Delgado Community College
Working Papers: Distance Learning Program Guidelines
Contents
Introduction ..........................................................................................................................2
Distance Learning Program Purpose ....................................................................................2
Goals And Outcomes ........................................................................................................................................... 2
Distance Learning Program Criteria .....................................................................................3
Community Support ............................................................................................................................................ 3
Institutional Leadership ....................................................................................................................................... 3
Student Services .................................................................................................................................................. 4
Course, Curriculum And Instruction ................................................................................................................... 4
Faculty.................................................................................................................................................................. 4
Course Management System ............................................................................................................................... 5
Technical Support And Learning Resources ........................................................................................................ 5
Distance Learning Program Assessment Continual Quality Improvement ..........................5
Distance Learning – Online Course Criteria .........................................................................6
New Online Student Requirements...................................................................................................................... 6
New Online Faculty Requirements ....................................................................................................................... 6
New Online Course Requirements ....................................................................................................................... 6
Online Faculty Development Program..................................................................................8
Present Program .................................................................................................................................................. 8
Sample Online Faculty Competency Model ......................................................................................................... 9
Sample Online Faculty Development Curriculum .............................................................................................. 16
Distance Learning Course Assessment - Continual Quality Improvement ...................... 18
Peer Review ........................................................................................................................................................ 18
Student Review .................................................................................................................................................. 18
Instructor Review And Follow-Up Report .......................................................................................................... 18
The Five Pillars Of Quality Online Education ............................................................................................... 26
Appendix ..................................................................................................................... 27
References .......................................................................................................................... 61
WEBSITES ............................................................................................................................ 62
Working Papers: Distance Learning Program Guidelines
December 15, 2005
Introduction
This document was written with the intent of providing a tool from which to draw from and add
to ideas and recommendations for Delgado’s Strategic Plan for Distance Learning. The contents
here have been compiled from current Delgado resources, LCTCS guidelines, and external best
practices in order to form a comprehensive discussion document for key stakeholders at Delgado
Community College to use at their discretion and to whatever extent is agreed appropriate during
the design and implementation phase of this program.
Definition of Distance Learning
A flexible alternative to traditional face-to-face classroom learning, distance learning is the
self-directed achievement of a learning outcome facilitated through a technical environment
that connects otherwise dispersed students in an online forum.
The acquisition of knowledge and skills through mediated information and instruction,
encompassing all technologies and other forms of learning at a distance. (USDLA definition)
Distance Learning Program Purpose
(See Program Strategy Worksheet, pg.27)
The following examples have been taken from the LCTCS guidelines and Delgado’s 2005 strategic
plan. They require further deliberation and approval.
The mission of the LCTCS Electronic Learning Committee is to provide students with an
electronic means to access higher education and serve as a central point of reference for
programs and courses offered electronically. This mission parallels the needs of higher
education, the economic community and workforce development to contribute to the overall
economic development of the state of Louisiana. Through the use of various electronic
learning delivery methods, the LCTCS’ electronic learning committee will conduct exceptional
quality assurance of courses that will meet or exceed student’s expectations and provide
skilled labor for the economic growth of business in Louisiana.
In support of our institutional goals to develop competent, well-educated and empowered
contributors to our community, Delgado Community College’s Distance Learning Program
provides a flexible, learning-centered alternative to the traditional face-to-face classroom
experience with our state-of-the-art online technology. The courses offered in the program
are intended to achieve those learning outcomes and standards of performance expected in
corresponding classroom sections. In addition, the self-directed design gives students a
greater sense of ownership over learning and further defines their own professional identity.
In support of our “one campus” vision, the Distance Learning Program’s technological nature
provides learning opportunities for cross-disciplinary/cross-campus collaboration between
faculty, students, and support services.
In support of our institutional commitment to ongoing professional development, Elearning
opportunities equip our extraordinary faculty with the most up to date and effective methods
of online instruction and course design in their respective disciplines.
Goals and Outcomes
The Louisiana Community and Technical College System is a consortium of 7 community colleges,
2 technical community colleges and one technical college with 40 technical college campuses
working in a collaborative manner to create educational and occupational course and programs
using a standardized curriculum to delivery education in the classroom, over the Internet and
through Compressed Video or other electronic means. As an institution of higher education, the
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Louisiana Community and Technical College System strives to offer quality programs and courses
by electronic means for the purpose of increasing student access. Adhering to the established
principles set forth by the Louisiana Board of Regents, the purpose of this plan is to:
Increase student access to learning opportunities
Enhance the abilities of the college to respond to learner needs.
Respond to workforce development needs.
Assure quality of instruction to place and time-bound students.
Provide cost effective service through cooperative and collaborative development and
delivery.
Reduce the unnecessary duplication of existing programs and courses.
Distance Learning Program Criteria
Effective Distance Learning Programs require a unified organizational commitment from all
aspects of the college.
Community Support
The program degrees respond to industry demand and are based upon recruitment/job
placement data.
Local business provides some financial support for needed programs and degree paths.
Public opinion/impression of the validity of online services has been confirmed.
Institutional Leadership
(See Discussion Worksheet, pg. 29)
Commitment to infrastructure and continual improvement based upon executive leadership’s
clear direction.
o
The program or course is consistent with the Institution’s role and mission.
o
Demonstration of ongoing support, both financial and technical, to continuation
of the program or course for a period sufficient for students to complete a
degree or certificate.
o
Review and approval processes ensure the appropriateness of the technology
being used to meet program or course objectives.
Commitment to faculty development and support based upon executive leadership’s clear
direction.
o
Administrative policies in place regarding release time for faculty development,
office hours, submitting assignments, disaster plans, ADA compliance
information, intellectual property issues, etc.
o
Professional development has equipped faculty with appropriate methodology,
design techniques, learning tools, and assessment methods for distance learning.
o
Policies related to promotion and tenure include appropriate recognition of
teaching and scholarly activities related to programs or courses offered
electronically.
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Student Services
(See Discussion Worksheet, pg. 30)
Policies are in place to support the success of distance learning students and faculty
Services provide students with clear, complete and timely information on
o
Registration, payment, financial aid, and academic resources
o
Course and degree requirements, including transferable equivalents
o
Curriculum, nature of faculty/student interaction
o
Prerequisite technology competencies and equipment requirements
Research resources such as library services are available to online students to the extent they
are available to traditional classroom students.
The institution has admission/acceptance criteria to assess whether the student has the
background, knowledge and technical skills required for undertaking the course or program.
Advertising, recruiting and admissions materials clearly and accurately represent the program
and the services available.
Course, Curriculum and Instruction
(See Course Assessment, pg. 31)
Each program or course of study results in learning appropriate to the rigor and breadth of
the degree or certificate awarded.
A degree or certificate program or course offered electronically is coherent, complete, and
has clearly stated learning outcomes, objectives and assessment methods.
Assessment/evaluation processes are consistent with course learning outcomes, objectives,
and goals.
The course or program provides for appropriate interaction between qualified faculty and
students and among students.
Academic standards for all programs or courses offered electronically are the same as those
for other courses or programs delivered at the institution where they originate.
Student learning in programs or courses delivered electronically should be comparable to
student learning in programs or courses offered at the campus where they originate.
Online courses follow approved design criteria based upon learning-centered methodologies
such as active learning rather than content-centered delivery.
Faculty
(See Performance-Based Competencies, pg. 19)
Faculty posses the technical competency necessary for effective, seamless course delivery.
Faculty posses and apply knowledge of online pedagogy in the delivery of courses.
Faculty posses a behavioral skill set that demonstrates motivation to teach in and continue
learning about distance learning.
Faculty have been assessed or developed to a standard set by best practices in Distance
Learning and adopted by faculty, staff, and administration.
Faculty programs include appropriate peer assistance, review, and mentoring in Distance
Learning Development Program.
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Course Management System
(See Checklist for Technical Requirements, pg.32)
Evaluates the adequacy of access to learning resources and the cost to students for access to
those resources. It also documents the use of electronic resources.
Is easy to teach, learn, and use for faculty and students.
Includes a set of features available for a diverse and dynamic learning environment.
Allows for seamless interactivity between faculty/students and students/students.
Offers a visually appealing and consistent format and navigation capability.
Technical Support and Learning Resources
A technical support system for the course management software is in place and easily
accessed by learner and faculty. This means problem/resolution processes are available both
online and face-to-face consultation.
The institution ensures appropriate training and certification for faculty who teach using
online technology. (LCTCS 45 hours of training, including pedagogy and instructional design)
The program or course provides faculty with adequate equipment, software and
communications for interaction with students, institutions and other faculty.
The program provides faculty support services specifically related to teaching via an
electronic system.
Support for collaborative scholarly practice/ongoing research and development in state-ofthe-art technology and instructional design
The program or course ensures appropriate learning resources are available.
Distance Learning Program Assessment
Continual Quality Improvement
(See Program Assessment Checklist, pg.33; Course Assessment Checklist – Management, pg. 34)
The following are examples of statements that align Distance Learning to institutional goals. They
require the knowledge and input from I.E., faculty, and staff before confirmation.
The Distance Learning Program contributes to institutional effectiveness through a continual
improvement process driven by a variety of course evaluation tools and learning outcome
assessment feedback which informs any decisions made in format, technology, content,
instruction, support services, or research and development.
(program outputs and outcomes to be measured and standards of quality for each)
Self-assessment tools and pre-enrollment criteria is in place for students and faculty engaged
in distance learning program.
The institution evaluates program and course effectiveness, including assessments of student
learning, student retention, and student and faculty satisfaction.
At the completion of the program or course, the institution provides for assessment and
documentation of student learning is current and printed in all new course announcements,
handbooks, and catalogs.
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Distance Learning – Online Course Criteria
New Online Student Requirements
(TBD: pre-requisites, pre-assessments, etc. required for students registering for online courses)
New Online Faculty Requirements
Assessments will determine current levels of online faculty’s technical, instructional, and
behavioral competencies. If appropriate, technical remediation will be available as well as a
comprehensive Online Faculty Development Program. If seasoned faculty wish to engage in the
Development Program, they may. They may also be assessed with the same criteria used for
course assessment. See Performance-Based Competencies for Online Faculty, pg. 19.
New Online Course Requirements
(See Development Agreement, pg. 36; New Course Feasibility Questionnaire, pg. 37) LCTCS
recommends an approved agreement between online faculty and the Vice Chancellor of
Instruction. In addition, it is suggested that a formal determination be made prior to a course
being added to the online course schedule. This approval process can include successful
completion of appropriate levels of instructor competency as per Online Faculty Development
Program Assessments. See Sample Online Faculty Development Curriculum, pg. 16.
(TBD: approval, necessary forms and/or useful contacts, instructor qualifications/requirements,
pertinent contractual information, administrative and technical support, policy for required or
recommended student diagnostic assessment, pre-testing, or pre-requisites)
Coding, Registration, and Scheduling
In order for students to recognize that they are registering for a non-traditional, electronicallydelivered course, such courses should be clearly separated and noted in the class schedules as
posted and in the student registration materials. The requirements, orientation opportunities, and
coding for non-traditional, electronically-delivered course work should be fully described in the
college catalogue, in the students’ class schedule publications, and other student registration
materials. Any course requiring students to have internet access should be so noted. Any course
in which more than fifty percent (50%) of the course is delivered electronically (i.e. compressed
video, streaming video, internet, etc.) is considered a fully-defined electronically-delivered (elearning) course.
Online Course Instruction
(See Discussion Worksheet, pg. 38)
Student Learning Outcomes and Learning Assessment
(See Guidelines for Stating Learning Outcomes, pg. 39)
Online course syllabi should include the standard information regarding expectations,
performance standards and learning outcomes, course goals, etc. approved for the master
syllabi.
If a course does not have established learning outcomes, refer to the guidelines for stating
learning outcomes in the Appendix. Post those you define for future use and/or feedback.
Create objectives for your specific section based on your personal instructional design,
methods, and style. Guidelines for stating class objectives will be available on the Learning
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Outcomes Blackboard site. Share effective methods with colleagues on the Blackboard site
for future use and/or feedback.
Formative assessment strategies should be employed throughout the course to monitor
acceptable progress and inform necessary intervention methods. Effective assessment
strategies and methods for specific types of learning outcomes will be available on the
Learning Outcomes Blackboard site. Post new methods that have been effective.
Summative Assessment of Student Learning Outcomes for Distance Learning Courses and
corresponding classroom sections should be identical, or with departmental approval by
course faculty, should demonstrate assessment of the same learning outcomes and apply the
same performance standards for successful achievement expected from students in
corresponding classroom sections.
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Online Faculty Development Program
Present Program
Delgado’s present Online Faculty Development Program includes, but is not limited to the
following courses, workshops, special presentations, and resources. As we grow into an
exemplary distance learning college, these workshops will build upon one another into a
cohesive, progressive creation of online course instruction.

