West Los Angeles College
Online Instructors’
Handbook
WLAC Distance Education Committee
Approved by the WLAC Academic Senate, May 8, 2012.
TABLE OF CONTENTS
Page
Introduction and Purpose
3
Mission Statement
3
Distance Learning Center
4
Training
4
Expectations of Instructors
6
Curriculum Development
7
Syllabus Requirements and Student Learning Outcomes
9
Online Course Enrollment
10
AFT, California Education Code and Accreditation Requirements
10
Section 508 Compliance
11
District Student Information Resources
12
West's Online Student Services and Resources
12

Distance Learning Program Website
12

Online Tutorial Services
14
Appendixes
A. Quality Matters Rubric for Online Instruction
15
B. WLAC Model Syllabi
17
C. LACCD Online Absentee Policy
23
D. Accrediting Commission for Community and Junior College/
WASC Standards Specifically Related to Distance Learning
25
E. Office Hours and Syllabi Form
26
Resources
WLAC Online Instructors’ Handbook
27
2
Introduction and Purpose
What is distance learning?
Section 51865 of the California Education Code defines distance learning as “instruction
in which the pupil and instructor are in different locations and interact through the use of
computer and communications technology. Distance learning may include video or
audio instruction in which the primary mode of communication between pupil and
instructor is instructional television, video, telecourses, or any other instruction that
relies on computer or communications technology.”
A similar definition is found in Article 40 of the 2011 – 2014 agreement between the Los
Angeles Community College District (LACCD) and the Los Angeles College Faculty
Guild (AFT) which defines distance learning as “a formal mode of 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.”
This handbook serves as a guide for West Los Angeles College (WLAC) instructors
teaching online, hybrid or web enhanced classes. In addition to identifying the
resources available to instructors, and their students, it includes policies and procedures
relating to distance education which have been developed by both the District and the
College.
West's Distance Learning Program encompasses online, hybrid and web-enhanced
classes and follows the principles of high standards and student-focused learning.
Mission Statement
The mission of the Distance Learning Program is to support students enrolled in the
College’s online, hybrid and web-enhanced classes and their instructors. Our goal is to
create an online pedagogical environment which maximizes opportunities for student
success by providing technical support to both students and faculty and by facilitating
access to online student support services.
The Distance Learning Program:

Develops and maintains the College’s Online and Hybrid Classes website, the
Online International Student Portal and the Online Help Desk

Sets up and provides access to course sites for online, hybrid and web enhanced
classes

Provides technical support for the College’s Learning Management System
(LMS) and assists instructors with multimedia and web development
WLAC Online Instructors’ Handbook
3

Supports training opportunities related to distance learning and other innovative
instructional technologies
The program supports the College’s Educational Master Plan Goal of “Ensuring the
highest levels of educational quality within West’s diversified modes of instructional
delivery”.
The Distance Learning Program is not responsible for scheduling classes or instructor
assignments. These duties are the responsibility of the College’s Academic Affairs
Deans who work in consultation with Division Chairs which are elected by the faculty.
Computers and related peripherals that are used on campus are installed and
maintained by the Information Technology Department and audio visual equipment is
distributed and maintained by the Library and Learning Resources Division.
Distance Learning Center
The Distance Learning Center is located on the 4rth floor of the Heldman Learning
Resource Center (HLRC) in room 4A. The Center is open Monday – Thursday from
8:30 a.m. to 6 p.m. and Friday from 9 a.m. – 1 p.m. Instructors have access to
individual assistance in-person, via email and by phone. Advance appointments are
suggested and will not be accepted during the first two weeks of the semester when our
primary focus is assisting students and troubleshooting. Instructors are encouraged to
make use of these resources during the winter and summer intercessions. Topics
covered range from the integration of video and audio into courses and advanced
Etudes questions and troubleshooting.
The Distance Learning Center has developed initiatives to assist new and continuing
instructors teaching online, hybrid and web-enhanced classes through an email
distribution list, extensive online resources, on-campus and online workshops.
Resources which are available online for instructors at
http://www.wlac.edu/online/instructors.asp include:


