ivc online education faculty handbook

Irvine_Valley_OE_Faculty_Handbook-Spring2016Final.docx 1

IVCOnlineEducationFacultyHandbookVersionSpring2016

VersionSpring2015RevisionHistoryDETFApproved–November3,2014AcademicSenateApproved–January29,2015APTCApproved–February9,2015SPACApproved–February25,2015VersionSpring2016RevisionHistoryOETFApproved–May2,2016APTCApproved–May3,2016AcademicSenateApproved–May5,2016


AcknowledgementsSpecialThankstoCabrilloCollegeandPasadenaCityCollegeforsharingtheirDistanceEducationHandbook.BrookeChooCherylDelsonTheresaDy-RagosCathleenGreinerBruceHaganJudyHenmiDianaHurlbutCelinaLeeAnthonyLinChrisLoefflerRoopaMathurKathySchmeidlerAmyStinsonMindiWolfandallthemembersofDETF/OETFfor2014-2015and2015-2016


TableofContentsIntroduction.......................................................................................................................6FacultyPreparation:FivePrinciplesofOnlineLearning.....................................................7TwoModesofOnlineEducation........................................................................................8Online.............................................................................................................................8Hybrid.............................................................................................................................8NotCorrespondenceCourses.........................................................................................8

Web-EnhancedCourses.....................................................................................................8FacultyPreparation:TechnologyReadinessandPedagogicalReadiness..........................9PedagogicalPractices...................................................................................................10FundamentalPrinciples............................................................................................10ManagementandInteraction..................................................................................11TechnologyIntegration............................................................................................11Assessment...............................................................................................................12Accessibility..............................................................................................................12

Title5DistanceEducationGuidelines..............................................................................12Section55200...............................................................................................................12

OnlineorHybridInstructorTraining................................................................................13CourseQuality:TypesofRegularEffectiveContact.........................................................13Instructor-StudentInteraction.....................................................................................13Student-StudentInteraction........................................................................................14ExamplesofContentInteraction..................................................................................14

HowtoImplementRegularEffectiveContact..................................................................14Instructor-InitiatedInteractions...................................................................................14FrequencyandTimelinessofInstructor-InitiatedInteractions....................................14ExpectationsforInstructor-InitiatedInteractions........................................................15AbsencesfromInstructor-InitiatedInteractions..........................................................15

FullyOnlineorHybrid:Whichisbetterforyourclass?....................................................15FullyOnlineCourses.....................................................................................................15HybridCourses.............................................................................................................15

CourseDesignandCurriculum.........................................................................................16CourseAssessments/StudentLearningOutcomes(SLOs)................................................18Rubrics..........................................................................................................................19CreatingRubrics...........................................................................................................19BenefitsofRubrics.......................................................................................................19TypesofRubrics...........................................................................................................19AnalyticRubrics........................................................................................................20HolisticRubrics.........................................................................................................20

OEBestPractices:FacultyReadinessforOnlineInstruction............................................20TitleIVConsiderations.................................................................................................20

OEBestPractices:SyllabusContentandWelcomeCommunications..............................21TheCourseCheck-InAssignment.................................................................................21CourseCommunication................................................................................................21


On-campusCourseMeetings.......................................................................................21StandardWelcomeforOnlineandHybridCourses......................................................21WelcomeMessageforOnlineCourses........................................................................22PurposeoftheWelcomeMessage...............................................................................22WelcomeMessageinDetail:SuggestedTopicsforInclusion......................................22SyllabusforOnlineCourses..........................................................................................23Online/HybridSyllabusinDetail:SuggestedTopicsforInclusion................................23

Accessibility(504and508Compliance)...........................................................................23UnderstandingAccessibility.........................................................................................23

FederalandStateGuidelines...........................................................................................24Federalguidelinesforaccessibility...............................................................................24Staterequirementsthatapplytodistanceeducation:................................................24

CaptioningGuidelines......................................................................................................25Caption.....................................................................................................................25UseTranscript..........................................................................................................25CaptioningAssistance...............................................................................................25CourseMaterials,PublisherorThird-PartyMaterials,andFacultyWebsites..........25