Blackboard Basics – 3 hours
Creating a test

Adding items

Adding folders

Adding announcements

Adding external links

Choosing and using entry points

Adding learning units

Making courses available

Converting to .rtf

Adding tasks

Enrolling students

Adding staff information

Making course available

Managing discussion boards

Sending email

Using the digital drop box
Tools and Options – 1 hour
Pedagogy – 30 hours (semester long
course)
Best practices in teaching online – 2
hours


Collaboration Session – 1 hour
Discussion Board – 1 hour
Brief presentation by experienced
faculty
Valuable feedback and input by
participants
Content Course – 1 hour

Name/description

Adding files

Adding learning units

Converting .rtf and .pdf

Adding assignments

Adding external links

Forums

Managing discussions

Designing user settings

Managing threads

Grading discussion boards
Trouble-shooting, Problem-solving,
and Creative Course Development – 2
hours
Other Resources
MERLOT website and 1-on-1 mentoring by
experienced faculty www.merlot.org
Gradebook management – 1 hour
Creating Community – 1 hour
UT website www.utexas.edu/world/lecture
for course designs, syllabi, etc.
Making Material Friendly – 1 hour
Convocation workshops

Converting .pdf., rtf., .ppt
Open lab with consultants
“Mock” Blackboard sites for exploration
Testing – 1 hour
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Sample Online Faculty Competency Model
LCTCS guidelines require 45 hours of faculty development in online learning. Those guidelines
echo the generally accepted technical education competencies required for exemplary distance
learning. Furthermore, the skills, knowledge, and attributes within each domain fall into one of 4
levels of progressively deeper competency development that should, in a manner agreed upon by
the specific institution, be considered in any exemplary Online Faculty Development Program.
The following competency model was adapted from several sources, including Delgado’s
technical training program, LCTCS, and Dooley and Lindner (2001).
Domain 1 – Technical Competency
Domain 3 – Communication and
Behavioral Skills
Basic Computer Usage
Modeling Diversity Awareness
Email Usage
Learning Assessment Application
Web Browser Usage
Feedback Delivery Skills
Desktop Application Usage
Enthusiasm Transfer Ability
Specialized Distance Learning Technical
Skills
Collaboration/Teamwork Skills
Course Management System
(Blackboard) Usage
Facilitation and Group Process Skills
Domain 4 – Professional Skills
Institutional Design Requirements
Content Knowledge
Domain 2 – Application of Learning
Theory and Pedagogy
Administrative Knowledge
ADA Familiarity
Instructional Design and Pedagogy
Skills
Legal and Ethical Responsibility
Continual Learning and Personal
Development Attribute
Learning Styles Knowledge
Learning Theory Knowledge
Collaboration/Contribution to Online
Program Attribute
Student Learning Outcome Application
The table that follows outlines these competencies by levels of proficiency and the particular behaviors
that would indicate proficiency at each level. This can be used to build anew or to compare with current
learning outcomes in an Online Faculty Development Program.
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Proficiency Levels and Behavior Indicators for Online Faculty Competencies
Domain 1: Technical Competency
The instructor appropriately uses the features, capabilities, and environment in the available course management
system(s) to deliver a distance learning course in his/her discipline of expertise. This includes competence in the
following:
Basic Computer Usage – Prerequisite
Identify the operating system of the computer being used to access the Internet course
Define terms such as mouse, drag, open, select, choose, double-click, download, upload, send, etc.
Save, copy and find files/folders on floppy and hard drives
Explain the difference between a server, network and a local drive
Use the Task Manager to switch between open applications and to end a task
Navigate between two or more applications without closing and re-opening (multitasking)
Minimize/maximize Windows
Email Usage – Prerequisite
Send, open, reply to, and forward a message
Enter a message subject
Send an attachment
Open and/or save an attachment
Add and find a contact
Manage archive email (emptying “deleted” and “sent” files, saving email to file, etc.)
List particular dos and don’ts of email etiquette
Web Browser Usage – Prerequisite
Go to specific URL
Print a page
Follow a hypertext link
Conduct a basic search using a search engine
Download and install plug-ins
Define and explain the purpose of cookies (other than for snacks)
Identify recommended precautions against viruses, spyware, etc.
Desktop Application Usage – Prerequisite
Open a new file
Open an existing file
Save a file
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Domain 1: Technical Competency
The instructor appropriately uses the features, capabilities, and environment in the available course management
system(s) to deliver a distance learning course in his/her discipline of expertise. This includes competence in the
following:
Rename a file (Save As)
Cut, paste, format text
Print a document
Basic Blackboard Usage – Level 1
enroll students to a course
add a syllabus and other handouts to the site
add links to external websites to the site
add an announcement to the site
post grades through Blackboard
create an assessment with the test feature
create an assignment with the assignment feature
post and respond to items on a discussion board
indicate standard set for faculty feedback turnaround to students (24-28 hours or less as recommended
by LCTCS guidelines)
Blackboard Instructional Knowledge – Level 1
explain how to log onto Blackboard
explain how to navigate a course site
explain how to post assignments
explain how to post and respond to an item on the discussion board
Adherence to DCC’s Distance Learning Policies and Standards – Level 1
create syllabus that complies with established department guidelines (i.e. follows master syllabus and
includes course description, SLO/LA, course objectives, textbook, calendar etc.)
use features to design an opening page that complies with established department guidelines (i.e.
follows color scheme, navigation protocol, etc. and still expresses individual identity)
use the course calendar to list events and assignments that are designed for ease of learning and that
correlate with course objectives
place a structured yet flexible test schedule in the appropriate spot
list the planning activities required for testing, sites, and proctors (i.e., site notification; communication
of location, time and contacts to students; appointment and advising of and necessary training for
proctors)
insert appropriate links for student services such as registration, counseling, financial aid, SGA,
bookstore, etc.
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Domain 1: Technical Competency
The instructor appropriately uses the features, capabilities, and environment in the available course management
system(s) to deliver a distance learning course in his/her discipline of expertise. This includes competence in the
following:
insert appropriate links to other learning resources such as information web sites, required software,
content-specific sites, tutorials, DCC learning resources
design an appropriate color scheme for optical ease
insert graphics in appropriate spots that are generally appealing to most humans
identify Delgado’s internal and other external Blackboard resources and support available to faculty and
students
explain why, how, and what kinds of files should be stored outside of Blackboard
explain Delgado’s requirements and procedure for requesting and creating a Blackboard site
give examples of what responsibilities are in and outside the scope of Delgado IT technical support for
Blackboard
Specialized Application Usage – Level 4
use Impatica to add a PowerPoint presentation to the site (needs specific tasks)
format the site with the style, color, or pattern features
use Front page or other web-creation software (needs specific tasks)
use Tegrity to add a video lecture to the site (needs specific tasks)
Domain 2: Application of Learning Theory and Pedagogy:
The instructor promotes student learning by providing responsive instruction based on a chosen methodology, makes
use of effective learning techniques and employs instructional strategies that actively engage students in the learning
process.
Online Instructional Design Acumen – Level 1
define the purpose and components of an online course orientation
give examples of “appropriate” and “inappropriate” language to use in site content
give examples of a “well organized” and “not well organized” online course site
define the policies for online discussion participation you will use on your site
define policies for prompt student feedback you will employ in your course
Teaching Strategy Usage – Level 1
define the specific pedagogical technique you use in your instructional design
present a workshop on a particular instructional strategy
describe an ice-breaker or opening that gets students’ attention
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Domain 2: Application of Learning Theory and Pedagogy:
The instructor promotes student learning by providing responsive instruction based on a chosen methodology, makes
use of effective learning techniques and employs instructional strategies that actively engage students in the learning
process.
Effective Syllabus Creation – Level 2
explain the required components of an online syllabus and present yours
create a personal introduction that reflects your style, principles, and teaching/learning theory
Student Learning Outcome Knowledge – Level 2
write measurable instructional objectives
explain a rationale for how the objectives will help to achieve learning outcomes
differentiate between outcomes, outputs, and objectives
write course learning outcomes that are aligned with program learning goals
Learning Style Knowledge – Level 3
develop a learning-centered curriculum for your discipline that incorporates student learning styles
list 20 learning activities and show how they apply to different learning styles
identify how an attention to different learning styles is incorporated into instruction of the DL site
identify different methods of inquiry in the learning activities
Learning Theory Knowledge – Level 3
compile a literature review on learning-centered teaching
deliver a presentation on how to apply a particular learning theory in an online course
Domain 3: Communication and Behavioral Skills
The instructor creates an environment of respect and rapport, fostering a positive climate for learning, equity, and
excellence appropriate for all students and based on feedback from continual learning assessment.
Modeling Diversity Awareness – Level 2
give rationale for techniques used to respond to various classroom management cases
explain how to encourage students to engage in inquiry-based learning to develop individual identity and
critical thinking
Learning Assessment Application – Level 3
demonstrate how assessments you choose are matched to course content and adhere to academic
standards
list 20 valid and reliable assessments for online learning and show how they are fair and adequate
methods to assess mastery of content
Feedback Delivery Skill – Level 3
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Domain 3: Communication and Behavioral Skills
The instructor creates an environment of respect and rapport, fostering a positive climate for learning, equity, and
excellence appropriate for all students and based on feedback from continual learning assessment.
design appropriate synchronous and asynchronous communication methods for delivering course
materials at a distance
identify appropriate timeframe for feedback response and explains how different methods of delivering
feedback have different impact
Enthusiasm Transfer Ability – Level 3
identify a method for building student rapport
describe your motivation for learning about and teaching online
Collaboration/Teamwork Skills – Level 3
create virtual teams for discussion threads
design a collaborative learning activity
Facilitation and Group Process Skills – Level 3
facilitate a video conference or teamwork session
give a rationale for techniques used to respond to discipline issues
Domain 4: Professional Skills:
The instructor fulfills professional roles and responsibilities and adheres to legal and ethical requirements of the
profession.
Content Knowledge – (Level ?)
(Will be assessed by a peer review process to standards determined by the department)
Administrative Knowledge – Level 2
list questions for faculty to consider when planning an online site at Delgado
explain how to set a timeline for creating and implementing an online site at Delgado
explain the institutional outputs to which your course contributes and impacts
ADA Familiarity – Level 2
explain what would and what would not make an online course ADA compliant
Legal and Ethical Responsibility
rely on technical experts for scheduling and copyright clearance
explain why copyright laws are important to understand when teaching a distance learning course
define your procedure and rationale for managing disciplinary concerns online
Continual Learning and Personal Development Attribute
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Domain 4: Professional Skills:
The instructor fulfills professional roles and responsibilities and adheres to legal and ethical requirements of the
profession.
define your personal teaching and learning goals, scholarly pursuits, and their application in your online
teaching experience
list organizations, associations, or other entities to which you belong or that would add value to your
