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Evaluating Distance Education at Palomar College, 5/2016
Academic Technology Committee
Prepared by: Steve Perry and Jackie Martin, Faculty and Academic Technology Committee Members
Definition of Distance Education:
According to ACCJC,
Definition of Distance Education and Correspondence Education Distance education (DE) and
correspondence education (CE) are common delivery mechanisms in American higher education.
A sizable number of institutions that are campus-based offer some portion of the curriculum and
programs in a distance education format, and there are a relatively small, but growing number of
institutions that offer educational services solely through distance education. In 2006, the Higher
Education Act revised regulations that had restricted the use of distance education by institutions
eligible for Title IV financial aid. Effective July 1 of that year, institutions were no longer restricted to
offering less than 50% of a degree program via distance education in order to retain eligibility. The
regulatory changes are likely to increase the number of programs campus-based institutions offer
through distance education as well as generate opportunity for some new, solely distance education
based institutions to emerge in the ACCJC/WASC region.
The Commission’s “Policy on Distance Education and on Correspondence Education” (See
Accreditation Reference Handbook) has been revised continuously to reflect the changes made to the
2006 Higher Education Act and to the Higher Education Opportunity Act of 2008 that provides greater
emphasis on Distance Education and Correspondence Education.
The Commission Policy provides the following definitions of Distance Education and Correspondence
Education.
These definitions are congruent with the definitions in the Higher Education Opportunity Act of 2008.
Note that correspondence education may be offered via the same delivery modes as distance education.
The U.S. Department of Education (USDE) focuses more closely on the nature of the interaction between
instructor and student, and on aspects of the instruction delivered, to determine whether the course or
program is distance education or correspondence education for purposes of Title IV. Definition of
Distance Education
“Distance education is defined, for the purpose of accreditation review as a formal interaction which
uses one or more technologies to deliver instruction to students who are separated from the instructor
and which supports regular and substantive interaction between the students and instructor, either
synchronously or asynchronously. Distance education often incorporates technologies such as the
internet; one-way and two-way transmissions through open broadcast, closed circuit, cable, microwave,
broadband lines, fiber optics, satellite, or wireless communications devices; audio conferencing; or video
cassettes, DVDs, and CD-ROMs, in conjunction with any of the other technologies. (ACCJC, 2013)
Standards
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Standard I:
Institutional Mission and Effectiveness:
A. Mission
A. Evidence of analysis of how Palomar’s Mission Statement considers Distance Education
when developing, approving and communicating all stakeholders.
Our Mission:
Our mission is to provide an engaging teaching and learning environment for
students of diverse origins, experiences, needs, abilities, and goals. As a
comprehensive community college, we support and encourage students who are
pursuing transfer-readiness, general education, basic skills, career and technical
training, aesthetic and cultural enrichment, and lifelong education. We are
committed to helping our students achieve the learning outcomes necessary to
contribute as individuals and global citizens living responsibly, effectively, and
creatively in an interdependent and ever-changing world.
https://www2.palomar.edu/pages/studentaffairs/home/palomar-collegemission-statement/
Distance Education classes are offered across a broad spectrum of departments and
divisions at Palomar, including classes that prepare students who are pursuing transferreadiness, general education, basic skills, career and technical training, aesthetic and
cultural enrichment, and lifelong education.
Distance education courses are developed, approved, and marketed in the same
manner as Face-to-Face (F2F) classes. They are developed and reviewed by faculty,
processed, and approved through the same curriculum process at Palomar, and by the
Chancellor’s Office; they are approved by advisories when appropriate, and vetted
across discipline experts in groups such as C-ID, and FRDG. Again, Distance Education
and F2F classes are equally developed, reviewed, vetted, approved, and marketed.
In the same manner, minimum qualifications determine who will teach a Distance
Education class in the same manner as a F2F class.