StudentPrivacy(FERPACompliance)...............................................................................26FERPAandOnlineEducation........................................................................................26PolicyGuidelines......................................................................................................26Whatthismeans......................................................................................................26

FERPAandtheInternet................................................................................................27CopyrightandFairUse.................................................................................................27

OEGuidelinesandStandards...........................................................................................28Accreditation-ACCJCGuidelines.................................................................................28SOCCCDAR6112..........................................................................................................29

AttendanceandParticipation..........................................................................................29StudentResponsibilities...............................................................................................29AttendanceatFirstClassMeeting................................................................................29ExcessiveAbsence........................................................................................................29IndividualCourseAttendanceandParticipationPolicy...............................................30Determiningparticipationgrades................................................................................30Creatinglateworkguidelines.......................................................................................31

DropPolicy.......................................................................................................................31FederalGuidelines........................................................................................................31PolicyGuidelines......................................................................................................31Whatthismeansforonlineeducation.....................................................................31

IrvineValleyCollege’sDropPolicy...............................................................................31PolicyGuidelines......................................................................................................32Whatthismeansforonlineeducation.....................................................................32

ConsiderationsforstudentdropsforOnlineEducation...............................................32DroppedStudentsintheLMS..................................................................................33IVCAddProcedures..................................................................................................33Whatthismeansforonlineeducation.....................................................................33


AddedStudentsintheLMS......................................................................................33GradingPolicy...............................................................................................................33

AcademicHonestyandAuthentication............................................................................33Whatthismeansforonlineeducation.........................................................................33

OnlineEducationResources.............................................................................................35IVCResources...............................................................................................................35ExternalResources.......................................................................................................36


IntroductionThisisasupplementalguidetoIrvineValleyCollege’s(IVC)FacultyHandbookdesignedtoprovideinformationaboutpoliciesandproceduresforOnlineEducation.Thishandbookisorganizedasanonlinedocumentthatcaneasilyallowforsupplementationandrevisionaspoliciesandproceduresdevelopandchange.ThegoalsofthishandbookaretoarticulatethemissionandgoalsoftheOnlineEducation(OE)PrograminrelationtotheprocessesnotedintheDecisionMakingandPlanningManual,andprovidetechnicalandpedagogicalsupportandresourcesforfacultyteachingonlineandhybridcourses.Facultymayalsorefertothishandbookabouttrainingandmentoringforonlineandhybridcoursedeliverymethods.Themandatorypoliciesandproceduresthatrelatetoonlineeducationcourses,bestpracticesinonlineeducation,andhowthesebestpracticesmaybeincorporatedintocoursedesignanddelivery,arefoundinthishandbook.Studentswillbeabletomeettheireducationalgoalsbyaccessingtechnology-assistedinstructioninonline,hybridandweb-enhancedcourses.Facultywillbeprovidedservices,mentoring,andthetechnicalsupportstaffneededtoassisttheminthedevelopment,design,courseevaluation,andongoingmaintenanceofnewandexistingqualityonlinecourses.OnlineEducationisanapproachtolearningwhereinstructiontakesplaceoutsidethetraditionalclassroomsetting.Insteadofteachingface-to-face,instructorsuseonlineorablendofface-to-faceandonlinedeliverymethodstodevelopandfurnishcontentforinstructionandinteractionwithstudents.Studentsinonlineeducationcoursesarerequiredto‘attend’classandparticipatejustasiftheywereinaface-to-facecourse.Attendanceisbasedondocumentationofcourseparticipationthatmeetsthe“regulareffectivecontact”requirement.Instructorsestablishguidelinesforhowmucheachlecture,readingassignment,discussionorprojectqualifiesasweeklycourseparticipation.Facultywhoteachonline,orareinterestedinteachingonline,arehighlyencouragedtoparticipateintheIVCOnlineEducationTaskForce(OETF).TheOETFupdatesandapprovesthisOnlineEducationFacultyHandbook.