continual learning of technology and trends in distance learning
Collaboration/Contribution to Online Program Attribute
submit reflection on teaching and respond to colleagues’ reflections in an online forum
contribute to the online knowledge base
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Sample Online Faculty Development Curriculum
An Online Faculty Development Program that builds instructional design and delivery competence might
look something like this:
Prerequisites:
Individuals should possess certain basic computer skills in order to benefit from and contribute to an
online program. Therefore, certain technical prerequisites such as the following should be required and
assessed prior to engaging in online instructional development or teaching. An online pre-assessment for
IC3 technical capabilities with remediation is recommended.
Basic computer usage
Email Usage
Web Browser Usage
Desktop Application Usage
Level 1 Modules – BlackBoard Basics (4 weeks, face-to-face or online
format)
Basic Blackboard Usage
Blackboard Instructional Knowledge
Adherence to the Institution’s Distance Learning Policies and Standards
Online Instructional Design Acumen
During and upon completion of these Level 1 Modules, individuals are assessed for Level 1 proficiency
and move on to Level 2 Modules.
Level 2 Modules – Building Effective Content: Course Materials and
Techniques (4 weeks, fact-to-face or online format)
Effective Syllabus Creation
Student Learning Outcome Knowledge
Modeling Diversity Awareness
Administrative Knowledge
ADA Familiarity
Legal and Ethical Responsibility Knowledge
During and upon completion of these Level 2 Modules, individuals are assessed for Level 1 and 2
proficiency. Demonstration of competence at these levels shown through peer review and selfassessment is then formally approved by a Distance Learning Committee in a final course evaluation and
checklist to be then considered a Level 3 course. At this point in the program, participants are ready to
begin teaching their online course developed through Level 1 and 2 Modules. Level 3 Modules occur
during the teaching of the first course.
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Level 3 Modules – Practicing and Developing Exemplary Online Instruction
(first semester of online course delivery)
Applying Learning Style Knowledge
Applying Learning Theory Knowledge
Assessment Application
Feedback Delivery Skill
Enthusiasm Transfer Ability
Collaboration/Teamwork Skills
Facilitation and Group Process Skills
During implementation of Level 3 Modules, individuals are assessed for proficiency and provided continual
feedback. At the end of the semester, a comprehensive course assessment and instructor review takes
place, including the ways assessment feedback will inform future course design and delivery. At this
point, individuals should have strengthened their online instructional competence to Level 4.
Level 4 Modules – Applying Assessment Feedback In Redesign
(incorporating more sophisticated online strategies)
Specialized Online and Multi-Media Application Usage
Continual Learning and Personal Development Attribute
Collaboration/Contribution to Online Program Attribute
Level 4 represents an ongoing capability for continual learning, development, and improvement of online
courses, both individually and programmatically by the individual’s continual contributions to its
effectiveness. Assessments are ongoing, utilizing peer review, student evaluation, and instructor review.
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Distance Learning Course Assessment Continual Quality Improvement
(See Sample Online Course Content Assessment Checklist, pg. Error! Bookmark not defined.)
(insert, if appropriate, any formal administrative process required by the program’s department or IE)
Peer Review
(See Sample Peer Review, pg. 39)
Student Review
(See Sample Student Review, pg. 52)
Instructor Review and Follow-up Report
(See Sample Instructor Review, pg. 54)
Instructor report and follow-up synthesizes the feedback from peer review, student review, and faculty
review of learning outcome assessment data, distributed with recommendations and feedback to (IT?
Personal file?)
At the end of each semester, online and classroom course faculty review learning outcome assessment
feedback, discuss implications, and utilize data for decisions that will continue to improve learning
outcomes. Dialogue should inform both online and classroom sections of the course in the collaborative
effort to ensure the same learning outcomes.
Share recommendations, ideas, relevant discussion topics on Learning Outcomes Blackboard site
Share notable learning moments and innovative practices on Learning Outcomes Blackboard site
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Delgado Distance Learning Program: Performance-Based Competencies for Online Faculty
According to the LCTCS guidelines and current literature review, the following Competency Domains represent the criteria required for successful
online teaching and learning. LCTCS guidelines specify 45 hours of faculty development. (The following is adapted from
http://continuinged.uml.edu/online/institutes.htm )
Competency
Domain
Levels of Ability,
Knowledge, Skill,
and Attributes
Assessment Method
Assessment Criteria/Use of Assessment
Feedback
Note that all assessments generate feedback for change or continual improvement and learning.
It is expected that all assessment feedback will be transparent and used as input into further development.
Technical
Competency:
The instructor
appropriately
uses the features,
capabilities, and
technical
environment in
the available
course
management
system(s) to
deliver a distance
learning course in
his/her discipline
of expertise.
Basic Computer
Usage
(Prerequisite)
Email Usage
(Prerequisite)
Web Browser Usage
(Prerequisite)
Desktop Application
Usage
(Prerequisite)
1. IC3-based assessment tool administered
online determines current level of DL faculty
technical competence. It also determines
whether or not faculty should remediate or
proceed on to Blackboard course
management training and online pedagogy
development.
1. Grant written to purchase software as of 11/21
Also recommended by Ed McGee for online faculty
pre-assessment is www.howtomaster.com.
Standard needs to be set by Tech Expert for
minimum competence.
2. Self-Assessment – Evaluation of Exemplary
Online Courses, see pg. 57 completed online
pre- and post- DL course delivery determines
attitude, perceived competence, and
concerns.
2. During program development, this will provide
a baseline from which we could estimate an
ultimate increase in DL faculty to 35% of total
full-time faculty (based on results of similar
assessment at U. of Mass., Lowell) Many (90%?)
of faculty who had to quickly adapt will fall into
the “Minimum” category. New online faculty would
be expected “Minimum.” “Effective” or
“Exemplary” result as well as approval by the
Distance Learning Committee certifies a course as
a Level 3 course that can be listed in the
academic schedule.
3. Online Instructors – Training Needs Survey,
see pg. 60, provides another means of
determining competency development needs
3. Fac/Dev sets criteria for this assessment,
including how results will be used.
19
Working Papers: Distance Learning Program Guidelines
Competency
Domain
Levels of Ability,
Knowledge, Skill,
and Attributes
December 15, 2005
Assessment Method
Assessment Criteria/Use of Assessment
Feedback
in the program.
Basic Blackboard
Usage (Level 1)
Blackboard
Instructional
Knowledge (Level
1)
1. Level 1 Modules in the Blackboard Basics
course curriculum culminate in the creation
of a functional online course site that
complies with state and Delgado standards
and design requirements. Assessment is by
Peer review – See pg. 39
1. Online Faculty Participants must successfully
complete the Level 1 Modules in Blackboard
Basics and achieve a “Acceptable” result on the
Peer review in order to proceed to Level 2
Modules in the Online Faculty Development
Program.
Adherence to DCC’s
Distance Learning
Policies and
Standards (Level 1)
Specialized Online
and Multi-media
Application Usage
(Level 4)
Application of
Learning
Theory and
Pedagogy:
The instructor
promotes student
learning by
providing
Online Instructional
Design Acumen
(Level 1)
Teaching Strategy
Usage (Level 1)
Presentation Skills
(Level 1)
1. Level 4 modules in online application have
imbedded assessment and culminate in
Capstone assessment whereby participants
design sophisticated multi-media features on
their site.
a.
Peer review – Continuous Improvement
Guide
b.
Instructor review – Continuous
Improvement Guide
1. Level 1 and 2 Modules in the Blackboard
Basics course curriculum culminate in the
creation of a functional online Level 3 course
site that complies with state and Delgado
standards and design requirements.
a. Peer review
1. Level 4 Modules in the Online curriculum should
use the participant’s actual course wherever
possible and build upon it with the specialized
skills. Competency is determined by the
successful completion of the course(s) as well
as documentation of responses to feedback
from peer review and self-assessment.
1. Online Faculty Participants must successfully
complete the Level 1 and 2 Modules in
Blackboard Basics and:
a. achieve a “Acceptable” result on the Peer
review;
20
Working Papers: Distance Learning Program Guidelines
Competency
Domain
responsive
instruction based
on a chosen
methodology,
makes use of
effective learning
techniques and
employs
instructional
strategies that
actively engage
students in the
learning process.
Levels of Ability,
Knowledge, Skill,
and Attributes
December 15, 2005
Assessment Method
Assessment Criteria/Use of Assessment
Feedback
Effective Syllabus
Creation (Level 2)
b. Self-assessment – Evaluation of Exemplary
Online Courses
b. “Effective” self-assessment result from the
Evaluation of Exemplary Online Courses;
Student Learning
Outcome
Knowledge (Level
2)
c. Distance Learning Committee approval –
Level 3 Online Course Approval Checklist,
see pg. 49
c. “Meets or Exceeds Criteria” as per the Level 3
Online Course Approval Checklist completed
by the Distance Learning Committee. This
result certifies the course at a Level 3 and
allows the instructor who developed it to
move into Level 3 Modules, which occur in
real-time online instruction with that course.
Learning Style
Knowledge (Level
3)
Adult Learning
Theory Knowledge
(Level 3)
2. Level 3 Modules in the Online Faculty
Development Program occur during actual
instruction and are assessed at the beginning
of the semester as per Level 3 Course
Approval Guidelines (see above).
2. Level 3 Modules develop competency in course
delivery and occur during a semester of teaching.
The instructor’s choice of classroom learning
assessments will contribute to his/her feedback
during instruction.
a. During the semester, Level 3 Modules
include assessments such as
presentations, group assignments, and
formative student learning assessment
feedback.
a. Presentations on topics of choice and responses
to feedback from peer review demonstrate
achievement of competencies at Level 3.
b. At the end of the semester, assessment
includes:
b. Summative Assessments at the end of the
Level 3 semester:
i. Self-Assessment - Evaluation of
Exemplary Online Courses
i. Self-Assessment results should be at
“Effective” or “Exemplary”;
ii. Peer Review
ii. Peer Review rating of “3” or above;
iii. Student Review – Student Course
Review, see pg. 52
iii. Student Review score of 75% or above
21
Working Papers: Distance Learning Program Guidelines
Competency
Domain
Levels of Ability,
Knowledge, Skill,
and Attributes
December 15, 2005
Assessment Method
iv. Instructor Review – Continuous
Improvement Guide
Communication
and Behavioral
Skills:
Modeling Learning
Outcomes/Objectiv
es Ability (Level 2)
The instructor
creates an
environment of
respect and
rapport, fostering
a positive climate
for learning,
equity, and
excellence
appropriate for all
students and
based on
feedback from
continual learning
assessment.
Assessment
Application (Level
3)
1. Level 2 Modules in the Blackboard Basics
course curriculum culminate in the creation of
a functional online Level 3 course site that
complies with state and Delgado standards
and design requirements.
Assessment Criteria/Use of Assessment
Feedback
iv. Continuous Improvement Guide is a
summary of the course assessments by the
instructor and includes plans for adaptation
and continual improvement. This moves the
instructor into Level 4 competencies, which
are those of continual professional
development in and contribution to online
learning.
1. Online Faculty Participants must successfully
complete the Level 2 Modules in Blackboard
Basics and:
a. Peer review
Learning Needs
Application (Level
3)
a. achieve an “Acceptable” result on the Peer
review;
b. Self-assessment – Evaluation of Exemplary
Online Courses
b. “Effective” self-assessment result from the
Evaluation of Exemplary Online Courses;
Feedback Delivery
Skill (Level 3)
c. Distance Learning Committee approval –
Level 3 Online Course Approval Checklist
c. “Meets or Exceeds Criteria” as per the Level 3
Online Course Approval Checklist completed
by the Distance Learning Committee. This
result certifies the course at a Level 3 and
allows the instructor who developed it to
move into Level 3 Modules, which occur in
real-time online instruction with that course
Questioning Skills
(Level 3)
Enthusiasm
Transfer Ability
(Level 3)
Collaboration/Team
work Skills (Level 3)
Facilitation and
2. Level 3 Modules in the Online Faculty
Development Program occur during actual
instruction and are assessed at the beginning
of the semester as per Level 3 Course
Approval Guidelines (see above).
22
2. Level 3 Modules develop competency in course