B. Our Values
Palomar College is dedicated to empowering students to succeed and
cultivating an appreciation of learning. Through ongoing planning and selfevaluation we strive for continual improvement in our endeavors. In creating
the learning and cultural experiences that fulfill our mission and ensure the
public’s trust, we are guided by our core values of
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Excellence in teaching, learning, and service
Integrity as the foundation for all we do
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
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Access to our programs and services
Equity and the fair treatment of all in our policies and procedures
Diversity in learning environments, philosophies, cultures, beliefs, and
people
Inclusiveness of individual and collective viewpoints in collegial
decision-making processes
Mutual respect and trust through transparency, civility, and open
communications
Creativity and innovation in engaging students, faculty, staff, and
administrators
Physical presence and participation in the community
https://www2.palomar.edu/pages/studentaffairs/home/palomarcollege-mission-statement/
“Access to programs and services” embodies the key purpose of offering our courses in
a Distance Education delivery method. Working students, military, out of state and
international students can now take classes towards completion of programs through
Palomar College.
Distance Education Delivery Method courses respond to the needs of students to
provide courses, support services and training opportunities that are flexible,
responsive, and innovative.
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Standard II: Student Learning Programs and Services
A. The instructional content of courses offered through the Distance Education Program should be
comparable to (meet or exceed) the standards of on-campus classroom courses and include
coverage of the common student learning outcomes for that course.
Faculty shall complete the Palomar Online Education Training (POET) “Online Courses Best
Practices Checklist” and incorporate as many of the best practices listed there as is appropriate
for the course they are offering. “In compliance with the accreditation recommendation, this
series will validate that our instructors have received training in accordance with Palomar
College standards. (Note that POET is not linked to TERB evaluations; participation is
voluntary.)” http://www2.palomar.edu/poet/. Certificates are granted to completers.
http://www2.palomar.edu/poet/trained-instructors.htm
Online (web) courses shall be evaluated by students and faculty (peers) according to the normal
faculty review process defined in the Faculty contract.
B. Evaluation:
Our Tenure and Evaluations Board (TERB) evaluates Distance Education courses using the same
standards as Face-to-Face delivery classes.
Letter from TERB following the 2012 Accreditation Team visit.
Distance Education
Dear Colleagues,
Following the Accreditation site-visit of spring, 2009, the Tenure and Evaluations
Review Board (TERB) worked closely with the Academic Technology Committee
(ATC), in consultation with the Faculty Senate and the Palomar Faculty
Federation (PFF), in order to create thoughtful and effective responses to the
Recommendations of the Accreditation Team.
The results of that work are reflected in the most recent Accreditation document,
the response to Recommendation #5 in the College’s Midterm Report, 2012:
Distance Education – Ensure Comparable Quality of Education
“To meet standards, the team recommends the College focus efforts on
identifying processes to ensure the quality of instructional programs, especially
the increasingly popular distance education courses, are consistent regardless of
the location or delivery mode.”
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In the “Site Team Exit Report” of April 2010, the Commission’s Evaluation Team
described Palomar College’s approach to ensuring the quality of distance
education courses as “a comprehensive holistic view toward [. . .] distance
education development and delivery.” The Evaluation Team added that this
approach “is noteworthy and should be considered as a model program for other
colleges to use when developing or assessing their own distance education
programs.”
This program consists of four elements. The College
1. validates the preparedness of faculty to teach online,
2. ensures regular, effective communication between online students and faculty,
3. improves continually the evaluation of online classes and online instruction, and
4. compares students’ achievements and successes in online with traditional, faceto-face instruction.
In its Action Letter of June 2010, the Commission underscored the Evaluation
Team’s conclusions and deemed Recommendation #5 “fully resolved.”
http://www.palomar.edu/accreditation/Midterm_Report_2012_Review/Midter
m%20Report%202012%20FINAL%20%2003.05.12.pdf
The goal of the Office of Tenure & Evaluations is to maintain the high standards
established by the College’s response and to continue to ensure the quality of
our instructional programs.