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
Video repositories, instructional software, Web 2.0 tools and tutorials
Etudes materials
Training workshop handouts
Curriculum forms and examples
Anti-plagiarism and Student Discipline resources
Training
Before teaching an online, hybrid or web-enhanced class, West faculty must complete
Etudes Certification. This three week online class is the minimum requirement for
WLAC Online Instructors’ Handbook
4
teaching online. Registration is available at http://etudes.org/training-schedule-etu101online.htm
Instructors who successfully complete the training can be fully reimbursed for the cost.
Prior to the training start date a Conference or Activity Request Form must be submitted
to your Division Chair. After you complete the training you must submit a Travel
Expense Claim and a Report on Conference Attendance Form. These forms are
available at http://www.laccd.edu/faculty_staff/extranet2/forms.htm
Instructors also have access to the Cyber Teachers' Institute at http://etudes.org/cti/
which consists of three professional development classes that focus on best online
teaching practices. Instructors can be reimbursed by following the same procedures
described above.
Etudes certified instructors have access to a comprehensive Users' Group. Resources
include complete lessons for each Etudes feature and a 24/7 Discussion Board where
best practices are addressed and questions are answered.
Etudes Users' Group
Once you complete the Etudes training you should request a Development shell at
http://etudesproject.org/site-request.htm This will provide a practice course site that you
can use to develop an online course. In addition, you will get access to the Etudes
Users' Group where you can review the entire training course content in the Modules
and search for information or post questions in the Discussion area.
Etudes Support
Etudes hosts the College's online, hybrid and web-enhanced classes so College server
malfunctions or maintenance will not affect your online classes. Become familiar with
Etudes system requirements, login procedures and available resources. An Online
Student Helpdesk is available at http://www.wlac.edu/online/helpdesk
Rubric for Online Instruction
West subscribes to Quality Matters (QM), “a faculty-centered, peer review process that
is designed to certify the quality of online and blended courses”
(http://www.qmprogram.org/). QM’s peer review approach has received national
acclaim and consists of three primary components, a course review rubric, the Peer
Review Process and QM Professional Development. The QM rubric (Appendix A) can
be used as a course “self evaluation” tool. Tech Fair workshops use this rubric to
facilitate the development of new courses and the revision of existing courses. The
rubric is also used as a means of evaluating and showcasing exemplary online
instruction at the Etudes Annual Summit and/or West’s Tech Fair.
Office of Teaching and Learning
WLAC Online Instructors’ Handbook
5
In addition to Etudes and CTI training opportunities, the Office of Teaching and Learning
(OTL) provides training and education for faculty to evaluate and improve their use of
instructional technologies through its on-going Tech Fair. Workshops encourage
faculty-to-faculty exchanges in using technology in courses and student services.
Faculty and staff lead workshops for other faculty and staff on innovative uses of
technology to improve the student experience in online, hybrid, and web-enhanced
courses. OTL develops faculty as trainers for other faculty as well as providing a forum
for sharing best practices on instructional technology. Tech Fair workshops are offered
every fall and spring semester and are open to all faculty and staff.
In addition to on-campus workshops, Tech Fair presentations are also available as
webinars, online workshops that can be accessed with an Internet connection and
phone line.
For a complete workshop schedule visit http://www.wlac.edu/techfair/
Expectations of Instructors
Use of the College’s Learning Management System (LMS)
Keeping up to date on the LMS platform (Etudes) and College information is the
responsibility of each instructor. There are professional development activities and
informational announcements sent regularly through College email. Faculty should also
visit the Etudes Users' Group frequently. Emails are sent when substantial information
or features are changed, but discussions between colleagues in the Users' Group can
also be beneficial.
In addition to the Users’ Group there are a number of online resources available to
instructors at http://etudesproject.org/support.htm. These resources include an
Overview of Etudes (PowerPoint and Video) and PowerPoints for specific Etudes tools
(Melete Lesson Builder, JForum Discussion/Private Messaging and Assignments, Tests
and Surveys).
At minimum online instructors should make use of these Etudes tools:

Course Map - Course map is a valuable organizational tool which provides
students with an easy to understand “dashboard” listing all the course
requirements, due dates, etc.

Announcements – About a week prior to each semester instructors will receive
a sample Welcome Letter with instructions on how to post a high priority
Announcement. In addition to being posted in the course site high priority
announcements are also emailed to all enrolled students. Announcements
should be used on a regular basis to remind students of important deadlines, etc.

Syllabus – Instructors are encouraged to make their syllabi public so that
prospective students can view syllabi prior to enrolling. Additional information
about syllabi is addressed below and a Model Syllabus is included in Appendix B.
WLAC Online Instructors’ Handbook
6

Modules – The Modules tool can be used for lectures, class notes, instructional
resources, etc. Usually instructors organize modules by week or unit. Be careful
to ensure that the terms you use are consistent to avoid confusion. For example,
if you use Chapter 1 in the modules area don’t use Week 1 for the same topic in
the

Assignments, Tests and Surveys – In addition to Discussions, which can also
be graded, these tools are the primary evaluation tools. In addition to weekly
homework assignments and a discussion, instructors may want to require weekly
quizzes. A portfolio approach to evaluation is strongly recommended for online
classes. High stakes exams may pressure students to attempt cheating (see
Academic Misconduct below).

Discussion and Private Messages – These tools are the primary
communication tools used in an online class. An important Title V requirement is
“regular effective contact” which makes the use of these tools essential for a
successful online class. The Discussion Tool is used for group discussions and
the Private Messaging tool is used to send messages to one or more students.

Chat Room – The chat tool can be used for group discussion, synchronous
discussion and office hours. All chats are archived so students who are unable
to participate can still access the information.

Gradebook – Use of the gradebook will make is easier to provide students with
prompt feedback regarding their performance and facilitate the submission of
grades at the end of the semester.

Activity Meter – This tool easily enables instructors to monitor student activity
and submissions. It can be used as an “early alert” system as it makes it easy to
contact students who are not participating or doing poorly in the class.
Curriculum Development
Most disciplines can adapt on-campus courses for online or hybrid delivery. Courses
that include clinical experiences and laboratories can be augmented by distance
education. The decision to use distance learning must be made on a course-by-course
basis with consideration given to course content, student needs and the flexibility of the
delivery mechanism. Developing an online or hybrid class provides faculty with the
opportunity to see their course(s) from a new perspective and often results in
improvements to both their on-campus and online courses.
Proposals for the development of online or hybrid courses are initiated, evaluated and
approved by faculty in the discipline. Distance education course proposals should be
evaluated for appropriateness and only those courses demonstrating suitable content
and sufficient rigor should be approved. The proposal should include a consideration of
the following:
WLAC Online Instructors’ Handbook
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
Appropriateness within the degree program or as a stand-alone course

Suitable course content and sufficient rigor

Appropriate uses of technology in course delivery

Sufficient type and number of instructor-student contacts per semester
West offers over 240 courses online. If you are interested in developing an online or
hybrid course check with the Office of Academic Affairs to see if the course has already
been approved for distance education delivery. The curriculum approval process is the
same for hybrid classes as it is for classes that are fully online. Be sure to check with
your Division Chair before you start the process as his or her approval is required.
Title 5, Section 55378, requires that before an online course is developed it is
separately reviewed and approved according to the district's course approval
procedures. Course Outlines must be either created or updated before they can be
submitted to the Curriculum Committee. Distance education courses should be
reviewed through the six-year cyclical review process of Program Review pursuant to
Title 5, Section 55201.
In addition to a new or updated course outline a Distance Education Approval Form
is required. This form certifies that:

The same standards of course quality are applied to the distance education
courses as are applied to traditional classroom courses.
(Course Quality Standards - Title V, section 55372)

Determination and judgments about the quality of the distance education course
were made with the full involvement of the faculty as defined by Administrative
Regulation E-65 and college curriculum approval procedures.
(Course Quality Determination - Title 5, section 55374)

Each section of the course which is delivered through distance education
includes regular personal contact between instructor and students.
(Instructor Contact - Title 5, section 55376)
A Distance Education Addendum requires documentation of each course objective
and an explanation of how distance learning strategies will be used to help students
achieve the objective.
These forms and completed examples are all easily available to instructors online at
http://www.wlac.edu/online/forms.asp. Approved forms are kept on file in the Office of
Academic Affairs.
Once you have your Division Chair's approval, email the Chair of the Curriculum
Committee and ask for the course to be considered at the next Technical Review
meeting. After the Technical Review meeting you will present the course for
WLAC Online Instructors’ Handbook
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consideration at the following Curriculum Committee meeting. For Committee
schedules visit http://www.wlac.edu/westcommittees/
Committee Participation, Program Review and SLO Assessment. All faculty must
participate in SLO assessment according to the bargaining contract. Full-time faculty
must participate in program review and meet committee obligations. Adjuncts are also
welcome to participate on committees.
Evaluations. All faculty are evaluated on a regular basis. Review the bargaining
agreement (Article 19) and the evaluation form in Appendix E of the bargaining
agreement to understand the items that are required for acceptable evaluations.
Attendance and class activity. Los Angeles Community College District has a policy
of weekly interaction on the part of instructors. If you are unable to interact for more
than one week of the semester, you must take that time as sick or vacation leave.
Forms for reporting those absences are available online. (See Appendix C for the
LACCD Absence Policy.) Complaints about instructor absence or unavailability will be
reflected in instructor evaluations.
Regular effective contact can include email, private messaging, instant messaging,
online chat, threaded discussion, phone and/or web conferencing. Instructors should
include information about their office hours and the mode(s) of delivery used for office
hours in their syllabi as well as an indication of how quickly questions will be replied to
(24 hours, 48 hours, etc.). It is recommended that instructors reply to student inquiries
daily, with the exception of weekends, for short term classes and at least three times
per week for full term classes.
In addition, instructors are encouraged to use the resources available at the Distance
Learning Center and Digital Design Studio to make their courses more engaging by
incorporating multimedia, podcasts and videos. Students can also be assigned group
projects, asked to explore relevant web resources to share with the class, evaluate peer
contributions and other activities requiring analysis, synthesis and evaluation with
application to real-life situations.
Syllabus Requirements and Student Learning Outcomes
Your Division Chair should review your course syllabi prior to each semester. See
Appendix B for a model course syllabus.
Chairs are looking specifically for at least two required Institutional Student Learning
Outcomes (SLOs) and at least two Program SLOs to be included on each course
syllabus.
The Institutional SLOs, as approved by the Academic Senate, can be found at:
http://www.wlac.edu/slo/documents/ILO_list.pdf For example, SLO F relates to
Technical Competence: Utilize the appropriate technology effectively for informational,
academic, personal, and professional needs. Use competent technique in a musical
performance.
WLAC Online Instructors’ Handbook
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Several online course offerings relate directly to this ISLO of technological competency,
such as Computer Science Information Technology, Library Science and the Online
Student Success Lab. However, regardless of the primary content of the course, online
classes provide the opportunity for students to apply technology in order to successfully
complete a course.
Students may obtain initial assistance in navigating the course site, finding the primary
resources of a course, and simple processes such as attaching files. Over the course of
the online class, students increasingly maintain their interaction through appropriate
application of technology as they locate, interpret, organize, and present their work.
While technical assistance is available to students online, on-campus and by phone the
successful student incorporates and builds upon his or her technological skills in an
online course.
Part of the task of any online course includes increasing student technology capabilities.
Do not assume a particular level of understanding (someone may have his or her own
blog, and yet be unfamiliar with how to attach a document), but after providing basic
instructions, guide and expect students to increase their familiarity with technology and
information systems.
The Program SLOs are available to view at http://www.wlac.edu/slo/program_slos.html
These SLOs are not to be confused with course objectives, which should also be
included in your syllabi. For example, "Upon successful completion of this course the
student will be able to… ". This information is available from the outline of record at
https://ecd.laccd.edu/CC_Search_1.aspx
These SLOs should be explained to the class when the instructor reviews the syllabus
at the beginning of the semester. An instructor who teaches two or more sections of a
course in a single semester would need only to submit one syllabus.
Online Course Enrollment
The LACCD has specific rules about the enrollment caps for online classes that vary
from face-to-face. This information is available in Article 40 of the AFT, Local 1521
bargaining agreement found at http://www.aft1521.org/
Online courses are extremely popular and most fill quickly. Students who want to add
classes that are full are asked to email the instructor in order to get permission.
Complete information about this process is available at
http://www.wlac.edu/online/more_adding.asp
AFT, California Education Code and Accreditation Requirements
There are contractual agreements that pertain specifically to DL faculty. For example,
there is a large class size agreement in Article 40, Section C, for online instructors
which is designed to help assure quality student education as well as recognize the
considerable time and effort expected of online instructors. Much of this additional time
WLAC Online Instructors’ Handbook
10
is related to maintaining meaningful contact with students. The bargaining agreement is
available at http://www.aft1521.org/. All requirements of the AFT 1521 Bargaining
agreement must be followed.
Online instructors are required to participate in flex activities. Those hours may be met
with serving on the Distance Education Committee, Etudes or Cyber Teacher Institute
training or by attending Tech Fair or other training workshops. These interactions are
conducive to a healthy online program with active dialogues and well-informed teaching
and learning.
All college classes must follow California Education Codes at
http://www.leginfo.ca.gov/cgi-bin/calawquery?codesection=edc&codebody=&hits=20
Accreditation standards include specific references and requirements of Distance
Learning Programs. Included in both Standard II. A. Instructional Programs and in
Standard II. B. Student Support, Distance Learning Programs are held to a standard
that “…offers high-quality instructional programs, student support services, and library
and learning support services that facilitate and demonstrate the achievement of stated
student learning outcomes.” (See Appendix D: ACCJC/WASC Standards.)
Distance Learning classes and instruction are held to the same standards “regardless of
delivery” and must assure that student learning outcomes are communicated, assessed,
and used as data for continuous improvement. Further, the D/DL classes and program
perform a service to students who might otherwise be unable to attend college classes,
help students improve technological communication skills, and assist the College in
meeting its goals for students.
Distance Learning instructors are expected to follow all good teaching practices
including, but not limited to, those identified by the agencies listed above.
Section 508 Compliance
Section 508 addresses the accessibility of all course materials and media and applies to
an online environment. Instructors should be familiar with Section 508 requirements and
use resources inside and outside of the College to avoid violations. There is technical
assistance to check for compliance at the College. Some common problems are
missing ALT tags for pictures, using text color to indicate differentiation, and linking to
outside sites that are not Section 508 compliant.
Affirm that links to videos and “outside” media provide closed captioning. If they do not,
contact the Distance Learning Center for assistance. Violations of Section 508 are
serious for the faculty, College, and students.
Distance Education Access Guidelines are available at
http://www.htctu.net/dlguidelines/dlg_index.html
The High Tech Training Center has also published an "Introduction to Distance
Education Accessibility" which is available at http://www.wlac.edu/online/documents/DE-
WLAC Online Instructors’ Handbook
11
Accessibility.pdf. This document will assist instructors with the creation of accessible
online courses.
District Student Information System (SIS) Resources
Online student services which are provided by the district for both on-campus and
online students include:





Application for Admissions
Course enrollment and withdrawal
View schedule of classes
View & Pay Fees
View grades and transcripts
Students can access these services at http://www.laccd.edu
West's Online Student Services and Resources
Distance Learning Program Website
The Distance Learning Program's website provides access to a comprehensive
collection of online resources. The website meets the World Wide Web Consortium’s
(W3C) markup validation service requirements and complies with Section 508.
The new website is a more dynamic portal which includes multimedia such as
animation, social media, a Vimeo video channel, screencasts, audio podcasts, a Twitter
account and links to instructor-generated content.
The website is compatible with mobile devices such as the iPhone, iPad, and/or any
Android-enabled device. There is also an Etudes app for mobile access and a West
iPhone app which gives students up to date information regarding course schedules,
registration, campus maps a link to West's Facebook page and more.
The site includes the latest course schedules and a directory of online student services
including:

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24/7 Online Student Help Desk
Etudes login instructions, video tutorials and FAQs
Information about how to enroll in and add courses
System requirements
Online Student Orientation
Schedules for online and hybrid courses
Access to the Online Writing Lab and online tutorial services
Pre-Assessment Questionnaire for new online students
Online Student Success video
WLAC Online Instructors’ Handbook
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
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A direct link to the College Bookstore website where students can access
information regarding required and recommended course materials and purchase
materials to be picked up on campus or shipped to their home or business
Online library services
Biographies, photos, and email addresses of online instructors
Instructor resources
College news and events
Link to the main college website
A Contact Us link
Electronic access to the library catalog
An e-book collection
Remote access to periodical and research databases
24/7 online reference assistance
Assessment Services




Scheduling assessment tests
Practice tests
Assessment testing schedule
Online orientation
Counseling Website
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Counselors and their contact information
Hours, office location and FAQs
Live online chat
Online student transfer information system (ASSIST) link
Associate Degree checklist
California State University checklists
University of California General Education checklists
Counseling discussion board
DegreeWorks video tutorial
Access to DegreeWorks to monitor academic progress towards transfer, degree
and certificate completion and view Student Education Plans.
Transfer Program Website




Office location, hours and contact information
List of transfer services and requirements
Links to the Accelerated College Transfer (ACT) Program and the Transfers
Honors Program
Access to Transfer eChat, live chat with university representatives from
Brandman University, Pepperdine University, Regis University, UC Los Angeles,
UC Merced, CSU Dominguez Hills, CSU Los Angeles, CSU Northridge and many
more.
WLAC Online Instructors’ Handbook
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Financial Aid Website