delivery and occur during a semester of
teaching. The instructor’s choice of classroom
learning assessments will contribute to his/her
feedback during instruction.
Working Papers: Distance Learning Program Guidelines
Competency
Domain
Levels of Ability,
Knowledge, Skill,
and Attributes
Group Process Skills
(Level 3)
Professional
Skills:
Content Knowledge
(Level ?)
The instructor
fulfills
professional roles
and
responsibilities
and adheres to
Administrative
Knowledge (Level
2)
ADA Knowledge
(Level 2)
December 15, 2005
Assessment Method
Assessment Criteria/Use of Assessment
Feedback
a. During the semester, Level 3 Modules
include assessments such as
presentations, group assignments, and
formative student learning assessment
feedback.
a. Presentations on topics of choice and responses
to feedback from peer review demonstrate
achievement of competencies at Level 3.
b. At the end of the semester, assessment
includes:
b. Summative Assessments at the end of the
Level 3 semester:
i. Self-Assessment - Evaluation of
Exemplary Online Courses
i. Self-Assessment results should be at
“Effective” or “Exemplary”;
ii. Peer Review
ii. Peer Review rating of “3” or above;
iii. Student Review
iii. Student Review score of 75% or above
iv. Instructor Review – Continuous
Improvement Guide
iv. Continuous Improvement Guide is the
instructor’s summary of course assessments
and plans for adaptation and continual
improvement. This moves the instructor into
Level 4 competencies, which are those of
continual professional development in and
contribution to online learning.
1. Level 2 Modules in the Blackboard Basics
course curriculum culminate in the creation of
a functional online Level 3 course site that
complies with state and Delgado standards
and design requirements.
a. Peer review
b. Self-assessment – Evaluation of Exemplary
23
1. Online Faculty Participants must successfully
complete the Level 2 Modules in Blackboard
Basics and:
a. achieve an “Acceptable” result on the Peer
review;
b. “Effective” self-assessment result from the
Working Papers: Distance Learning Program Guidelines
Competency
Domain
legal and ethical
requirements of
the profession.
Levels of Ability,
Knowledge, Skill,
and Attributes
Legal and Ethical
Responsibility
Knowledge (Level
2)
Continual Learning
and Personal
Development
Attribute (Level 4)
Collaboration/Contri
bution to Online
Program Attribute
(Level 4)
December 15, 2005
Assessment Method
Online Courses
Assessment Criteria/Use of Assessment
Feedback
Evaluation of Exemplary Online Courses;
c. Distance Learning Committee approval –
Level 3 Online Course Approval Checklist
2. Level 4 Modules utilize the feedback from
prior assessments and include the adaptations
that result from that feedback. Assessment at
this level is in the form of:
a. Self-Assessment - Evaluation of
Exemplary Online Courses
c. “Meets or Exceeds Criteria” as per the Level 3
Online Course Approval Checklist completed
by the Distance Learning Committee. This
result certifies the course at a Level 3 and
allows the instructor who developed it to
move into Level 3 Modules, which occur in
real-time online instruction with that course
2. Summative Assessments at the end of the
Level 3 semester:
a. Self-Assessment results should be at
“Effective” or “Exemplary”;
b. Peer Review rating of “3” or above;
b. Peer Review
c. Student Review – Student Course Review
d. Instructor Review – Continuous
Improvement Guide and Feedback
Response
c. Student Review score of 75% or above
d. Continuous Improvement Guide includes the
Instructor’s summary of course assessments
and plans for adaptation and continual
improvement.
In addition: existing online faculty would be
expected to achieve an “Acceptable” result on
random peer review of existing course site with the
Online Course Content Checklist as well as respond
24
Working Papers: Distance Learning Program Guidelines
Competency
Domain
Levels of Ability,
Knowledge, Skill,
and Attributes
December 15, 2005
Assessment Method
Assessment Criteria/Use of Assessment
Feedback
to feedback on the Continuous Improvement Guide
25
Working Papers: Distance Learning Program Guidelines
December 15, 2005
The Five Pillars of Quality Online Education
By George Lorenzo and Janet Moore
Sponsored by: The Alfred P. Sloan Foundation
November 2002
Reference: http://www.sloan-c.org/effectivepractices/learning
I. Learn Effectiveness
Learning Effectiveness means that learners who complete an ongoing course receive an
education that represents the distinctive quality of the institution and that online learning is
equivalent to or better than learning through the traditional delivery mode.
II. Student Satisfaction
A vital aspect of any education is to ensure that students are satisfied with their education
experience and Student Satisfaction reflects the effectiveness of all aspects of that experience.
III. Faculty Satisfaction
Faculty Satisfaction means that instructors find the online teaching personally rewarding and
professionally beneficial.
IV. Cost Effectiveness
Cost effective practices enable institutions to offer their best education to their learner.
V. Access
Access provides the means for all qualified, motivated students to complete degrees or programs
in their disciplines of choice.
26
Appendix: Forms, Worksheets, and Reference
Appendix
27
Appendix: Forms, Worksheets, and Reference
Distance Learning Program Strategy Worksheet
Delgado Mission:
Institutional Strategic Goals To Which This Program Supports:
Distance Learning Program Purpose:
Distance Learning Program Goals:
Success Metrics, standards for success, clarification of standards in rubric
Assessment Measures: Outcomes and Outputs, data and feedback loops
28
Appendix: Forms, Worksheets, and Reference
Discussion Worksheet
Institutional Readiness to Implement an Effective Distance Learning
Program
(Input from Program Coordinators and Key Stakeholders)
Strengths of Executive Vision and Direction for Distance Learning
Technical Infrastructure Capability (confirm success criteria, standards for quality technical staff, levels of
competency in rubric)
Technical Support Capability (confirm success criteria, standards for quality technical support, levels of
effectiveness in rubric)
Faculty and Staff Development Capabilities (confirm criteria for successful, flexible program that responds to
learning needs)
Continual Improvement Capabilities (confirm follow-up processes, feedback loops, and administrative tasks to
record on-going development)
Response to learning outcome assessment feedback
Response to other assessment data
Research and Development
External audit, partnerships
29
Appendix: Forms, Worksheets, and Reference
Sample Checklist for Support Services Requirements
Minimum Criteria (Discussion Document for Support Services and Program Experts)
Technical support system for online courses is in place and easily accessible to the learner
and teaching faculty (establish and confirm criteria for “easy access”)
Equipment, labs and other necessary resources are in place and accessible to the learner
and teaching faculty (establish criteria for quality and “accessibility”)
Prospective and/or Enrolled Distance Learning Student has online access to:
current, accurate course and program information prior to enrollment (confirm standards)
registrar and financial aid functions provided the traditional classroom student (confirm)
academic tutorial and lab services (confirm)
student counseling services (confirm)
pay fees and access financial aid services online (confirm)
library services
college events, clubs, organizations, and benefits otherwise offered traditional campus
students (confirm)
general orientation and in-depth tutorial for distance learning (confirm and discuss criteria)
established admission requirements or pre-enrollment assessment for student success
potential in distance learning (discuss and recommend policy and assessment
method/tool)
full-time faculty within his/her major (discus and confirm reasonable policy)
30
Appendix: Forms, Worksheets, and Reference
Sample Checklist for Course Assessment
This checklist is based on several agencies recommendations for best practices including SREB,
NEA and SACS-COC and is designed to assist states and schools in determining the quality and
effectiveness of Web-based courses. It is suggested that each course be rated on the extent to
which it meets the criteria, with 1 indicating that a course does not meet the criteria and 3
indicating that it does.
Course/Discipline: ________________________________________________________________
Reviewer: ______________________________________________________________
Date: __________________________________________________________________
Curriculum, Instruction and Student Assessment
Indicate 3, 2, 1, or 0 based on the following rubric:
3 = Meets or exceeds criteria: evidence exists that criteria have been met
2 = Barely meets criteria: some evidence exists that criteria have been met but may be incomplete or inaccurate in some areas
1 = Does not meet criteria: little to no evidence exists that criteria have been met is too vague or completely inaccurate
0 = Cannot determine whether criteria have been met.
To What extent does the course meet
the criteria in this area?
Considerations
1. The Web-based course’s success is measured by the
achievement of students taking it.
The course provider should have references concerning
the number of students who complete the course and
results of end-of-course tests.
3
2
1
0
2. The College, Campus or its designees evaluate the
course over time.
The course provider shall provide evidence of
evaluations.
3
2
1
0
3. A new course provides documentation of its reliability
and completeness.
Evidence of beta testing, peer review and student
evaluations are available upon request.
3
2
1
0
4. Each instructor of a Web based course will be
evaluated at least once a year.
The course provider shall provide evidence of criteria for
instructor evaluations.
3
2
1
0
5. The College or Campus can verify a student’s
participation and performance in a Web-based course
during the course and upon its completion.
The course provider furnishes evidence of student
participation and performance as needed.
3
2
1
0
3
2
1
0
6. Other criteria:
Course is: � Recommended � Not Recommended
Course: __________________________________________________________________
Platform: _________________________________________________________________
Dean or Authorized Designation: ______________________________________________
e-learning Program Coordinator: _______________________________________________
31
Appendix: Forms, Worksheets, and Reference
Sample Checklist for Technical Requirements
Minimum Criteria (Discussion Document for Technical Engineers)
Site is ADA compliant
Site is copyright compliant
Site has an internal search engine and seamless access from Delgado home page (should
there be a standard for # of clicks to get to online courses?)
Site navigation structure is intuitive (clarify criteria) and consistent throughout
Site pages follow consistent formatting throughout
Links are easily identified (confirm standard format) and consistently follow format
Site contains no broken links
Site pages all link to home page
Site does not require horizontal scrolling
Site loads within……(confirm reasonable load time) on a dial-up connection
Course content can be printed…..(confirm reasonable # of clicks for “easy” printing)
Instructor contact information is located…….(confirm what information to include, #s,
minimum response times, etc.)
Student contact information is located…..(confirm what information to include)
Last update of site is located…..(confirm reasonable timeframes for regular updates)
Site author identification and contact information is located….(confirm what information to
include)
Site feedback form to site author is located…..(confirm accessibility and format)
Sign-off on ownership of site (confirm responsibilities and accountabilities for critical
components of course)
Regular communication with other areas to ensure content meets technical capabilities and
standards? Delgado website supportive of online course technical needs? Ongoing
feedback between technical staff, students and faculty for continual quality improvement?
32
Appendix: Forms, Worksheets, and Reference
Sample Checklist for Program Assessment
Minimum Criteria (Discussion Document for Program Coordinators and I.E.)
Identical or alternative faculty approved assessment tools are used for summative
assessment of student learning in the same Distance and Traditional classroom courses
(confirm criteria)
Course assessment tools provide reliable, objective feedback (confirm criteria)
Reliable assessment feedback data is used to compare student learning in Distance and
Traditional classroom courses (confirm purpose of comparison, specific metrics and
standards, standard deviations)
Course and Program retention data is used to compare student learning in Distance and
Traditional classroom courses (confirm purpose of comparison, specific metrics and
standards, standard deviations)
Exit exams, licensure exams, oral and written comps administered for summative
assessment are used to compare student learning in Distance and Traditional classroom
courses (confirm purpose of comparison, specific metrics and standards, standard
deviations)
Peer review forms are used to compare student learning in Distance and Traditional
classroom courses (confirm purpose of comparison, specific metrics and standards,
standard deviations) and provide feedback for continual program improvement
Improvements and quality enhancements in Student Learning Outcomes are documented
and used to compare Distance and Traditional classroom courses (confirm purpose of
comparison, specific metrics and standards, standard deviations)