FacultyPreparation:FivePrinciplesofOnlineLearning1 Createopportunitiesforstudent-successandlearning.Inonlinelearningenvironments,insteadofbeingthesolesourceofcontentknowledge,theroleoftheinstructorisasafacilitator.Studentsshouldbeencouragedtointeractnotonlywiththecontentandinstructorbutalsowitheachotherinordertounderstand,researchandcometotheirownconclusionsaboutthecoursematerial.2 Establishandmaintainregulareffectivecontact.Regulareffectivecontactisarequirementforonlinelearning,whichstatesthatinstructorsmustkeepincontactwithstudentsonaregularandtimelybasisbothtoensurethequalityofinstructionandtoverifyperformanceandparticipationstatus.3 Createopportunitiesthathavepracticalrealworldapplications.Theactivitiesinonlineeducationcoursesshouldbeauthentic,thatis,basedontasksthatstudentswouldhavetoperforminvarioussettingoutsidetheclassroom.Studentsshouldalsohavechancestoenhancetheirknowledgeabouttheworldthroughcriticalthinkingandreasoningskills.4 Providesupportforeachstudent’slearningprocessandautonomy.Onlineeducationinstructorsshouldengagealltypesoflearnersbyprovidingcontentandassessmentsthatrespectandaccommodatethedifferentneeds,learningstylesandstrategiesofeachstudent.5 Ensureallcoursecontentisreadilyandeasilyaccessibletoallstudents.Instructorsshouldmakecertainthattheircoursesmeetallthenecessaryaccessibilityrequirements(508compliance).Theyshouldalsocreatecoursecontentandassessmentsthatareuser-friendlyintermsoftechnologyandapplytheprinciplesofUniversallyDesignedLearning(UDL)inbothcontentdeliveryandlearningactivities.


TwoModesofOnlineEducation

OnlineAnonline/distanceeducationcourseisdeliveredviatheInternet,usingSouthOrangeCountyCommunityCollegeDistrict(SOCCCD)supportedLearningManagementSystem(s)(LMS).StudentsarerequiredtouseacomputerwithInternetaccessastheprimarytechnologyandmayberequiredtouseotheravailabletechnologiestoacquireandlearncoursecontent.Throughregulareffectivecontact,instructorandstudentsinteracttocompleteassignmentsandassessmentsandtodemonstrateStudentLearningOutcomes.Anonlinecourseisdesignatedas“Online”inthecommentsectionoftheclassschedule.

HybridAhybridonlineeducationcoursereplacessomeface-to-faceclasstimewithonlineinstructionaltime.Onlineeducationcoursethatrequiresstudentstoattendon-campus,regularlyscheduledclassmeetings,orotherrequiredon-campusactivities,suchasalab,in-personorientations,ortestsessions,maybeahybridcourse.Thedistrict-supportedLMSisusedtoprovidecoursecontentreplacingface-to-facetime.StudentsmusthaveaccesstoacomputerandtheInternet.Ahybridcourseisdesignatedas“Hybrid”inthecommentsectionoftheclassschedule,withspecificsregardingthedates/timesforon-campusmeetings.

NotCorrespondenceCoursesItisimportanttounderstandthatanonlineorhybridcourseisnotacorrespondencecourse.Inacorrespondencecourse,student-initiatedinteractioniscommon,whereasinanonlineeducationcourse,instructor-initiatedinteractionisubiquitous.Inacorrespondencecourse,instructor-studentinteractionislimited,whereasinanonlineeducationcourse,regulareffectivecontactisrequired.Moreover,correspondencecoursesareusuallyself-paced,whereasonlineeducationcoursestypicallyfollowtheinstructor’sschedulewithregularduedates.(ACCJC’sGuidetoEvaluatingDistanceEducationandCorrespondenceEducationJune2013)

Web-EnhancedCoursesAweb-enhancedcourseisnotconsideredtobeanonlinecourse,butusesonlineactivitiestocomplementclasssessionswithoutreducingthenumberofrequiredclassmeetings.Thismaybeanycoursetiedtothetraditionalclassroombutinvolvingsome


sortofcomputerusage,suchasthedistrict-supportedLMS,faculty-recommendedwebsites,softwaresimulation,oronlinedesignsoftwareforart,orengineeringapplications.Traditionalcoursesandweb-enhancedcoursesareverysimilar,indistinguishableinmostcases,andthereforenotdesignateddifferentlyincollegepublications.