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Online application
Office location, hours and contact information
How to apply
Eligibility requirements
Types of aid
Scholarships
Board of Governors Grant (BOGG) fee waiver information
Student loans
How Financial Aid Works
Forms
Grant application deadlines
Daily financial aid news
Online Tutorial Services
West offers free online Writing Lab and Tutorial Services. The Online Writing Lab
(OWL) is available to any registered student at West. The OWL offers support for any
course required writing assignments or other student needs such as college
applications and scholarship essays.
Online Subject Tutoring is also available. Economics, Mathematics, Statistics,
Psychology, Philosophy, Sociology and Spanish are just a few of the subjects offered
using similar tutoring strategies and instructional technologies.
Online tutoring is delivered using Etudes, the same online course management system
that is used for online, hybrid and web-enhanced classes. All tutors are current, or
former, West students and have previous experience tutoring on-campus.
Discussion and chat technologies as well as other Web 2.0 technologies support
tutor/tutee interaction. Students are able to read tutor comments and review
suggestions on previously completed assignments. Online tutors track students’ writing
improvement based on a tutorial services rubric. For example, students may see a math
procedure scribed using an electronic tablet or receive ongoing support through subject
Discussion Boards or scheduled Chats.
Online Tutoring is available at http://www.wlac.edu/online/owl.asp or
http://www.wlac.edu/online/tutoring.asp
WLAC Online Instructors’ Handbook
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APPENDIX A
For more information visit www.QMprogram.org or email
info@qualitymatters.org
Quality MattersTM Rubric Standard 2011 - 2013 edition
with Assigned Point Values
Standards
Points
Course
Overview and
Introduction
1.1 Instructions make clear how to get started and where to find various course components.
1.2 Students are introduced to the purpose and structure of the course.
1.3 Etiquette expectations (sometimes called “netiquette”) for online discussions, email, and other forms of
communication are stated clearly.
1.4 Course and/or institutional policies with which the student is expected to comply are clearly stated, or a link to
current policies is provided.
1.5 Prerequisite knowledge in the discipline and/or any required competencies are clearly stated.
1.6 Minimum technical skills expected of the student are clearly stated.
1.7 The self-introduction
by the instructor
is appropriate
andare
available
online.
2.1
course learning objectives
describe
outcomes that
measurable.
Learning
Objectives
1.8 Students
are asked
to introduce
themselves
to the class.
2.2
The module/unit
learning
objectives
describe outcomes
that are measurable and consistent with the courselevel objectives.
(Competencies) 2.3 All learning objectives are stated clearly and written from the students’ perspective.
2.4 Instructions to students on how to meet the learning objectives are adequate and stated clearly.
2.5 The learning objectives are appropriately designed for the level of the course.
3
3
2
2
1
1
1
1
3
3
3
3
3
3.1 The types of assessments selected measure the stated learning objectives and are consistent with course
activities and resources.
3.2 The course grading policy is stated clearly.
3.3 Specific and descriptive criteria are provided for the evaluation of students’ work and participation and are tied to
the course grading policy.
3.4 The assessment instruments selected are sequenced, varied, and appropriate to the student work being
assessed.
4.1
The instructional materials contribute to the achievement of the stated course and module/unit learning
3.5 objectives.
Students have multiple opportunities to measure their own learning progress.
4.2 The purpose of instructional materials and how the materials are to be used for learning activities are clearly
explained.
4.3 All resources and materials used in the course are appropriately cited.
4.4 The instructional materials are current.
4.5 The instructional materials present a variety of perspectives on the course content.
4.6 The distinction between required and optional materials is clearly explained.
3
3
3
2
2
Learner
Interaction
and
Engagement
5.1
5.2
5.3
5.4
The learning activities promote the achievement of the stated learning objectives.
Learning activities provide opportunities for interaction that support active learning.
The instructor’s plan for classroom response time and feedback on assignments is clearly stated.
The requirements for student interaction are clearly articulated.
3
3
3
2
Course
Technology
6.1
6.2
6.3
6.4
6.5
The tools and media support the course learning objectives.
Course tools and media support student engagement and guide the student to become an active learner.
Navigation throughout the online components of the course is logical, consistent, and efficient.
Students can readily access the technologies required in the course.
The course technologies are current.
3
3
3
2
1
Assessment
and
Measurement
Instructional
Materials
WLAC Online Instructors’ Handbook
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3
3
2
2
1
1
Learner
Support
Accessibility
7.1 The course instructions articulate or link to a clear description of the technical support offered and how to access
it.
7.2 C o u r s e instructions articulate or link to the institution’s accessibility policies and services.
7.3 Course instructions articulate or link to an explanation of how the institution’s academic support services
and resources can help students succeed in the course and how students can access the services.
7.4 Course instructions articulate or link to an explanation of how the institution’s student support services can
help students succeed and how students can access the services.
3
3
2
8.1 The course employs accessible technologies and provides guidance on how to
3
2
2
2
obtain accommodation.
8.2 The course contains equivalent alternatives to auditory and visual content.
8.3 The course design facilitates readability and minimizes distractions.
8.4 The course design accommodates the use of assistive technologies.
Use of this 2011 Quality MattersTM Rubric document is restricted to institutions that subscribe to the
Quality MattersTM Program and may not be copied or duplicated without written permission of
MarylandOnline. ©2011 MarylandOnline, Inc. www.qmprogram.org
WLAC Online Instructors’ Handbook
16
1
APPENDIX B
The WLAC Online/Hybrid Model Syllabus
This is a suggested outline of content for your syllabus. Including this information will
clarify the requirements of your course for improved student success.
Course information
 Title
 Number
 Section
 Semester
Instructor / Contact Information
 Name
 Office location
 Method of contact and regular office hours
 Office Telephone Number
 Email address
 Distance Learning Program website, http://www.wlac.edu/online
Course Description – Place the catalog course description here and include how the
students will benefit from the course, the specific content that will be covered, and how
the course fits into the curriculum. Include UC/CSU notation.
Course Pre-requisites and Advisories: Indicate how these will support student
success.
Required Textbooks and Materials: All texts, readings and required supplies.
 Textbook and Material – Inform students how to acquire material not found in the
bookstore.
 List required textbook and readings
 List suggested readings and use of online library resources
Student Learning Outcomes (SLOs)

List Institutional Learning Outcomes (ILO) related to the course. Include at least
one to two of the nine approved ILOs which can be found at:
http://www.wlac.edu/slo/documents/ILO_list.pdf

