertation that compares student success in face-to-face courses with their
online equivalent. He asked distance education faculty to ask their students if they may be
willing to answer questions for his study. There was some discussion about the different
characteristics between two groups of Latino students in the same class, different delivery
modality, including circumstances that only allow them to take online classes.
Preliminary Review for Distance Education Courses
CCFT Contract
How does one visit an online class when the class exists only in
cyberspace? This resource is intended for use by evaluators of
distance and hybrid courses.
Appendix N, Academic Employee
Final Written Evaluation Criteria
OVERVIEW
The faculty evaluation process is one opportunity for faculty
teaching distance and hybrid courses to get feedback. As you
consider the evaluation process for the online instructional
environment, please review the items suggested in each area.
Diagnostic Standards for Online and Hybrid Courses
Category 1: Accessibility
An observer could simply choose a week to observe, and, over
the course of the week, examine how the instructor delivers
course content and interacts with the students. Observers
accessing courses using the Blackboard Learning Management
System will be assigned a Student Role to log in.
 Course provides access to plug-ins or other applications
supporting course content
 Provides instructor contact information
 Course materials provide link to campus resources, including
support for the learning management system (Blackboard)
 Complies with Section 508 standards for accessibility
All distance education courses,
whether hybrid or fully online,
include demonstration of regular
effective contact. The instructor (a)
regularly initiates interaction with
students to determine that they are
accessing and comprehending
course materials, (b) Is available at
least the same number of instructor
contact hours per week that would
be available for face-to-face
students, and (c) establishes and
publishes, in the course syllabus or
other course documents, an
expectation for frequency and
timeliness of instructor initiated
contact and instructor feedback. The
instructor uses one or more of the
following resources to initiate and
maintain contact with students:
threaded discussions, email,
announcements in the learning
management system, timely
feedback for student work, instructor
prepared online lectures or
introductions in the form of online
lectures to any publisher created
materials, that combined with other
course materials, creates the “virtual
equivalent” of the face-to-face class.
Category 2: Communication
Effective communication provides multiple opportunities for student interaction, response and
collaboration. Effective student/teacher contact is required by Title 5. For example, observers
may find evidence of effective communication opportunities in the following: the online
discussion board, use of a grade form, web conferencing, in-person office hours, scheduled chat
times, and phone communication. The course observer should review the instructor’s policies on
communication. In an online course, the information may typically be found in a syllabus,
including course organizational material, may appear in one place, or it may be distributed at key
spots throughout the course.
 Course uses a variety of media to communicate course materials. (For example, text,
graphics, audio, video, etc.)
 Course uses standard online communication tools. (Examples may include email, discussion
boards, chat, announcements, etc.)
 There is evidence of provision for regular effective contact between instructor and students.
(Examples may include expectations of availability of and turnaround time for contact with
instructor.)
Category 3: Assessment
The course observer may want to review any start-up or welcome instructions for the course.
Once the term begins, the orientation information may have been relocated; consult the
instructor. Determine whether the instructor uses a variety of instructional methods to
accommodate different learning styles.
 Student learning outcomes are clearly identified; course objectives and completion
requirements are present. Expectation of student’s participation, honesty, etc. is clear.
 Assignments and grading standards are clearly stated. (Examples may include sample
assignments, clear directions, criteria used to evaluate discussion board participation or peer
review.)
 Feedback provided throughout the course; self-tests, written feedback, discussion board,
email, etc.
 Student knowledge, attitudes, and/or skills assessed in multiple ways.
Category 4: Navigation
The course observer should determine whether the course is well organized and easy to navigate.
Navigation should be clear, simple and friendly. Content should be organized in a logical format.
 Syllabus or orientation (online and/or in person) provide course navigation guidance
Category 5: Design/Presentation
The course observer should determine whether the course is user-friendly.
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Course is visually and functionally consistent
Font is easy to read and course pages are a comfortable length using white space
Sufficient contrast between text and background
Language of written material is friendly and supportive
Netiquette expectations are clearly stated
Content adopted from spring 2008 Academic Senate Paper “Ensuring the Appropriate Use of
Educational Technology: An Update for Local Academic Senates” and the spring 2005
Academic Senate Rostrum, “Observing Online Classes.”