FacultyPreparation:TechnologyReadinessandPedagogicalReadinessFacultyteachingonlineandhybridcoursesshoulddemonstratepreviousonlineexperienceortrainingpriortoofferingonlineeducationcourses.Thismayincludesuccessfulcompletionofcoursessuchasthoseofferedby@ONETraining.Facultymemberswhowishtoteachonlineshouldnotonlypossessbasicproficiencyincomputerskillsbutshouldalsobeacquaintedwithandfeelcomfortableusingmoreadvancedprogramsandapplications.Thefollowingtechnicalskills,listedfromleasttomostcomplex,areexamplesofwhatwouldberecommendedtoteachonlineandhybridcourses;coursesatIVCwhichcoverthesetopicsarealsolistedforyourconvenience:BasicComputerSkills Keyboarding(CIM201A) Audiorecording(microphone)DatabaseManagement Dataentry(CIM115) Dataediting DatabasecreationFileManagement Create&namefiles(CIM107) Understandfileformats(docx,rtf,text,JPG,GIF,PDF,MPEG) Understandfilesizeandstorage OrganizeandmanagefilesWordProcessing Create,edit&savedocuments(CIM210.1,210.2) Useformattingtechniques(bulleted/numberedlists;page

numbers,etc.) Inserttables,graphs,andgraphicsintodocuments CreateTableofContents(TOC)andIndexesPresentationSoftware Create,edit&savepresentations(CIM107) Addmultimediatopresentation RecordaudionarrationforpresentationEmail Send&receiveemail(CIM107) Attachdocuments&pictures Participateinemaildiscussiongroups/listservs Create&managecontactgroups


Create&managediscussiongroupsInternet Understand&usedifferentbrowsertypes(CIM107) Knowhowtodotargetedsearches Understandhowtouseonlinedatabases BefamiliarwithYouTube,podcasts,blogs,webinars&wikis SocialNetworking UseFacebookandTwitterLearningManagementSystem(LMS) UploadcontenttotheLMS(SeeIVCTechServicesSupport) Create,design,andeditcoursemodules(SeeIVCAssistiveTechnologyAsst) Makecontentaccessible Createannouncements,discussionforums,blogs,andwikis Createassessments,surveys,andpolls UsethegradingtoolsintheLMS Uploadmultimedia UseVideoChat

PedagogicalPracticesThefollowingpedagogicalpracticespromoteeffectiveonlineteaching:

FundamentalPrinciples

• Understandthedifferencesbetweenface-to-face,online,hybrid,andweb-enhancedinstruction.

• Understandhowthecollege“unit”(or“studenthour”),atermusedtodefinethetimevalueofacourse,isidenticalforallmodalitiesofacourse.Aone-unitlectureclass(whethertaughtinanonlineorhybridorface-to-facemodality)typicallyrequiresone(1)hourof“in-class”instructionandtwo(2)hoursofstudentworkoutsideofclassperweekfora16-18weeksemester(IVCStudentHandbook).Examplesof“in-class”instructionmayincludelecturenotes,readings,orvideos.Examplesofstudentworkoutsideofclassmayincludeassignments,exercises,projects,andadditionalreadings.

• Utilizelearner-centeredpedagogywhereconceptsofinteractivity,instructor-led

facilitationandfeedbackarecoreelements.

• Createlearningactivitiesthatactivelyengagestudentsandwhichencouragetop-downcognitiveprocessingskills(suchassynthesisandproblem-solvingtasks)


• Accommodateavarietyoflearningstyles,disabilities,andstrategiesbyapplyingtheprinciplesofUniversallyDesignedLearning(UDL)inbothcontentdeliveryandlearningactivities.

ManagementandInteraction

• Followguidelinesforregulareffectivecontactwithstudentsinsynchronous(e.g.videochatrooms,webinars)and/orasynchronousmodalities(e.g.discussionboards,blogs).

• Communicate,assess,andtrackstudentlearningoutcomes(SLOs).

• Cultivateanddevelopacommunityoflearnersthroughgroupactivities.

• Createandmaintainanatmosphereoftrust.

