NON-TRADITIONAL AND DISTANCE LEARNING POLICY
Purpose
The purpose of this policy is to establish criteria for appropriate educational activities in non-traditional
and distance learning contexts, and to establish equivalencies between activities in the traditional
classroom and activities in the non-traditional and distance learning contexts. The non-traditional learning
context includes intensive courses, accelerated learning in the cohort model, and other delivery modes
that differ from the traditional face-to-face classroom context; distance learning refers to online course
delivery.
Policy Statement
Beliefs that underlie this policy:
 While time spent should be a consideration in granting credit, more important is achievement of
outcomes.
 There are many ways to achieve the same outcome.
 Different students have different learning styles, all of which are legitimate ways of learning.
 Courses ideally accommodate a variety of learning styles so that each student can use their
preferred learning style some of the time while also being challenged to develop their nonpreferred styles.
Criteria for activities in non-traditional and distance learning courses:
 The activities lead to the achievement of the course objectives or expected outcomes.
 Achievement of outcomes can be evaluated.
 The level of cognitive achievement is appropriate for the level of the course.
Principles related to time and credit allocation for activities:
 There is a one-to-one relationship between classroom, non-traditional, and distance learning
equivalent activities in terms of time.
 Hours devoted to practica, internship, field experience, and laboratory experiences may or may
not result in an equivalent number of credits, depending on the discipline. In some disciplines
these hours are given the same credit as classroom hours, while in others they are given only onethird or one-half the credit of classroom hours. Thus, the usual practice in the discipline should be
followed for granting credit in the classroom, non-traditional, and online contexts.
 In the classroom context, students are expected to engage with a course both in and out of class:
at the undergraduate level, this expectation is for the student to spend 2 hours per week in
preparation, reading, and assignments outside the classroom for every hour spent in interactions
with faculty, students, and course materials in the classroom; at the graduate level, the
expectation is 2.5 to 3 hours per week outside of class for every hour in class. In the nontraditional and distance learning contexts, students are expected to engage with their courses for
the same amount of time as in the classroom (e.g., a total of 5 hours per week for a 3-credit
undergraduate course; a total of approximately 8 hours per week for a 3-credit graduate course).
See also Class Meetings, Attendance & Final Examinations procedures in the Faculty Staff
Handbook.
Assignments in distance learning courses are similar to those in classroom-based courses and typically
consist of reading in preparation for online work. Assignments that are graded in distance learning
courses are similar to those graded in classroom-based courses: papers, projects, exams, participation in
discussions (quantity and quality), etc. In order to comply with federal requirements, it will be verified
that each student enrolled in a distance learning course is the same student who participates in and
receives credit for the course.
Attached is a chart defining activities that are considered equivalent in the classroom, non-traditional, and
distance learning contexts. All activities have a one-to-one relationship in terms of time.
Responsible Party
The Provost is responsible for this policy.
Policy Review
This policy is to be reviewed every three years or sooner as necessary.
Distribution
Faculty/Staff Handbook
Approved by President’s Cabinet, November 7, 2007
Approved by Academic Cabinet, January 29, 2013; reported to President’s Cabinet, February 11, 2013
Non-Traditional or Distance Learning Activity
Synchronous class with lecture
Read and/or view a faculty presentation
Complete learning packages such as
programmed instruction (PI) or independent
module (MOD) with questions to answer.
Note: hours designated on individual package
Listen to a podcast or webcast
Research relevant practitioner input on the web.
Join online discussion by posting findings and
applying to own setting, including analysis and
synthesis (see Bloom’s taxonomy).
Note: research hours according to teacher’s
estimate of parallel time for a lecture
Online discussion
Small group work online or in person
Case study presentation and discussion online
Post online executive summary of paper/project
along with a discussion question and lead
discussion for a designated period
Look at video (online or other)
Complete online simulation
Independent field trip or interview of a
practitioner
Online lab
Practicum/internship/field experience
Equivalent Classroom Activity
Lecture
Lecture
Lecture
Lecture
Guest lecture on a topic relevant to course
content with a practitioner focus followed by
discussion
Group discussion
Small group work on a project during class time
Case study presentation and discussion
Student presentation
Show video
Complete simulation
Field trip
Studio activity
Practicum/internship/field experience/
laboratory