To find forms and resources for the evaluation of online instruction, go to Online
Evaluation Forms.
Thanks very much,
Barb Neault Kelber
Tenure & Evaluations Coordinator
https://www2.palomar.edu/pages/tenureandevaluations/distance-education/
Additionally, all new distance education courses should be reviewed by a “distance education
mentor” chosen by the Academic Technology committee. While this is voluntary, at this time,
Palomar College recognizes that both the State of California and the Federal Department of
Education has expressed concerned over the quality of distance education courses and may, at a
future date, impose mandatory criteria for approval of a distance education course offering.
C. Course Administration and Delivery
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Online (Web) Courses
Palomar College has a centralized, enterprise system for the management of online courses
which is Blackboard. Palomar College has a Blackboard Administrator (Bb Admin) with rights to
manage their local college’s course sites and enrollments. Palomar College’s management of Bb
for the system includes decisions made about upgrade dates; inclusion of building blocks;
maintaining archives; providing training to all college Bb Administrators in new versions of Bb;
among other responsibilities.
At Palomar College, a Blackboard course site is created for every course offered in the semester
class schedule. All online content for web- courses is developed (and delivered to the student) in
the Blackboard site although faculty may deliver course content using a custom web site where
students are given directions for password-protected access.
All faculty (regardless of the delivery mode) are encouraged to use their course site(s) to post
syllabi and other course materials; communicate new/updated information to students; and
post grades.
On-campus orientation sessions may be offered to students who may need some assistance
with getting started in an online class. It is recommended that on-campus orientation session
be optional to encourage enrollment of those students who may not be able to attend the
session and/or are experienced with taking classes in an online format.
Palomar is currently participating in the pilot program for Canvas.
Student Requirements:
•
Students must have broadband internet.
•
Students are expected to follow any “attendance” and/or participation requirements as
outlined in the Syllabus.
Faculty Requirements
•
Instructors are required to conduct class for the entire scheduled time.
•
It is recommended that first time instructors must be trained by distance learning staff
before the first class meeting and that they complete Palomar’s POET training.
•
Instructors should have online contact information and be responsive and accessible to
students outside of face-to-face meetings. All policies concerning student-to-faculty and
student-to-student contact must be specifically described in the Syllabus. It is recommended
that online instructors endeavor to respond to student inquiries within approximately 48 hours
(weekends and holidays excepted.)
•
Instructors may deliver classes from an off-campus location; however, the instructor is
responsible for his or her own hardware, software, and internet connection.
Synchronous Distance Learning Courses
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Courses that are delivered at a distance, but meet online at a specific time are considered
Synchronous Distance Learning Courses. Synchronous Distance Learning courses are delivered
through Blackboard Collaborate. Students can receive online face- to-face meetings from
anywhere with a broadband internet connection. Students can also attend online face-to-face
meetings in the distance learning computer lab on the main campus or at the off-campus sites.
Class sessions are also recorded and may be viewed at a later time.
Student Requirements:
•
Students must have broadband internet access or they must be able to attend class on
the Palomar College campus or an off- campus site, if provided.
•
Students are expected to attend class at the time the course is scheduled.
•
Students may be required to visit the main campus or an off campus site for orientation,
assignments, and tests.
Faculty Requirements
•
Instructors are required to conduct class for the entire scheduled time.
•
It is recommended that first time instructors be trained by distance learning staff before
the first class meeting, and that they participate in Palomar’s POET training.
•
Instructors should have online contact information and be responsive and accessible to
students outside of face-to-face meetings
•
Instructors may deliver classes from an off-campus location; however, the instructor is
responsible for his or her own hardware, software, and internet connection.
Hybrid Distance Learning Courses
Courses that require students to meet less than 50% face-to-face but are not 100% online are
considered Hybrid Distance Learning courses. The face-to-face component of the course can be
administered in a traditional classroom or through synchronous online delivery.