• Clarifyclearparticipationrequirements,facilitateandmonitorinteractionaccordingly.

• Integratepracticaltasksintolearningactivitiestoillustratepracticalreal-worldcontentapplications.

• Leaddiscussionsrootedininquirythatchallengestudentstoquestionanddeveloptheirownconclusions.

• Provideongoingpersonalizedfeedbackandsuggestionsforimprovingstudentperformance.

• Makeadditionalresourcesavailableforlearning.

TechnologyIntegration

• Identifythemostappropriatetechnologiesforcontentandlearningoutcomes.

• Determinethemodalitiesthatarebestusedforcoursecommunication,discussionandassessment.

• Presentcontentthatiseasilynavigableandaccessibletoalllearners.

• Integratemultimediacontentthatmeetsthelearningstylesandneedsofallstudentsaswellasaccessibilityrequirements.


• Encouragecooperativelearningthroughgroupactivitiesthatutilizecurrenttechnologies.

Assessment

• Providemultipleopportunitiesforongoingauthenticassessmentthatmeasuresbothstudentunderstandingofcoursecontentandparticipation.

• AllSLOsareassociatedwithauthenticassessmentmethods.

• Useavarietyofassessmenttechniquesinwhichstudentsareabletodemonstratehigher-ordercriticalthinkingskills.

• Employmultipleassessmentstrategiestomaintainactivestudentengagement.

• Makeuseofdatafromtheassessmenttoolstoevaluatethevalidityandreliabilityofthevariousassessmentinstruments.

• Incorporatesurveystoreceiveregularconstructivestudentfeedbackandintegrateitintothecoursestructure.

• Understandtheuniquechallengesthataffectacademicintegrityandstudentauthenticationintheonlineenvironment.

Accessibility

• Createormodifyallcoursecontentsothatitisaccessibletostudentswithdisabilitiestoensurethatallstudentshaveanequitablelearningexperience.DesignthecourselayoutsothatitiseasilynavigableandreadableusingUniversallyDesignedLearning(UDL)principles.

Title5DistanceEducationGuidelines

Section55200Definition&ApplicationAllonline/distanceeducationissubjecttothegeneralrequirementsofthischapteraswellasthespecificrequirementsofthisarticle.Inaddition,instructionprovidedasonline/distanceeducationissubjecttotherequirementsthatmaybeimposedbytheAmericanswithDisabilitiesAct(42U.S.C.s12100et.seq.)andsection508oftheRehabilitationActof1973,asamended(29U.S.C.s794d).


AtIrvineValleyCollege,thetermOnlineEducationappliestoonlineandhybridbutnottoweb-enhancedcourses;however,allcoursesmustmeettheserequirements.Section55200alsospecifiesthatallonlineeducationcontentanddeliveryneedstobeaccessible.(CaliforniaCommunityCollegeDistanceEducationAccessGuidelines)

OnlineorHybridInstructorTrainingFacultywhowouldliketoteachusingonlinetechnologyareencouragedtotakepersonalizedtrainingwithIVCTechnologyServicesandotherOnlineEducationtrainingproviders,suchas@ONE.ThetrainingprovidedbyIVCTechnologyServicesintroducesfacultytotheSouthOrangeCountyCommunityCollegeDistrict-supportedLearningManagementSystem(LMS).ForinformationabouttrainingtousetheLMS,contactIVCTechnologyServices,foron-siteworkshops,one-on-onetraining,andlinkstoself-pacedtutorials.Instructortrainingmayincludesuccessfulcompletionofcoursessuchasthoseofferedby@ONETraining.The@ONEcoursesarehighlyrecommendedbytheIVCOnlineEducationTaskForce(OETF)forallfacultyofferingonlineeducationcourses.Facultywhoteachonline,orareinterestedinteachingonline,arehighlyencouragedtosuccessfullycompleteOnlineEducationtraining.@ONETrainingoffersatwelve-weekfast-trackcoursetoan@ONECertificateinOnlineTeaching-OnlineEducationStandards&Practices(OESP)!Thecoursewillcover:

• federal,state,andlocallawsandpoliciesaffectingonlineeducation;• theoriesshapingonlineteachingandlearning;• processesforplanningandbuildinganaccessibleonlinecourse;• techniquesforengagingstudentsinmeaningfulactivitiesandassessments;• strategiesforcreatingaccessibleonlinecontent;• sourcesforcuratingOpenEducationalResources.

