FEATHER RIVER COLLEGE
TITLE 5 COURSE OUTLINE OF RECORD
DISTANCE EDUCATION ADDENDUM
Each proposed or existing course, if delivered by distance education, shall be separately reviewed and approved by the
Curriculum Committee prior to being offered (Education Code §55378). Furthermore, each different mode of delivery for
a course requires a different Addendum to be submitted to the Curriculum Committee.
Course Subject and Number
Effective Term
Course Title
1.
Proposed Modes of Delivery (Check all that apply).
Mode
Estimated % of Course Hours
Face-to-Face (hybrid courses)
Course Management System (e.g., Moodle)
Website Other (Specify: ______________________)
Email
Teleconferencing (point-to-point)
Videoconferencing (PC or mobile devices)
Online Chat
Telephone (voice)
Mobile Device Texting (e.g., cell phone texting)
Postal/Correspondence
Other (explain)
2.
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Need/Justification
How would offering this course through DE delivery enhance the college’s curriculum offerings?
[Possible Considerations: Local instructors are not available to teach the course, scheduling conflicts with other
courses or student activities make campus delivery of the course difficult, the course will be accessible to students
who would have difficulty traveling to the campus for face-to-face instruction, DE delivery methods are used to
enhance hybrid courses.]
3.
Instructor-Student Contact
Title 5, section 55376 states that each section of a course that is delivered through distance education will include
“regular effective contact” between instructor and students. Select the different types of regular Instructor-Student
contacts planned per semester.
Email
Teleconferencing (point-to-point teleconferencing facilities)
Virtual Office Hours (scheduled chat or videoconferencing
By-Request or Impromptu Chat Rooms
Videoconferencing (PC or mobile devices)
Board Approved 12/12/13
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Telephone (voice)
Mobile Device Texting (e.g., cell phone texting)
Electronic Discussion Boards/Forum
Other (explain)
4.
Fostering and Maintaining Student Engagement
Briefly describe how instruction and evaluations would be organized to foster and maintain student engagement.
[Sample for Course Management System delivery, e.g., Moodle: For each major topic, students will be presented
with reading material and short quizzes used to encourage and monitor the use of the material. This will be followed
by a graded discussion forum that requires students to respond to comments about each topic made by either the
instructor or another student. A live chat area will be provided to allow students to interact via chat room at any
time. All students will be assigned to an online group. Each group will be responsible for creating and updating a
course wiki or web page on a particular topic, and each group graded as a team. Once a week the instructor will use
the CCC Confer web conferencing service to hold a virtual office hour in which any number of the students can
participate. All students will be required to attend at least three of the virtual office hours.]
5.
Course Quality
Title V 55207. Course Quality Standards, states that “The same standards of course quality shall be applied to DE
as are applied to traditional classroom courses.” (1) What criteria would indicate that the quality of the DE course
will be comparable to the quality of face-to-face course? (2) How will that criteria be used to evaluate the course
quality?
[Sample Considerations: The accomplishment of SLOs is an important but not necessarily a comprehensive
indicator of the quality of the learning experience. For instance, some f2f courses depend on students being exposed
to the ideas, experiences, and critical reflections of other students. The increase in the awareness and appreciation of
cultural diversity may require that students are challenged by other students in their beliefs and stereotypes. Other
courses may depend on frequent and timely feedback from the instructor as the student solves problems or improves
skills. How will these learning experiences be replicated through DE delivery or accomplished through alternative
methods? Some of this section may overlap with Section 4 on fostering engagement or Section 7 on SLOs in which
case the other sections can be referenced here as supporting comparable overall course quality.]
6.
Student Identity Verification
How will the identity of students be verified to ensure that the student enrolled for the course is actually the student
who submits the work?
[Possible Approaches: Besides direct solutions to student identity verification such as live proctors, virtual
proctoring video feeds, face recognition, fingerprint recognition, etc., the design of evaluations can help ensure
student identity. Strategies include timed quizzes, random selection of quiz items from a test bank per student,
comparing samples of writing across different assignments for indications that different authors submitted material
for the different assignments, finding similar wrong answers from two or more students might suggest a student
completed assessments for other students, and designing assignments in a way that requires students to respond with
personally identifying information. Chat, audio, or audio/video interactions may be used to ask questions about
previously submitted work. The use of Turnitin or similar “originality” checkers can efficiently identify common
essay passages across student essays in the same course or other courses that use the same system.]
7.
SLO Assessment
How will Student Learning Outcomes be assessed through this DE delivery mode?
[SLOs address demonstrated student abilities rather than just test scores, so scores alone do not provide strong
evidence for the accomplishment of SLOs. However, students’ performances on specific tasks that address SLOs
can be good indicators of the accomplishment of SLOs, without having to develop evaluations specifically for
SLOs. Rubrics can be good guides for identifying the relationship between existing assessments and SLOs. Some
CMSs include rubric and learning objective tracking per assessment item. Pre and post tests can also provide
valuable information about the accomplishment of SLOs.]
8.
Accommodating Students with Disabilities
Have the anticipated materials for this course been selected and prepared with due consideration to their
accessibility by students with disabilities?
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[Example Statement: “The instructor will work with the student and the college to make reasonable
accommodations for disabled students. This may include access to hardware and software that provide alternative
methods of delivery and assessment.” Accessibility Considerations: If timed evaluations are given in a Content
Management System, instructors should be aware of features or methods of delivery that allow extra time when
appropriate. Electronic documents should be compatible with screen readers whenever possible, and allow students
to adjust the size and contrast of the text. PDF text format provides such accommodations but standard images of
text such as .jpg format do not. Instructors should avoid embedding important text into images. If a transcript of an
audio/video recording is available it should be provided along with the audio/video files. Check with DSP&S and
the library for assistance and to inquire about the availability of transcription services.]
9.
Additional Resources
Do the anticipated materials and delivery of materials for this course require additional resources such as
licensing, specialized delivery methods, or staff support?
[Examples: Correspondence courses may require funding for delivery services and staff support for the preparation
and handling of materials. Online “wet lab” courses may require arranging the availability or purchasing of lab kits.
Online simulation software or high quality images may need to be licensed. Courses requiring live participation
many need to use webinar software or services. Student identity verification may need support through live proctors
or identification technologies.]
Board Approved 12/12/13
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