Distance Learning Student Feedback forms are used as input for quality improvement
(confirm who administers this, expected standards, methods for follow-up)
33
Appendix: Forms, Worksheets, and Reference
Sample Online Course Assessment Checklist - Management
This checklist is based on several agencies recommendations for best practices including SREB,
NEA and SACS-COC and is designed to assist states and schools in determining the quality and
effectiveness of Web-based courses. It is suggested that each course be rated on the extent to
which it meets the criteria, with 1 indicating that a course does not meet the criteria and 3
indicating that it does.
Course/Discipline: ________________________________________________________________
Reviewer: ______________________________________________________________
Date: __________________________________________________________________
Curriculum, Instruction and Student Assessment
Indicate 3, 2, 1, or 0 based on the following rubric:
3 = Meets or exceeds criteria: evidence exists that criteria have been met
2 = Barely meets criteria: some evidence exists that criteria have been met but may be incomplete or inaccurate in some areas
1 = Does not meet criteria: little to no evidence exists that criteria have been met is too vague or completely inaccurate
0 = Cannot determine whether criteria have been met.
To What extent does the course meet
the criteria in this area?
Considerations
1. The course provider is authorized to
operate by the state where the course
originates.
State review of courses and accreditation of
providers are ways to ensure that the course
provider is of quality.
3
2
1
0
2. The College or Campus has reviewed the
course to ensure its quality before it is used.
There is documentation of these reviews.
3
2
1
0
3. The College or Campus in which the
student is enrolled will accept the course for
credit.
Is this course taught for credit? Will the College or
Campus accept this course for credit?
3
2
1
0
4. Procedures for fees and payments are
established before students enroll in a
course.
Tuition and fees related to the course are
disclosed fully, and payment methods and
schedules are provided.
3
2
1
0
5. Student work and personal data are
secure.
Student information remains confidential as
required by the Family Education Rights and
Privacy Act.
3
2
1
0
6. Students are monitored to ensure
academic honesty.
College or Campus provides means to monitor
student performance. The course design
promotes monitoring of student performance.
3
2
1
0
7. An instructor or educator coordinates and
assists students with instructional, technical
and management requirements.
The course provider offers training and support to
the e-learning coordinator, who assists with
course requirements, assignments and grades
and who acts as a liaison among students, the
College or Campus, and the course provider.
3
2
1
0
8. The course provider offers the course
instructor and e-learning coordinator
assistance with technical and course
management.
The course provider offers orientation training,
distance learning training, product/course
updates, a help desk, special technical assistance
and answers to frequently asked questions.
3
2
1
0
34
Appendix: Forms, Worksheets, and Reference
Curriculum, Instruction and Student Assessment
Indicate 3, 2, 1, or 0 based on the following rubric:
3 = Meets or exceeds criteria: evidence exists that criteria have been met
2 = Barely meets criteria: some evidence exists that criteria have been met but may be incomplete or inaccurate in some areas
1 = Does not meet criteria: little to no evidence exists that criteria have been met is too vague or completely inaccurate
0 = Cannot determine whether criteria have been met.
9. Students have access to necessary,
relevant learning materials.
The course provider identifies materials and
technological resources that students will need.
There is a list of who is expected to provide these
materials, which may include scanners, digital
cameras, reference materials, books, videos,
software and lab equipment.
3
2
1
0
10. The course provider has identified
prerequisite sills in the use of technology.
The course syllabus describes in detail what
knowledge of certain programs and/or multimedia
students should have for the course.
3
2
1
0
11. There are technical requirements for
acceptable access.
The course requirements include minimum
technical requirements.
3
2
1
0
12. The instructor is trained to use the
course and resources effectively to deliver
instruction.
If the course provider employs the instructor, the
provider submits evidence that the instructor is
certified in the subject matter and has been
trained as an online instructor.
3
2
1
0
13. The students receive technical support to
ensure ease of use of the course.
Every student has access to a workstation,
network, ISP and course support.
3
2
1
0
14. There is a policy for recourse or appeal if
the Web-based course is not delivered as
described.
Contracts and licensing agreements specify how
the course will perform and the sanctions and
penalties that will result if it does not meet those
expectations.
3
2
1
0
15. The course is coordinated with academic
calendar of the students before it begins.
The course can accommodate multiple calendars
(block, 4x4, traditional).
3
2
1
0
16. Faculty information and office hours are
clearly listed.
Evidence of staff information and office hours are
stated within the course.
3
2
1
0
35
Appendix: forms and reference material
SAMPLE
Memorandum of Agreement
Development of Electronically Delivered Course
I ____________________________am an employee of __________________________College at
__________________________ Campus (hereinafter “the College”), a college within the Louisiana
Community and Technical College System.
As a part of my job duties at the College, I have been asked to develop and prepare educational
materials for delivery over the Internet or other electronic means. These educational materials will consist
of, but are not limited to, instructional text and related media such as course books, workbooks, images,
graphics, web pages, assessment tests, etc.
I acknowledge that developing educational materials fall within the scope of my regular duties of
employment at the College. I acknowledge that the College has the right to govern the time, methods,
and standards of my work. Accordingly I understand that, notwithstanding any policy to the contrary, any
and all such educational materials are solely owned by the college.
I understand that these educational materials will be maintained and published in the Louisiana Technical
College online Library or the LCTCS online library and made available for reuse by the college or other
institutions within LCTCS.
_______________________
Signature of Faculty Member
___________________________
Signature of Vice Chancellor of Instruction
___________________________
Date
Appendix: Forms, Worksheets, and Reference
NEW COURSE FEASABILITY QUESTIONAIRRE
WHY SHOULD THIS COURSE BE OFFERED IN AN ELECTRONIC FORMAT?
The primary purpose of this evaluation is to help faculty and administrators determine the wisdom and/or
feasibility of offering a course in an electronic format. This process is designed to improve these services
and processes as they are continually developed and refined. By continually evaluating the instructional
design and conversion lifecycle of a course, the objectives, scope and data gathering methods are more
clearly and consistently defined and refined.
1) Was a feasibility analysis conducted in order to determine whether this course should be converted to
an electronic format in addition to offering it in a traditional format? If no, such a feasibility analysis
should be conducted and its results considered before such a conversion is attempted.
2) Was a feasibility analysis conducted in order to determine whether students would benefit from
technology insertion into the existing traditional course format? If no, such an analysis should be
conducted and its results considered before an insertion is developed
3) What are the goals and objectives of the course to be converted or modified?
4) How are you evaluating your courses for e-learning suitability?
5) What instructional design considerations are being given to the development of an electronicallydelivered course or components within the course?
6) Are other courses being offered, at your college, in such numbers that your college can provide the
support staff to avoid any downtime or crashes to the system that you plan to utilize?
7) Has any staff development been conducted with existing staff resources or has contractor support
been obtained?
8) Is there a strategic education and training plan in place that would tie in strategic planning for
electronic learning to the college’s master plan for technology and the budgeting and funding process?
9) Have you developed metrics for tracking analyzing investments made toward electronic learning on
your campus?
10) Are all of your stock holders involved in the e-learning initiative and do you use standard project
management techniques within the initiative?
11) What are your college’s long-term goals for the e-learning program?
37
Appendix: Forms, Worksheets, and Reference
Sample Checklist for Instructional Requirements
Minimum Criteria (Principles of Good Practice – LCTCS)
Site includes a “course orientation” (discuss criteria for an effective online course orientation)
Site includes an introduction to the instructor, contact information
Site includes policies for prompt student feedback (confirm standard turn-around time for
instructors to give feedback)
Site includes policies for assignment deadlines (confirm standard policies)
Site includes policies for discussion participation (discuss relevance and effective criteria)
Site includes policies for evaluating student performance (assessment techniques and rubrics) and
easy access to student grades (confirm technical recommendations for # of clicks-whatever-to
ensure easy access)
Site includes syllabus modeled from corresponding master syllabus, including learning outcomes
and assessment methods
Site includes particular class objectives based on learning outcomes (discuss guidelines for writing
objectives)
Self-directed learning activities and discussions are structured and sequenced to assist learners in
achieving learning outcomes(confirm validation techniques for this)
Site includes performance expectations (confirm reasonable measurement for “high” expectations)
Site includes guidelines for success, support information (discuss effective success strategies,
confirm support recommendations and #s)
Site includes a structured, flexible course schedule (confirm effective scheduling techniques)
Instructional design reflects a deliberate pedagogical technique (discuss relevance and criteria)
Instructional design addresses multiple learning styles (confirm effective methods)
Active learning techniques are used (discuss effective techniques to use as effective examples)
Site provides features for student-to-student interaction (discuss criteria for quality discussion
forums or other collaborative features)
Course content is well organized so that….(confirm criteria for well-organized course content)
Site content and course material are grammatically correct and use language appropriate for the
learner (discuss relevance and criteria)
Site includes self-assessment methods for students to monitor progress (confirm methods, tools)
38
Appendix: Forms, Worksheets, and Reference
Guidelines For Stating Learning Outcomes –
A Collaborative Engagement for Faculty
Student learning outcomes should integrate clearly with established institutional intentions. This clarifies
the purpose of the course within the broader framework of the student’s education and helps to relate
developing competencies to an academic program requirement and the student’s individual learning plan.
Example: Senior Communications Seminar, Elizabethtown College
Mission –
…foster the capacity for
independent thought
and commitment to
personal
integrity…affirms values
of peace, justice and
human dignity. . .with a
blend of liberal arts and
professional studies…
Goal –
…encourage free inquiry,
curiosity, and academic
achievement…develop
skills for critical analysis
and effective
communication, foster
maturity and
citizenship…support
GenEd Characteristic –
…developed analytical
thought…clear means of
self-expression
…understanding of self
and environment
…intercultural studies and
languages…professional
identity…
Commun. Dept. Miss. –
…consider societal..ethical
concerns of communication
practices, policies,
issues..acquire skill
developing messages from
many perspectives…aesthetic
awareness…critical
judgment…individual
creativity…
Student Learning Outcomes
 Develop and produce a major project for use by a chosen client.
 Analyze and research the client’s problem, submitting a written research paper articulating the goal of the project, its social
implications or issues.
 Prepare a professional resume through introspective analysis of learning and skills, targeting a specific professional identity you are
comfortable with that provides grounding for further development of a life-long career.
Delgado Community College Mission:
Goals stated in strategic plan to which your course contributes:
If the course is a General Education Course, general education characteristics to which your
course contributes value:
Department/Program Mission:
Student learning outcomes describe what you intend for your students to know (cognitive, content), think
(affective, values and self-reflection), or do (behavioral, applied skills) outside the classroom with what
they have learned. What do you visualize your students being able to DO as a result of this course?
Clear learning outcome statements:

Use action verbs that specify definite behaviors (See Bloom’s Taxonomy)

Use simple language that describes an observable behavior

Have a measurable standard of performance or quality

Do not emphasize “how” or “why” in a learning outcome

Do not bundle several outcomes in one statement
39
Appendix: Forms, Worksheets, and Reference

Do not lead to the use of grades as a means of assessment
Words to avoid altogether because they are not behaviors you can see

Know

Understand

Believe

Feel

Be

Subjective qualitative intensifiers such as: demonstrates “excellent” taste in music; writes
paragraphs “well”
Examples from Natural Science Course:
No: Students will understand scientific methodology
Yes: Students apply scientific methodology to test hypotheses
No: Students will make a “B” or better on the midterm test for theories and scientific claims
Yes: Students can evaluate the validity and limitations of theories and scientific claims in
experimental results
No: Students will be prolific in basic scientific principles and pass the departmental exit exam.
Yes: Students will demonstrate an understanding of basic scientific principles by restating the
principle in their own words and giving a real-world example of the principle in action.
Example from Social Science Course:
No: Students feel comfortable with their cultural identity in our society
Yes: Students can identify the role that cultural diversity plays in defining what it means to be a
social being
No: Students will complete the chapter questions that identify the origins, workings, and
ramifications of social and cultural change in their own identity
Yes: Students can identify the origins, workings, and ramifications of social and cultural change in
their own identity
No: Students attend two other social science classes during the semester.
Yes: Students compare the distinctive methods and perspectives of two or ore social science
disciplines.
2 final questions to consider when developing SLOs:

What evidence or behavior would a skeptic need to see in order to admit that your students are
achieving the major goals you’ve set out for them?

In your experience, what evidence tells you when students have met these goals – how do you
know when they’re “getting” it?
40
Appendix: Forms, Worksheets, and Reference
Faculty Template: Student Learning Outcome Guide (Sample)
Course Title: Integrated Office Systems
Themes(s): Professionalism; Design and layout; Integration
Concepts and Issues
P
R
E
R
E
Q
U
I
S
I
T
E
S
Concepts:
 Critical thinking
 Problem solving
 Formatting
 Word Processing
 Spreadsheet
 Database
 Presentations
 Integration
techniques
 E-mail
 File management
 Browsers
 Peripheral
equipment
Issues:
 Communication
 Teamwork
 Proofreading
Skills
Assessment Tasks
 Develop team:
structure, roles,
schedule
 Analyze data to
determine type of
files needed for
project.
 Use file
management to
store and locate
files.
 Use critical thinking
skills to determine
software applications
to be used.
 Use MS-Office to
produce projects.
 Determine Ole
techniques for
producing projects.
 Use good design and
layout for business
documents.
 Operate additional
equipment as
needed for projects.
 Use e-mail to
communicate with
team.
 Use e-mail to
communicate with
instructor weekly.
41
2.Develop portfolio
of “cameraready” business
documents using
MS-Office
3.Create & present
a slide-show
capstone project
to a panel from
business
community.
1.Develop e-mail
journal of weekly
progress.
Intended Learning
Outcomes
As a part of a
team, analyze
data; then
determine and
apply the software
applications,
integration
techniques, and
additional
electronic
resources needed
to develop
business
documents and/or
slide-show
presentations in a
specific business
setting.
Appendix: Forms, Worksheets, and Reference
What must the
student understand
to demonstrate the
intended outcome?
What skills must the
student master to
demonstrate the
intended outcome?
What will students
do in here to
demonstrate
evidence of the
outcome?
42
What do students
need to be able to do
“out there” for which
this course will
prepare them?
Appendix: Forms, Worksheets, and Reference
Faculty Template: Student Learning Outcome Guide
Course Title:
Themes(s):
Concepts and Issues
Skills
Assessment Tasks
Intended Learning
Outcomes
P
R
E
R
E
Q
U
I
S
I
T
E
S
What must the student
understand to
demonstrate the intended
outcome?
What skills must the
student master to
demonstrate the
intended outcome?
What will students do
in here to demonstrate
evidence of the
outcome?
43
What do students need to be
able to do “out there” for
which this course will
prepare them?
Appendix: forms and reference material
Faculty Scoring Guide for Student Learning Outcome Preparation
Faculty Self-Assessment tool to use for Student Learning Outcomes at the course level
1 – Absent
I
N
D
I
C
A
T
O
R
s
I
N
D
I
C
A
T
O
R
S
I
N
D
I
C
I
N
D
I
N
2 – Developing 3 – Adequate
Factor: Outcome Statements
 Begins with action verb ...............................
1
2
3
4
4 – Well developed
Suggestions:
 Stated in words student might use ...............
 1 to 3 outcomes per course .........................
 Tells what student will be able to do after the
course ......................................................
 Can be measured for performance and/or quality
standards ..................................................
 Drives instructional design and content .........
Factor: Description of Assessment Methods
 1-4 assessment checkpoints per course ........
 Is an objective indicator(s) of the outcome (has
clear rubric) ..............................................
 Is possible to implement in class situation .....
 Is evidence of concept and skill development
(has clear rubric) .......................................
 Is an authentic, real-life task or issue ...........
 Is challenging enough to engage students
(confirm criteria) ........................................
 Provides some element of student control
(confirm criteria) ........................................
 Demonstrates knowledge, values, and skill
(confirm criteria) ........................................
Factor: Themes, Concepts and/or Issues
 Consists of key words or phrases that describe
the knowledge base essential to the SLO .....
 Focuses on meaning, values, or broader
implications ...............................................
 Indicates what needs to be understood to
succeed on assessments.............................
Factor: Skills
 Begins with action verb ...............................
 Requires practice ........................................
 Essential to assessment and SLO ..................
 Can be broken into sub-skills .......................
Factor: Continuity
 Clear relationship between content, assessment
methods, and SLOs ....................................
 Clear relationship between course SLOs,
program mission, college goals and mission,
student learning plan
Course Title:
Assessed by:
Date:
Appendix: forms and reference material
Specifying Learning Outcomes Using Verbs Illustrating Bloom’s Taxonomy
Knowledge
Comprehension
Application
Analysis
Systhesis
Evaluation
Cite
Associate
Apply
Analyze
Arrange
Appraise
Count
Classify
Calculate
Appraise
Assemble
Assess
Define
Compare
Demonstrate
Categorize
Collect
Choose
Draw
Compute
Determine
Compare
Compose
Criticize
Identify
Contrast
Dramatize
Debate
Construct
Critique
List
Differentiate
Employ
Diagram
Create
Determine
Name
Discuss
Examine
Differentiate
Design
Estimate
Point
Distinguish
Illustrate
Distinguish
Formulate
Evaluate
Quote
Estimate
Interpret
Examine
Integrate
Grade
Read
Explain
Locate
Experiment
Manage
Judge
Recite
Express
Operate
Identify
Organize
Measure
Record
Extrapolate
Order
Inspect
Plan
Rank
Repeat
Interpolate
Practice
Inventory
Prepare
Rate
Select
Locate
Restructure
Question
Prescribe
Recommend
State
Predict
Schedule
Structure
Produce
Revise
Tabulate
Report
Sketch
Separate
Propose
Score
Tell
Restate
Translate
Summarize
Specify
Select
Trace
Review
Use
Tabulate
Synthesize
Standardize
Underline
Tell
Write
Test
Write
Validate
Adapted by Eliiot Elfner, Institutional Effectiveness Associates, from a presentation by Susan Hatfield at the Annual Conference of the Higher
Learning Commission, April, 2004
Appendix: Forms, Worksheets, and Reference
Sample BlackBoard Basics Course from UT
The following learning objectives from UT Austin represent the kind of Level 1 Module activities
outlined above in the Sample Online Faculty Development Curriculum
The Basics



Assignments
Introduction




The Control Panel
Modifying your Courses List
Course Management








Using the Collaboration tool










Using the Discussion Board
Copying courses from Blackboard5
Copying courses in Blackboard6
Combining course sites
Customizing your course menu
Importing an archived file
Enrolling a user
Modifying a user
Entering grades for an Assignment
Using Item File Clean Up feature
What is an Assessment?
Creating a test
Making your test available
Creating a survey
Making your survey available
Using the Pool Manager
Create a test from a pool
Upload test questions
Viewing Test/Survey Results
Downloading Test/Survey Results
Manuals
Adding TAs to Blackboard
Adding and modifying a group


Gradebook tool



Downloading an Assignment
Assessment tools
Adding an Item
User Management




Adding an Assignment
Instructor manual - HTML
Instructor manual - PDF
For Students...
Adding grades to your Gradebook
Downloading your Gradebook