Participantswhosuccessfullycompletethecourseworkwilladvancetocandidacy,wheretheywillpresenttheunitstheydevelopandtheirePortfoliotoapanelof@ONEpeerreviewers.Successfulcandidateswillreceivean@ONECertificateinOnlineTeaching!ThiscourseisopentoallCaliforniaCommunityCollegefaculty,staff,andadministrators.Uponsuccessfulcompletionofonlinetraining,instructorsshouldnotifytheOnlineEducationFacultyCoordinatortoupdatethelistofonlinetrainedfaculty.

CourseQuality:TypesofRegularEffectiveContact

Instructor-StudentInteraction• Courseannouncements


• Emails• Personalizedfeedback• Discussionboards• Chat• Videoconferencing• Phone/voicemail

Student-StudentInteraction• Emails• Discussionboards• Chat• Collaborativeprojects:groupblogs,wikis

ExamplesofContentInteraction• ModulesontheLMS• Lectures(recorded/streaming)• Podcasts/webinars/screencasts• Videoconferencing• Discussionboards

HowtoImplementRegularEffectiveContact

Instructor-InitiatedInteractionsIncludemeansforalltypesofinstructor-initiatedinteractioninthecoursedesign.

• Utilizeappropriatemediaforaccessibility.• Designdailyorweeklyassignmentsandprojectsthatpromotecollaboration

amongstudents.• Modelcoursenetiquetteatthebeginningofthesemesterwithinstructor-guided

introductions.• Posequestionsinthediscussionboards,whichencouragevarioustypesof

interactionandcriticalthinkingskillsamongallcourseparticipants.• Monitorcontentactivitytoensurethatstudentsparticipatefullyanddiscussions

remainontopic.• Createaspecificforumforquestionsregardingcourseassignments.• Askstudentsforfeedbackaboutthecourseonaregularbasisandrevisecontent

asneeded.

FrequencyandTimelinessofInstructor-InitiatedInteractions• Maintainanactivedailypresence,particularlyduringthebeginningweeksofa

course.• Establishguidelinesforfrequencyofcontact,anddefinewhatinteractionsa

studentcanexpecteachweek.


• Makeknownresponsetimeforstudentquestions/inquiries(e.g.1-2businessdays)andassignmentfeedback(e.g.7-10businessdays).

• Givefrequentandsubstantivefeedbackthroughoutthecourse.

ExpectationsforInstructor-InitiatedInteractions• Specifycoursepolicyregardingfrequencyandtimelinessofallcontactinitiated

bytheinstructorinthesyllabus.• Explaincoursepolicyregardingstudent-initiatedcontact(wheretopost

questions,assignments,etc.)inthesyllabus.• Outlineandexplainnetiquetteininitialcoursedocuments.• Clarifyimportantdates,suchasassignmentandassessmentdeadlinesnotonly

inthebeginningbutalsothroughoutthecourse.

AbsencesfromInstructor-InitiatedInteractions• Informstudentsimmediatelyshouldanillness,familyemergencyorother

unexpectedeventpreventcontinuingregulareffectivecontactforaprolongedperiodoftime(e.g.4businessdays).AlsoinformyourDeanandChair.

• Letstudentsknowwheninstructor-initiatedregulareffectivecontactwillcontinue.

FullyOnlineorHybrid:Whichisbetterforyourclass?Thefollowingaresomeadvantagesanddisadvantagesoffullyonlineorhybridcourses:

FullyOnlineCourses• Providesflexibilityforstudentlearning.• Reducedstudentcommutetime/resourcesneededtogotoclasses• Increasedcourseofferingswithoutincreasedclassroomspace• Moreconvenientforout-of-areastudentsorstudentswithadisabilitythat

inhibitsthemfromfullyparticipatingoncampus• Thedistrict-supportedLMSallowsforstudentauthentication• Technologycanbedifficultforsomestudents• Moredifficultforsomestudentstofeeltheyarepartofalearningcommunity• Someonlinecoursesmayrequiremandatoryon-campusorientationsor

assessments.Insuchcases,purchasingadailyparkingpermitisrequired.