Student requirements:
•
Students must have internet access. Students can use Palomar College computer labs;
however, students must be able to complete their coursework during regular computer lab
hours.
•
Students are required to meet during the scheduled face-to- face times.
Faculty requirements:
•
Instructors should use Blackboard or provide equal online services
•
Instructors should have online contact information and be responsive and accessible to
students outside of face-to-face meetings.
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Standard III: Resources and Administrative Policies and Procedures
A.
Human Resources and Administrative Policies and Procedures
The Distance Education Program follows the same policies, procedures and guidelines used for
on-campus traditional course offerings. This includes policies related to admissions; placement
testing; course pre-requisites; registration; established calendar dates for refunds, assignment
of “W” grades and beginning/ending course dates.
B. Student-related Policies and Procedures
Students who enroll in courses through the Distance Education Program have access to all
campus services. Procedures for registration; tuition payment; course credit; academic load and
other associated issues are the same as for traditional on-campus classes.
Palomar College complies with all the requirements of the Family Rights and Privacy Act
(FERPA). The college is committed to protecting the privacy of a student’s educational record
regardless of instructional delivery method. The Dean of Student Services is the point of contact
for all FERPA related issues and all employees are informed and trained of their responsibilities
related to unauthorized release of confidential records or information. Because an online
environment creates a record of student activity, it is subject to FERPA privacy rights, unlike
verbal exchanges in a physical classroom.
C. Faculty/Course-related Policies and Procedures
Faculty and staff understand and carry out a commitment to confidentiality, integrity, and
security to protect the privacy of students who participate in distance learning activities.
D. Ownership and Intellectual Property Rights
The Faculty who develop the material offered in an online course retain sole ownership to the
course material.
E. Distance Education Mentors
The Academic Technology Committee shall recruit faculty volunteers who are trained and
experienced distance education instructors to mentor faculty who need assistance in developing
distance education courses.
The “Distance Education Mentors” should be knowledgeable in how to implement the
recommendations of Palomar Online Education Training (POET) “Online Courses Best Practices
Checklist” (http://www2.palomar.edu/poet/)
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4. Evidence that a Substantive Change Proposal was submitted to the Commission when 50% or more
of a program, degree or certificate is offered through DE/CE.
Lillian, your input here.
5. List of DE courses across to the campus.
Lillian your input here.
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6. Future Considerations for Distance Education topics at Palomar College:
1.
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3.
4.
5.
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12.
13.
Does a class that is online have to be delivered fully online?
Can an online class require an orientation given the remote location of some students?
Can an online class have mandatory F2F class meetings?
Do tests have to be proctored on campus or in visible sight of a proctor?
How do we ensure testing security to be comparable to that of a F2F class?
Should exams be timed to be comparable to the length of time given to an “in-class” exam?
Should Palomar College faculty be required to take POET training or have a related certification
in place before teaching their first online class at Palomar?
Should each online class have access to online tutoring services such as NetTutor?
Should we form a committee that reports to the Academic Technology Committee that develops
and monitors the development of our online or distance education policies?
Is there a limit to how many distance education classes one department or one discipline may
offer as compared to F2F classes?
Is there a limit to how many distance education offerings a college may currently be scheduled?
Who is tracking the difference between courses that are listed as DE courses in Curricunet as
compared to the percentage that are actually scheduled to be offered during any given
academic year?
Who is tracking the success/retention of online classes at Palomar?
Research and Development
Maybe Input from Michelle Barton here.
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ACCJC. (2013, June). http://www.accjc.org/wpcontent/uploads/2013/08/Guide_to_Evaluating_DE_and_CE_2013.pdf. Retrieved April 8, 2016,
from http://www.accjc.org: http://www.accjc.org/wpcontent/uploads/2013/08/Guide_to_Evaluating_DE_and_CE_2013.pdf
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