Uploading your Gradebook
46
Using the Digital Drop Box
Downloading Assignment
Uploading an Assignment
Change your e-mail address
Student manual - HTML
Student manual - PDF
Appendix: forms and reference material
Sample Peer Review
This checklist is based on several agencies recommendations for best practices including SREB, NEA and
SACS-COC and is designed to assist states and schools in determining the quality and effectiveness of
Web-based courses. It is suggested that each course be rated on the extent to which it meets the
criteria, with 1 indicating that a course does not meet the criteria and 3 indicating that it does.
Course/Discipline/Provider:_________________________________________________
Reviewer: ______________________________________________________________
Date: __________________________________________________________________
Curriculum, Instruction and Student Assessment
Indicate 3, 2, 1, or 0 based on the following rubric:
3 = Meets or exceeds criteria: The considerations are consistently evident
2 = Barely meets criteria: The considerations are evident less than 80% of the time
1 = Does not meet criteria: The considerations are evident less than 50% of the time
0 = Cannot determine if the criteria have been met.
To What extent does the course meet
the criteria in this area?
Considerations
1. The course content and assessments are
aligned with the state’s academic standards.
All grades are posted in the Gradebook feature
of Blackboard and exceptions approved by
Divisional Dean.
Course objectives and student learning objectives are listed.
Assessments are matched to course content and state
academic standards. Students were required to submit
something within the first five days of class for the purpose
of attendance reporting.
3 2
1
0
2. The course engages students in learning
activities that address various learning styles.
Learning activities and options, including case studies,
simulations, and written assignments, Web resources,
reading activities, discussions, labs and multimedia are
embedded in the course.
3 2
1
0
3. The course gives students opportunities to
engage in abstract thinking and critical
reasoning.
Inquiry-based learning and discussions are used. Students
are challenged and encouraged to predict, summarize,
interpret, contrast and differentiate ideas.
3 2
1
0
4. The course structure includes fair, adequate
and appropriate methods and procedures to
assess students’ mastery of content. Instructor
tests Assessments by clicking on the test link
and taking the test to make sure it works
correctly.
Valid and reliable assessments included online or proctored
testing, performance assessments, standardized tests,
projects, demonstrations, multimedia presentations, case
studies, simulations and electronic portfolios. At least one
proctored exam is incorporated into the course, coordinated
times, dates, and locations done through Divisional Dean.
All proctored exams posted in the Tests section of the
classroom and password protected. Encourage students to
complete course evaluations.
3 2
1
0
5. The course provides appropriate instructor to
student interaction, including timely, frequent
feedback about student progress.
Instructors respond to students within 24 hours. Feedback
may include e-mails, discussions, portfolios, telephone calls,
regular progress reports and term/semester grades. Use
your DCC assigned Outlook account as your e-mail address
3 2
1
0
Appendix: Forms, Worksheets, and Reference
Curriculum, Instruction and Student Assessment
Indicate 3, 2, 1, or 0 based on the following rubric:
3 = Meets or exceeds criteria: The considerations are consistently evident
2 = Barely meets criteria: The considerations are evident less than 80% of the time
1 = Does not meet criteria: The considerations are evident less than 50% of the time
0 = Cannot determine if the criteria have been met.
To What extent does the course meet
the criteria in this area?
Considerations
for all communication with your students and the
institution. Instruct students to use their DCC account as
well and include in the subject line the course ID and
section number.
6. The course provides opportunities for
appropriate student-to-student interaction and
a plan for monitoring that interaction.
Collaborative learning opportunities, through e-mails,
discussion threads, simulation, lab activities and other
group projects are embedded in the course design. At least
10 Discussion Boards per term are incorporated and have
active participation.
3 2
1
0
7. The course complies with the Americans with
Disabilities Act and Section 508.
See act requirements.
3 2
1
0
8. Students have access to resources that enrich
the course content.
All materials and/or Web links have been reviewed for
appropriateness and are aligned with course objectives and
specifications.
3 2
1
0
9. A complete, clear course syllabus is submitted
and available for review by the first day of
registration.
The syllabus outlines course content, expectations of
students, required materials, the course’s credit value and a
grading scale. It is located in the Syllabus section of the
classroom. It is available no later than 8:00 am the first day
of the semester.
3 2
1
0
10. Issues associated with the use of copyrighted
materials are addressed.
The course provider guarantees in writing that all course
materials comply with copyright laws.
3 2
1
0
11. The instructor can adapt learning activities
and assessments to accommodate students
with disabilities.
The course can be modified to meet the needs of students
or instructors with disabilities.
3 2
1
0
12. Course adheres to consistency in regards to
navigation and design.
The course follows guidelines for good format. Outdated
materials are removed or revised.
3 2
1
0
13. Course exhibits a student orientation.
The course requires either an online student orientation or
an on-campus orientation. Welcome Letter or
Announcement to students outlining the course and where`
to start is up the first week.
3 2
1
0
14. Instructor manages schedule and record
keeping then archives class at the end of
term.
An announcement is posted at the beginning of each week
to explain the student’s expectations for the week.
Attendance is recorded each week. All grade reporting is
complete by college deadlines. Instructor uses Digital Drop
Box or Assignments utility for student assignment
submissions. Respond to all emails within 2 business days
and explain that this does not include weekends or
holidays; otherwise inform your students and your
Divisional Dean. Instructor evaluates all assignments within
a reasonable time, two days from submission for all but
48
Appendix: Forms, Worksheets, and Reference
Curriculum, Instruction and Student Assessment
Indicate 3, 2, 1, or 0 based on the following rubric:
3 = Meets or exceeds criteria: The considerations are consistently evident
2 = Barely meets criteria: The considerations are evident less than 80% of the time
1 = Does not meet criteria: The considerations are evident less than 50% of the time
0 = Cannot determine if the criteria have been met.
To What extent does the course meet
the criteria in this area?
Considerations
lengthy written assignments or essay exams. If there is a
delay in posting grades, communicate with students and
Divisional Dean.
Sample Course Approval Checklist
This checklist is based on several agencies recommendations for best practices including SREB, NEA and
SACS-COC and is designed to assist states and schools in determining the quality and effectiveness of
Web-based courses. It is suggested that each course be rated on the extent to which it meets the
criteria, with 1 indicating that a course does not meet the criteria and 3 indicating that it does.
Course/Discipline/Provider:_________________________________________________
Reviewer: ______________________________________________________________
Date: __________________________________________________________________
Course Management
Indicate 3, 2, 1, or 0 based on the following rubric:
3 = Meets or exceeds criteria: The considerations are consistently evident
2 = Barely meets criteria: The considerations are evident less than 80% of the time
1 = Does not meet criteria: The considerations are evident less than 50% of the time
0 = Cannot determine if the criteria have been met.
To What extent does the course meet
the criteria in this area?
1. The course provider is authorized to
Considerations
State review of courses and accreditation of
providers are ways to ensure that the course
provider is of quality.
3 2
1
0
2. The College or Campus has reviewed the
There is documentation of these reviews.
3 2
1
0
3. The College or Campus in which the
Is this course taught for credit? Will the College or
Campus accept this course for credit?
3 2
1
0
operate by the state where the course
originates.
course to ensure its quality before it is
used.
student is enrolled will accept the course
for credit.
49
Appendix: Forms, Worksheets, and Reference
Course Management
Indicate 3, 2, 1, or 0 based on the following rubric:
3 = Meets or exceeds criteria: The considerations are consistently evident
2 = Barely meets criteria: The considerations are evident less than 80% of the time
1 = Does not meet criteria: The considerations are evident less than 50% of the time
0 = Cannot determine if the criteria have been met.
To What extent does the course meet
the criteria in this area?
Considerations
4. Procedures for fees and payments are
established before students enroll in a
course.
Tuition and fees related to the course are disclosed
fully, and payment methods and schedules are
provided.
3 2
1
0
5. Student work and personal data are
Student information remains confidential as required
by the Family Education Rights and Privacy Act.
3 2
1
0
6. Students are monitored to ensure
academic honesty.
College or Campus provides means to monitor
student performance. The course design promotes
monitoring of student performance.
3 2
1
0
7.
The course provider offers training and support to
the e-learning coordinator, who assists with course
requirements, assignments and grades and who acts
as a liaison among students, the College or Campus,
and the course provider.
3 2
1
0
8. The course provider offers the course
instructor and e-learning coordinator
assistance with technical and course
management.
The course provider offers orientation training,
distance learning training, product/course updates, a
help desk, special technical assistance and answers
to frequently asked questions.
3 2
1
0
9.
The course provider identifies materials and
technological resources that students will need.
There is a list of who is expected to provide these
materials, which may include scanners, digital
cameras, reference materials, books, videos,
software and lab equipment.
3 2
1
0
10. The course provider has identified
prerequisite sills in the use of
technology.
The course syllabus describes in detail what
knowledge of certain programs and/or multimedia
students should have for the course.
3 2
1
0
11.
There are technical requirements
for acceptable access.
The course requirements include minimum technical
requirements.
3 2
1
0
12. The instructor is trained to use the
course and resources effectively to
deliver instruction.
If the course provider employs the instructor, the
provider submits evidence that the instructor is
certified in the subject matter and has been trained
as an online instructor.
3 2
1
0
secure.
An instructor or educator coordinates
and assists students with
instructional, technical and
management requirements.
Students have access to necessary,
relevant learning materials.
50
Appendix: Forms, Worksheets, and Reference
Course Management
Indicate 3, 2, 1, or 0 based on the following rubric:
3 = Meets or exceeds criteria: The considerations are consistently evident
2 = Barely meets criteria: The considerations are evident less than 80% of the time
1 = Does not meet criteria: The considerations are evident less than 50% of the time
0 = Cannot determine if the criteria have been met.
To What extent does the course meet
the criteria in this area?
Considerations
13. The students receive technical
support to ensure ease of use of the
course.
Every student has access to a workstation, network,
ISP and course support.
3 2
1
0
14. There is a policy for recourse or
appeal if the Web-based course is not
delivered as described.
Contracts and licensing agreements specify how the
course will perform and the sanctions and penalties
that will result if it does not meet those
expectations.
3 2
1
0
15.
The course is coordinated with
academic calendar of the students
before it begins.
The course can accommodate multiple calendars
(block, 4x4, traditional).
3 2
1
0
16. Faculty information and office hours
are clearly listed.
Evidence of staff information and office hours are
stated within the course.
3 2
1
0
17. The Web-based course’s success is
measured by the achievement of
students taking it.
The course provider should have references
concerning the number of students who complete
the course and results of end-of-course tests.
3 2
1
0
18. The College, Campus or its designees
evaluate the course over time.
The course provider shall provide evidence of
evaluations.
3 2
1
0
19. A new course provides documentation
of its reliability and completeness.
Evidence of beta testing, peer review and student
evaluations are available upon request.
3 2
1
0
20. Each instructor of a Web based
course will be evaluated at least once
a year.
The course provider shall provide evidence of
criteria for instructor evaluations.
3 2
1
0
21. The College or Campus can verify a
student’s participation and
performance in a Web-based course
during the course and upon its
completion.
The course provider furnishes evidence of student
participation and performance as needed.
3 2
1
0
51
Appendix: Forms, Worksheets, and Reference
Sample Student Review and Evaluation Rubric for Student Feedback
(From LCTCS)
Course
#/Section
Please check “yes” or “no” to the following
questions, explaining your response in the
space provided.
Semester/Year
Yes
No
1. I was prepared for this class, completed all
necessary assignments, and participated in
each scheduled session.
2. The Course material was appropriate to my
level of education.
3. I would recommend this course to other
students.
4. The course allowed for the appropriate amount
of interaction with other students.
5. The Syllabus and course expectations were
relevant.
6. Tests and assignments were relevant to the
course.
7. The learning objectives were clearly stated.
8. The learning objectives were met.
9. All material was presented in a concise/clear
manner and was up-to-date.
10. I obtained enough knowledge to move to the
next level of this course.
11. The grading scale and procedure was clearly
explained and posted on the course site.
12. Instructor was available for office hours that
were clearly posted to the courses site and
answered questions in a timely manner.
13. The instructor was very knowledgeable about
the course content and subject areas that
were appropriate to this course
14. The instruction was appropriate to my level of
education
15. I would recommend this instructor to other
students
16. The instructor was very professional in all
forms of communication
17. The amount of interaction between Instructor