HybridCourses• Ahybridcoursemayrequirestudentstoattendon-campus,regularlyscheduled

classmeetings,orotherrequiredactivities,suchasalabs,exams,ororientations• Awiderrangeoflearningopportunitiestomakethebestuseofeachmodality• Moreopportunitiestodocumentstudentlearning• Studentauthenticationeasiertoestablish—instructorshavethechanceto

interactwithstudentsbothface-to-faceandonline


• Technologicalproblemshandledinboththeface-to-faceandonlineenvironments

• Lessconvenientforout-of-areastudents

CourseDesignandCurriculumThecurriculumproposalprocessrequiresteamworkandeffortfrommanydifferentfacultymembersandadministrators.TheCurriculumCommitteemustapproveeachcoursetaughtinanonlineorhybridformat.Theprocesstodevelopanewonlineorhybridcoursemaytakeuptoayear.Theactualdevelopmentanddesignofthecourseisapproximately100–300hours.EachmodeofinstructionforanexistingcourseintendedfordeliverybyOnlineEducation(OE)shallbeseparatelyreviewedandapprovedbytheCurriculumCommitteepriortobeingoffered.OEmodeofinstructionincludesanyregularlyscheduledworkthatreplacesotherwisescheduledclass(“face”)time.(perEducationCode55378)Thecurriculumprocessfornon-onlinecoursesisasfollows:

1. CompleteandsubmitinCurricUNETanewCourseOutlineofRecord(COR)forthecourse;orreviseanexistingCORtoverifythattheCORisuptodate.

2. TheCORproposalmovesthroughthecurriculumapprovalprocess:a. TechReviewb. CurriculumCommitteec. AcademicSenateandotherapprovalsasrequiredd. CaliforniaCommunityCollegesChancellor’sOfficeapproval.

Forthecoursetobeevaluatedbythecurriculumcommittees,forinstructionina100%onlineorhybridmodalities,aCurriculumOnline/DistanceEducationFormmustalsobecompleted.TheOE/DEproposalwillincludethefollowingitems:

• Rationale:Whatistheintentofofferingthecoursebyonline/distanceeducationmode?

• ModeofDeliveryin%forLecture/Lab• RegularEffectiveContactforOnline/DistanceEducationCourses:

o MethodsofInstruction:Instructor-StudentInteractiveContact§ E-mail§ Assessments(exams,projects,quizzes,surveys)§ OnlineDiscussions§ Orientations§ RegularAnnouncements§ FAQs§ Videos/Podcasts


§ Othero MethodsofInstruction:Student-StudentContact

§ E-mail§ OnlineDiscussions§ Wikis§ Other

o MethodsofInstruction:StudenttoContent§ Content:Lecture/Handouts/PowerPoints§ IndividualStudentAssignments:Chapter

Review/Worksheets/Reflections/Essays§ Group/TeamStudentAssignments:Peer

Assignments/Projects/Journals/Wikis§ Other

• InstructionalMaterialsandResourceso FacultyResources

§ TheDistrict-supportedLearningManagementSystem(s)§ OtherLearningManagementSystem§ Hardware(forexample:Videocamera/Microphone)§ SoftwarePrograms(otherthanMicrosoftOfficePro)§ Other

o StudentResources§ Hardware(forexample:Computer,Headset/Microphone)§ SoftwarePrograms(otherthanMicrosoftOfficePro)§ Other

• LearningObjectives/Outcomes(LOs)ForeachLearningObjective:

o Assignmento MethodsofEvaluation(ME)

• Accessibilityo WordDocumentso PDFDocumentso Imageso PowerPointDocumentso InstructorVideos(needtobeClosedCaptioned)o ExternalLinkstoVideoso ExternalLinkso FieldTripso Other

• StudentSupportServices&Resourceso InformationTechnologyServiceso StudentServices/StudentSuccessCentero Libraryo Section508Compliance(AssistiveTechnology)


Foronlinecourses,includingboth100%fullyonlinecoursesandhybridcourses,thecurriculumprocessisasfollows:

1. CompleteandsubmitinCurricUNETanewCourseOutlineofRecord(COR)forthecourse;orreviseanexistingCORtoverifythattheCORisuptodate.