List at least one to two program SLOs related to the course which can be found
at http://www.wlac.edu/slo/program_slos.html
Course Objectives
 List what will students gain from this course.
 Ensure that each objective is tied to specific course outcome.
Instructional Methods – List your instructional methods (e.g., Announcements;
Modules; Assignments, Tests and Surveys; Discussions). For example: This course is
taught using a variety of instructional methods including lecture and class discussions.
WLAC Online Instructors’ Handbook
17
Student Responsibilities
 Read Announcements
 Assignments
 Exams / quizzes
 Projects if assigned
 Other requirements if assigned. For example: portfolios, projects and group work
Course Resources
 Library and Learning Resources Center
 Online Tutoring, http://www.wlac.edu/online/tutoring.asp
Course Content and Outline: Use Etudes Course Map
Attendance Policy
Students are expected to participate in all classes for which they are registered.
Students who are unable to participate in class regularly, regardless of the reason or
circumstance, should withdraw from the class. Instructors may exclude a student from a
class whenever a student is not participating on a regular basis.
Examples of regular participation may include:








submitting/grading assignments (students/faculty)
participating in discussions (students & faculty)
responding to emails / phone calls (students & faculty)
attendance at scheduled chats (students & faculty)
adherence to scheduled events in the syllabus (students & faculty)
logging into the virtual classroom, reviewing messages and responding to
messages (students & faculty)
Web conferences or other live events scheduled for the class (students &
faculty)
On-campus events or other locations where instructor and students meet
for class; i.e. museum, observatory, etc. (students & faculty)
Withdrawal from class can affect eligibility for federal financial aid.




Policy for late work
Policy for missed exams and quizzes
Policy for extra credit
Copyright statement
Grade Tracker (example):
Assignment:
TRACK YOUR GRADES
Due
Percentage of
Date:
Final Grade
WLAC Online Instructors’ Handbook
Points
Points Earned
Possible:
18
Composition 1
In-Class Composition 1
Composition 2
In-Class Composition 2
Essay Draft (In Class)
Final Essay
Sentence Skills Tests 1 and 2
Sentence Skill Homework
Reading Presentations
Sentence Skill Quizzes
Reading and Vocab Quizzes
Reading Homework
Portfolio
Writing Improvement Journal
Office Visit
Total
5%
5%
10%
10%
5%
15%
5%
5%
5%
5%
10%
10%
5%
2.5%
2.5%
100%
50
50
100
100
50
150
50
50
50
50
100
100
50
25
25
1000
Final grade score: 90-100%=A, 80-89%=B, 70-79%=C, 60-69%=D, Less than 60%=F
Grading Rubric (example):
Criteria
Unsatisfactory
Needs
Work
Adequate Good Excellent
Assignment Fulfillment Does the composition
fulfill the required criteria? Is it typed? Does it
have a title? Was it turned in with prewriting,
an outline, a first draft, and a peer review? Is
the composition in MLA format? Did the writer
complete a Peer Review to the best of his/her
ability?
Thesis/Topic Sentence Does the writer
include a clear thesis statement/topic
sentence that presents the topic of the
composition and makes a point about that
topic? Is the thesis statement/topic sentence
underlined?
Organization Does the writer develop the
thesis statement/topic sentence? Does the
writer focus on the topic of the composition?
Does every sentence in the composition
support the thesis statement/topic sentence?
Does the writer use transitions when moving
from idea to idea? Is the composition
organized in a logical order?
Development/Support Are the connections
between ideas fully explained? Is the
composition fully developed with SPECIFIC
reasons, illustrations, examples, details,
evidence, and/or explanations from the text or
WLAC Online Instructors’ Handbook
19
the writer’s observations and experience that
support the thesis statement/topic sentence?
Using the Text Does the writer always either
italicize or underline the book title or place the
essay title in quotation marks? Does each
sentence containing a quotation end with the
page number in parenthesis? Does the writer
provide adequate context (explanation of
what is going on) for each quotation? Does
each quotation help to prove the writer’s
point? Is all of the information used from the
reading accurate?
Closing Does the writer provide a final
thought to wrap up his/her composition in an
interesting way that makes sense? Does the
writer avoid bringing a new idea into the
closing of the composition?
Sentence Craft Is the writing fluent, clear, and
easy to understand? Does the writer join
sentences to show relationships between
ideas?
Surface Issues/Proofreading Does the writer
More than 6
avoid making errors in grammar, usage,
errors
punctuation, and spelling, especially those we
have covered in class?
Comments:
6 or
fewer
errors
5 or fewer
errors
3 or
2 or
fewer fewer
errors errors
Grade:
Syllabus Change Policy – This syllabus is a guide and every attempt is made to
provide an accurate overview of the course. However, circumstances and events may
make it necessary for modification of the syllabus during the semester.
Grading Methods and Scale – Provide a clear explanation of evaluation, including a
clear statement on the assessment process and measurements. Be explicit! You may
include format, number, weight for quizzes and exam, description of papers and
projects as well as how they will be assessed and the overall grading scale and
standards. You can also provide descriptions for papers, projects, and assignments in
their respective sections of the syllabus. Include your grading rubric for assignments
and the class.