and student was appropriate to the course
content
18. The instructor provided all students with the
syllabus and course expectations, including
grading scales
52
Instructor
Explanation
Campus
Appendix: Forms, Worksheets, and Reference
Please check “yes” or “no” to the following
questions, explaining your response in the
space provided.
Yes
No
Explanation
19. The instructor encouraged interaction
between students
20. The instructor provided adequate feedback on
tests and assignments
21. Tests and assignments were graded in a
timely manner
22. The topics presented in oral or written form
were in logical order
23. The instructors notes, etc. were legible and
easy to follow
24. The instructors notes, etc. were legible and
easy to follow
25. Posted assignments, course work, and/or
course projects encouraged students to think.
A
I expect to make the following grade in this course:
53
B
C
D
F
Appendix: Forms, Worksheets, and Reference
CONTINUOUS IMPROVEMENT GUIDE FOR ELECTRONIC LEARNING
Teaching Faculty Observed:____________________________________________________
Peer Faculty Name:___________________________________________________________
Course:________________________ Semester/Date:_______________________________
Course Items to be Observed:
Comments:
Home Page/ Opening Screen Shot
Good Descriptions (and/or links) are properly
used to guide students easily through the
components of the course and identity with the
instructor.
Syllabus
Complete, easy to understand, and complies
with established guidelines
Calendar of Events and Assignments
Calendar of events and assignments are
designed for ease of learning and for the
meeting the course objectives.
Testing
The test schedule is available and appropriate
Testing Sites/ Proctors
Testing sites have been notified, students are
advised of testing locations and contacts, and
proctors have been secured, trained, and
advised.
Links to Student Services
There are high-quality links to appropriate
students services such as registration,
counseling, financial aid, etc.
54
Appendix: Forms, Worksheets, and Reference
Learning Resource Links
There are appropriate links to other learning
resources such as information web sites,
required software, etc.
Textbook
The textbook is suitable for the course
Colors
Color is properly used and easy on the eyes
Graphics
Appropriate graphics are utilized well.
Discussion Group
There is a discussion group available for student
and faculty interaction
Bookstore
Students are made aware of how to secure
textbooks and other materials for the course
Turn-Around/ Feedback Loop
The turn-around for faculty feedback to students
is 24-48 hours or less.
55
Appendix: Forms, Worksheets, and Reference
Summary of Online Course Reviews
Course is: 
Recommended  Not Recommended
Course: __________________________________________________________________
Platform: _________________________________________________________________
Dean or Authorized Designation: ______________________________________________
e-learning Program Coordinator: _______________________________________________
56
Appendix: Forms, Worksheets, and Reference
The Evaluation of Exemplary Online Courses
Online
Organization
& Design
Instructional
Design &
Delivery
Minimal
Effective
Exemplary
Much of my homepage is
under construction, with some
key components identified
such as the syllabus. Not all of
my course content has been
migrated.
My Homepage is organized and
navigable. Students can
understand the key
components and structure of
the course; the course is
organized and easy to follow.
My Homepage is well
organized, easy to navigate
and logical. Students can
clearly understand all
components and structure of
the course; the course is well
organized and easy to follow.
My students are uncertain
about what is expected of
them in the online
environment.
My syllabus identifies and
delineates the role the online
environment will play in the
total course.
My syllabus is easily identified
and clearly delineates the role
the online environment will
play in the total course.
My aesthetic design (look) is
rudimentary in
conceptualization and
construction.
My aesthetic design presents
and communicates course
information.
My aesthetic design
effectively presents and
communicates course
information.
My web page structure and
format are inconsistent – links
are in different places and
format varies.
There is consistency in some
aspects of my web page.
There is consistency in all
Aspects of my entire web
course.
Accessibility issues are not
addressed.
I address accessibility issues.
Accessibility issues are
addressed and comply with
prevailing guidelines for my
website.
I provide opportunities for
student input and feedback
that are limited and
inconsistent.
I have provided opportunities
for student input and feedback
regarding course design and
navigability.
I have provided opportunities
for student input and
feedback throughout the
course.
Opportunities that I provide
for interaction and
communication are limited.
My course offers some
opportunities for interaction
and communication among
students, between students
and instructor, and between
students and content.
My course offers multiple
opportunities for interaction
and communication among
students, between students
and instructor, and between
students and content.
My learning objectives are
vague and may be incomplete.
Performance expectations are
unclear or absent.
My learning objectives are
identified and performance
expectations are simplified.
My learning objectives and
performance expectations are
clearly defined.
I do not recognize multiple
learning styles nor do I
accommodate or integrate
them in the design of the
course.
I provide some strategies for
meeting multiple styles, a
recognized attempt to ensure
student understanding of
content.
I provide strategies for
meeting multiple learning
styles and promoting critical
thinking skills. These are
clearly implemented.
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Appendix: Forms, Worksheets, and Reference
Assessment
&
Evaluation
of
Student
Learning
Appropriate
& Effective
Use of
Minimal
Effective
Exemplary
I provide opportunities for
student input and feedback
about instructional design that
are limited and inconsistent.
I provide for student feedback
about instructional design
regularly.
I provide for feedback that is
regularly integrated into the
instructional design and is
used to inform decisions
about instructional strategies.
Some of my course objectives,
instructional strategies and
assessment techniques may
be aligned.
My course provides students
the opportunity to self-assess
their readiness for online
components/course.
My course requires students
to self-assess their readiness
for the online components/
course prior to or at the
beginning of my class.
My assessment strategies are
not fully identified, developed
or implemented.
My course objectives,
instructional strategies and
assessment techniques are
somewhat aligned.
My course objectives,
instructional strategies and
assessment techniques are
closely aligned.
My assessment strategies are
not comprehensive measuring
only the most basic level of
student knowledge.
My assessment strategies are
used to measure content
knowledge, skills, or
performance standards.
My ongoing multiple
assessment strategies are
used to measure content
knowledge, skills, and
performance standards.
I provide opportunities for
students to receive feedback
about their own performance
that are infrequent and
sporadic.
I provide opportunities for
students to receive feedback
about their own student
performance.
Opportunities for students’
self-assessment and/or peer
feedback opportunities exist
on my site. I provide regular
feedback about student
performance in a timely
manner.
My course uses a few
technology tools for
communication and learning.
My course uses some
technology tools to facilitate
communication and learning.
My course uses a variety of
technology tools that are
appropriate and effective for
facilitating communication
and learning.
Some technology may be used
for its own sake. My course
has a few bells but no
whistles.
Technology that I incorporate
is mostly used to support
student learning rather than
for its own sake.
Technology that I incorporate
is used to enhance student
learning rather than for its
own sake.
Multimedia and learning
objects are largely absent.
Multimedia elements and/or
learning objects may be used
to engage students in the
learning process.
Multimedia elements and/or
learning objects are relevant,
optimized for student
Internet users and effectively
engage students in the
learning process on my site.
I provide only limited
opportunities for student
feedback.
I provide for student feedback
that is used to assess delivery
of course content.
I use student feedback to
continually improve
technological delivery of
course content.
Technology
58
Appendix: Forms, Worksheets, and Reference
Learner
Support &
Resources
Minimal
Effective
Exemplary
My Welcome Page has limited
information (for example,
course title and number,
instructor name, phone
number and email).
My Welcome Page follows the
suggested University template
for online course learner
support and resources.
My Welcome Page includes
important information about
being an online student at
the College (including, for
example, links to student
computing disabled student
services, library services,
student learning center, and
the college’s policies; how to
access department/ program
and/or college for advising;
prerequisites; a course
overview and any timecertain meetings; and
instructor contact
information).
My course provides some
resources to support online
student learning.
My course provides coursespecific resources to support
online student learning.
My course replicates or links
to the Welcome Page
information and provides a
variety of course-specific
resources to enhance online
student learning.
My course offers access to few
or limited media resources.
My course offers solid access
to some media resources
appropriate to my course.
My course offers access to a
range of media resources
appropriate to my course,
such as tutorials and
necessary applications.
I provide limited opportunities
for students to give feedback
to faculty.
I solicit student feedback
regarding learner support and
resources.
I solicit student feedback
regarding learner support and
resources to make
modifications when
appropriate.
59
Appendix: Forms, Worksheets, and Reference
FACULTY TRAINING NEEDS SURVEY
Please, mark the electronic learning topics that would be of greatest interest/ benefit to you
and/ or your college’s faculty/ staff/ administrators. Use the following designations to
distinguish levels on interest/ benefit:
5=Immense Benefit
4=Benefit
3=Neutral in Benefit
2=Little Benefit
1=No benefit
_____ A Beginner’s Guide: Getting Past Screensaver
_____ “So a CD came with the textbook, now what?” or “How do my students and I benefit from the new
textbook electronic supplemental resources?”
_____Teaching by Compressed Video: More Than “A Talking Head”
_____Legal Issues in Distance Learning: Copyright and Intellectual Property
_____ Proctor Training for Compressed Video Classes: Legal Issues
_____ Satellite Broadcasting and Receiving: Effective Classroom and Professional Development
Applications
_____ Teaching Over the Internet: Beginners
_____ Teaching Over the Internet: Intermediate
_____ Teaching Over the Internet: Advanced
_____ Creating Powerpoint Presentations and Insertions
_____ Mixing Media
_____ Creating Faculty and Student Orientations
_____ Creating Faculty and Student 24/7 Help Desks and Accessibility
_____ Using Streaming Video in the Classroom
_____ Other:
________________________________________________________________________
________________________________________________________________________
COMPLETE AND RETURN TO YOUR COLLEGE E-LEARNING COORDINATOR.
60
Appendix: Forms, Worksheets, and Reference
References
Instructing and Evaluating in Higher Education: A Guidebook for Planning Learning Outcomes, Ron J.
McBeath, New Jersey: Educational Technology Publications, Inc. ISBN: 0-87778-242-3.
An Internet Survival Workbook for Educators: A Hands-On, Step-By-Step Approach to Learning, Sara A.
Mynarcik, M.Ed., Texas: Digi-Know-How Teachnology Consulting Services, 2001.
Engaging Student in Distance Learning: Interactive Exercises and activities for Field Sites, Thomas E.
Cyrs, Ed. D., New Mexico State University, Center for Educational Development. ISBN: 09628477-4-7.
e-tivities: The Key to Active Online Learning, Gily Salmon, ISBN 0-7494-36. 147
Practical Tips for Teaching Online Groups: Essentials of Web-Based Education, Glowacki-Dudka & Simone
Conceicao-Runlee.ISBN 3 1-89185-34-X.
Teaching and Learning at a Distance: What It Takes to Effectively Design, Deliver, Thomas E. Cyrs. ISBN
3 0-7870-0884-2.
Engaging Students in Distance Learning, ISBN 9628477-4-7.
Facilitating Online Learning: Effective Strategies for Moderators, George Cole and Robert Tinker. ISBN 1891859-33-1.
Higher Education in an Era of Digital Competition: Choices and Challenges, ISBN 89159- 32-3.
The Distance Learner’s Guide, Western Cooperative for Educational Telecommunication. Computer and
Internet Use on Campus: A Legal Guide to Issues on Intellectual Property, Constance S. Hawke.
ISBN 0-7879-5516-7.
Teaching at a Distance: A Handbook for Instructors, by the League of Innovation. Archipelago.
61
Appendix: Forms, Worksheets, and Reference
WEBSITES
December 6, 2005: http://www.usdla.org/html/aboutUs/home.htm (definition of distance learning)
IVETa Annual Conference, 2001, Linda Martinez (domains of competency for DL professionals)
MERLOT (http://www.merlot.org/Home.po) Resource for instructors/ students. Materials, presentations,
activities to use in class, links to on-line materials.
Nine Principles of Good Practice for Assessing Student Learning (http://www.aahe.org) The American
Association of higher Education…a list of “Best Practices.”
An Introduction to Online Assessment
(http://www.lc.cc.il.us/virtual_campus.nsf/87ff8a33284ba82b86256aaf006a2c91/c49cb7a356
92be8286256ab5006e2da8?OpenDocument) )
Online Assessments (http://www.cshe.unimelb.edu.au/assessinglearning/03) 34 strategies for the
development on ongoing assessment as well as a TABLE of objectives, modes of online
assessment and learning characteristics intersects.
Surface and Deep Learning (http://www.dmu.ac.u,~jamesa/learning/deepsurf.htm) Clarifies what
“surface” and “deep” learning are.
Surface and Deep Learning (http://vccslitonline.cc.va.us/mrcte/deep_learning.htm) Promoting Deep
Learning…asked faculty to consider what proportions of their coursework and testing supports
Deep Learning.
Copyright Article (http://chronicle.com/free/v49/i29/29a02901.htm.) Article discusses the long-awaited
easing of the copyright restrictions.
Guidelines for online Course Delivery (http://home.ubalt.edu/ntsbarsh/index.html ) The website contains
information on developing and delivering good online courses.
Impact of the Internet on Learning and Teaching
(http://www.usdla.org/html/journal/MAR02_Issue/article01.html ) Website discusses successful
planning and operation of Internet-based courses and Offers tips.
Learning Styles (http://www.vark-learn.com) Excellent web resource on Learning Styles.
62
Appendix: Forms, Worksheets, and Reference
63