Sample grading standard: There will be 10 quizzes throughout the course,
made up from objective questions (multiple choice or identification) and fill in
blank questions. I will drop your 2 lowest quiz scores when I compute your quiz
average. With the safety margin, there are no make up quizzes. A missed quiz is
0%. Quizzes are 50% of your course grade. One or two of your quiz scores will
come from your participation.
WLAC Online Instructors’ Handbook
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Course Schedule

Use Etudes Course Map to provide a detailed list of due dates.
Private Messages and Electronic Mail
The Etudes Private Messaging system will be the usual method for all communication
for this class. However, every WLAC student has an e-mail address. Check your
Student.LACCD.Edu account daily/weekly. To access your account visit www.wlac.edu,
and click on the Student Email button. To log in use your student ID # and your birthday
and month. Your Student.LACCD.Edu email can be forwarded to any other personal
email account.
Disabled Student Services
If you know or think that you have any learning or physical disabilities, please contact
Dr. Duke in the Disabled Student Programs and Services (DSPS) Office in the Student
Services Building room 320 or at (310) 287-4450. The DSPS will then contact your
instructors to notify them of needed accommodations, such as additional testing time, or
a note taker. If you require an accommodation for this class, please speak with me.
Dropping the course
According to college policy, you will be excluded for non-participation or for not following
the Standards of Student Conduct (printed in the Schedule of Classes). If you drop the
course, be sure to do so using the Student Information System at http://www.laccd.edu
and keep the confirmation code. Pay attention to drop dates in the Schedule of
Classes. The last day to drop for this class with no fee owed is [insert date here]. The
last day to drop without a “W” is [insert date here]. The last day to drop with a “W” is
[insert date here].
Academic Integrity
Students are responsible for the honest completion and representation of their work, for
the appropriate citation of sources, and for respect of others’ academic endeavors.
When there is evidence of cheating or plagiarism in classroom work, the instructor may
assign a failing grade, “F,” or zero points to the examination or assignment in which the
alleged cheating or plagiarism occurred. Before a substandard grade is issued the
instructor will provide the student with supporting documentation of the plagiarism or
cheating charge. Instructors have the authority to use plagiarism detecting instruments
such as “Turn It In” to detect academic dishonesty.
Forms of Behavior which Violate Academic Integrity:


Cheating. Using any materials or devices or strategies which provide undue
advantage on any exam, assignment, activity or other method of assessment for
a course. This includes, but is not limited to, copying content from the Web,
textbooks or other sources, buying content, reusing materials produced in other
courses, or any other system of inappropriate "help." Exams are to be measures
of what YOU, as an individual, have learned.
Collaboration. Working together on projects, papers, exams or other forms of
assessment which are to be completed individually.
WLAC Online Instructors’ Handbook
21

Plagiarism. Taking anyone else's work as one's own. Presenting another's
words, ideas, forms of expression, materials, or labor without proper citation,
referencing, and declaration that this material originated outside the student's
own work.
For assistance with course essays, papers and other writing assignments, please utilize
the online Writing Lab, http://www.wlac.edu/online/owl.asp
Standards of Student Conduct
The West LA College faculty, staff and administrators are dedicated to maintaining an
optimal learning environment and will not tolerate any disruptive behavior in or outside
of the classroom or any academic dishonesty. These standards apply to all students.
Disruptive, disrespectful, or obstructive behavior will be dealt with in accordance with
the LACCD Standard of Student conduct. Disciplinary action can be taken if student
behavior interferes with instruction. Please refer to the Schedule of Classes.
 Warning - A written notice, given to the student by the instructor.
 Removal by the Instructor - An instructor may remove a student temporarily from
the course shell.
Instructional Support and Monitoring
 For assistance with research projects, visit the Library on the second floor of the
HLRC or access Library resources online at
http://www.wlac.edu/library/index.html
 Monitor your academic progress online at
http://www.wlac.edu/online/counselingonline.asp by clicking on the DegreeWorks
icon, or contact an Online Counselor at onlinecounseling@wlac.edu
Student Acknowledgement
The Etudes Syllabus tool includes this student acknowledgement, “I have read the
syllabus, and I accept its terms”. You can require students to accept the terms of
your syllabus by placing a “blocker” on the Syllabus in Etudes by checking the box to
the left of the Syllabus in the Course Map tool. Students will see that the Syllabus is a
prerequisite for the first assignment, module or discussion question.
WLAC Online Instructors’ Handbook
22
APPENDIX C
LACCD Online Absentee Policy
1. Title V - 55376. Instructor Contact.
. . . district governing boards shall ensure that:
(a) All approved courses offered as distance education shall include regular
effective contact between instructor and students, through group or individual
meetings, orientation and review sessions, supplemental seminar or study
sessions, field trips, library workshops, telephone contact, correspondence, voice
mail, e-mail, or other activities.
(b) All distance education courses shall be delivered consistent with guidelines
issued by the Chancellor pursuant to Section 409 of the Procedures and
Standing Orders of the Board of Governors. Regular effective contact is an
academic and professional matter pursuant to Title 5 '53200.
2. Absence of regular meaningful contact can be considered an "absence."
Definition is valid for both students and faculty.
3. Meaningful regular contact may include, but is not limited to the following
examples done at least once a week for a full semester class or within 48 hours
for a short-term class:
 submitting/grading assignments (students/faculty)
 participating in discussions (students/faculty)
 responding to emails / phone calls (students/faculty)
 attendance at scheduled chats (students/faculty)
 adherence to scheduled events in the syllabus (students/faculty)
 logging into the virtual classroom, reviewing messages and responding to
messages (students/faculty)
 Web conferences or other live events scheduled for the class
(students/faculty)
 On-campus events or other locations where instructor and students meet
for class; i.e. museum, observatory, etc. (students/faculty)
4. When students complain of lack of contact / response from instructor, the
Division Chair or Department Head needs to be notified and he/she needs to
investigate the situation. The instructor can be asked to provide documentation of
instructor/student interaction to determine the amount, the regularity, and the
type of meaningful contact that took place.
5. It is recommended that the Distance Education (DE) instructor define in his/her
syllabus what constitutes an “absence” in the class and the policy for being
dropped due to absences. When a student has multiple absences, the instructor
can drop the student from the class in the same way the student would be
dropped from a class that meets on campus due to excessive absences.
WLAC Online Instructors’ Handbook
23
6. Multiple complaints regarding lack of regular meaningful contact should be
forwarded to the appropriate Division Chair or Department Head. If there is
substantial evidence of multiple “absences” and lack of meaningful contact, the
instructor can be removed from the list of approved distance education
instructors.
WLAC Online Instructors’ Handbook
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APPENDIX D
Accrediting Commission for Community and Junior College
Western Association of Schools and Colleges
Standards Specifically Related to Distance Learning
Standard II: Student Learning Programs and Services
The institution offers high-quality instructional programs, student support services and
library and learning support services that facilitate and demonstrate the achievement of
stated student learning outcomes. The institution provides an environment that supports
learning, enhances student understanding and appreciation of diversity, and
encourages personal and civic responsibility as well as intellectual, aesthetic, and
personal development for all of its students.
A. Instructional Programs
The institution offers high-quality instructional programs in recognized and emerging
fields of study that culminate in identified student outcomes leading to degrees,
certificates, employment, or transfer to other higher education institutions or programs
consistent with its mission. Instructional programs are systematically assessed in order
to assure currency, improve teaching and learning strategies, and achieve stated
student learning outcomes. The provisions of this standard are broadly applicable to all
instructional activities offered in the name of the institution.
B. Student Support Services
The institution recruits and admits diverse students who are able to benefit from its
programs, consistent with its mission. Student support services address the identified
needs of students and enhance a supportive learning environment. The entire student
pathway through the institutional experience is characterized by a concern for student
access, progress, learning, and success. The institution systematically assesses
student support services using student learning outcomes, faculty and staff input, and
other appropriate measures in order to improve the effectiveness of these services.
WLAC Online Instructors’ Handbook
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APPENDIX E
Office Hours and Syllabi
(Please return this sheet to Academic Affairs)
OFFICE HOURS
TO:
FROM:
RE:
All Faculty
Office of Academic Affairs
Office Hours and Syllabi
Dear Faculty Member:
ALL LACCD Faculty are paid to keep office hours. Full-time Faculty are paid to keep
five office hours per week, and hourly –rate Faculty are paid to keep ten minutes of
“office” time for eacch hour the class meets.
In order to help us help our students, please fill in your office information on the form
below, attach your syllabus/syllabi and return them to Academic Affairs, or leave in
mailbox #405.
On each syllabus, please indicate the WLAC course name and number (e.g., English
101), the current semester, the section number, the time and location of the class, your
office hours and, a telephone contact number, and an email address.
If you have posted your syllabus electronically, please let me know.
Students (and staff) rely on this information, so thank you in advance for your
assistance.
_____________
_____________
Name
Campus
______________
Office Location
_____________
Office Phone
____________
Cell Phone
Email _____________________________
Monday
Tuesday
WLAC Online Instructors’ Handbook
OFFICE HOURS
Wednesday
Thursday
Friday
26
RESOURCES
ACCJC’s Accreditation Standards
http://www.accjc.org/wp-content/uploads/2012/02/ACCJC-STANDARDS-ADOPTED-JUNE2002-rev-January-11-2011.pdf
ACCJC’s Guide to Evaluating Distance Education
http://www.accjc.org/wp-content/uploads/2011/09/Guide-to-Evaluating-DE-and-CE_June2011.pdf
Adding Student to West’s Online Classes
http://www.wlac.edu/online/more_adding.asp
AFT, Local 1521
http://www.aft1521.org/
The California Community College Chancellor’s Office Distance Education Sub-Unit
http://www.cccco.edu/ChancellorsOffice/Divisions/AcademicAffairs/DistanceEducation/ta
bid/499/Default.aspx
Programs and Services include:
California Virtual Campus (CVC)
Distance Education Captioning and Transcription Grant (DECT)
California Education Code
http://www.leginfo.ca.gov/.html/edc_table_of_contents.html
Cyber Teachers' Institute
http://etudes.org/cti/
Distance Education Access Guidelines
http://www.htctu.net/dlguidelines/dlg_index.html
Etudes Development Shell Requests
http://etudesproject.org/site-request.htm
Etudes Faculty Resources
http://etudesproject.org/support.htm
Etudes Training
WLAC Online Instructors’ Handbook
27
http://etudes.org/training-schedule-etu101-online.htm
High Tech Training Center’s Introduction to Distance Education Accessibility
http://www.wlac.edu/online/documents/DE-Accessibility.pdf
LACCD Conference Attendance Forms
http://www.laccd.edu/faculty_staff/extranet2/forms.htm
LACCD Curriculum Forms
http://www.wlac.edu/online/forms.asp
Quality Matters’ Rubric for Online Instruction
http://www.qmprogram.org/
West’s Committee Schedules
http://www.wlac.edu/westcommittees/
West’s Distance Education Committee
http://www.wlac.edu/online/committee.asp
West’s Institutional Student Learning Outcomes
http://www.wlac.edu/slo/documents/ILO_list.pdf
West’s Program Student Learning Outcomes
http://www.wlac.edu/slo/program_slos.html
West’s Online Student Helpdesk
http://www.wlac.edu/online/helpdesk
West’s Online Tutoring
http://www.wlac.edu/online/tutoring.asp
West’s Online Writing Lab
http://www.wlac.edu/online/owl.asp
West’s Resources for Online Instructors
http://www.wlac.edu/online/instructors.asp
West’s Tech Fair Schedule
http://www.wlac.edu/techfair
WLAC Online Instructors’ Handbook
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