2. CompleteandsubmitinCurricUNETanOE/DEproposalforthiscourse,asstatedabove.

3. TheCORandOE/DEproposalmovetogetherthroughthecurriculumapprovalprocess:

a. TechReview–providesadditionalreviewforOE/DEproposalsb. CurriculumCommitteec. AcademicSenateandotherapprovalsasrequiredd. CaliforniaCommunityCollegesChancellor’sOfficeapproval.

ThemostimportantsectionsinCurricUNETaretheonesthataskyouhowstudentsareengagedthroughoutthecourse.Methodsusedforregular/effectiveacademicengagementmustbedescribedintermsofthetoolsusedandhowfrequentthecontactis.Youwillhavemultipleformsofcontact,andtheyshouldeachbelistedandfrequencydefined.TheCurriculumOE/DEProposalFormshouldbeupdatedatleasteveryfiveyears(orsooner,ifrequired)whentheCORisupdated.IfthefullyapprovedCurriculumOE/DEProposalFormrequiresanupdate(forexample,iftheformwasapprovedfor45%orlowerOE/DEmode,andnowtheproposalisforthiscoursetobetaught100%online),anupdatedformshouldbeupdatedandapprovedpriortoimplementation.

CourseAssessments/StudentLearningOutcomes(SLOs)Assessmentsinonlineeducationcoursesaresimilartoassessmenttechniquesinface-to-facecourses.Course-embeddedassessmentsaskfacultytolookcloselyattheworkthatstudentsproducetoassessstudentlearning.StudentLearningOutcomes(SLOs)inanonlinecourseshouldbeidenticaltoSLOsforaface-to-facecourse.Arubricmaybeahandytooltouseforassessingstudentlearningoutcomes(SLOs)ifyouareusingacourse-embeddedassessmentmethod.Itprovidesyouwithdetailedinformationabouthowstudentsaremasteringthepartsoraspectsofanyparticularassignment,andthatinturn,cantellyouhowwelltheyaremasteringacourse,certificateordegree.


Performancethenbecomesaprocesslinkedtolearningoutcomesasopposedtoarecitationofcontent.Rubricsareterrifictoolstoassessstudentlearninginportfolios,exams,reports,logsandjournals,simulatedperformances,interviews,papers,andproductionwork.Theycanbeusedforjustaboutanythingexceptobjective(multiple-choice,multiple-answer,true/false)exams.Itisbesttogivestudentsyourrubricforanassignmentbeforetheyattempttocompleteit.Thiswillgivethemaverydetailedideaofwhattheyneedtodotoachieveaparticulargrade.Studentsreportthatiteasestheiranxietytoseearubricinadvancebecausetheydonothaveto“figureoutwhatmyteacherwants.”

RubricsRubricsaretoolsthatoutlinethequalitystandardsforstudentsuccessinanassessment.Descriptionsinarubricaredirectlylinkedtothelearningobjectivesofaparticularassignmentorproject.Whenthesebenchmarksareusedandgiventostudentspriortoturningintheirassignments,studentsknowwhatisexpectedofthem.Thisgivesstudentsmoreopportunitiestoreflectonandrevisetheirwork.

CreatingRubricsNumerousresourcesexistforcreatingandmodifyingrubricsforonlineeducationcourses.Manywebsites,suchasRubiStar,haverubricsthatcanbemodifiedtomeetindividualcourseneeds.Mostlearningmanagementsystemsalsohaveinteractiverubrictoolstoaidinthegradingprocess.(RubiStar)

BenefitsofRubrics• Morecloselyalignassessmentswithstudentlearningoutcomes.• Clearlycommunicatecourseandinstructorexpectations.• Assessawiderrangeofskillsandperformances.• Givestudentsgreaterautonomyintheirlearning.• Evaluateboththeprocessandtheproductofastudentwork.

TypesofRubricsTherearetwomaintypesofrubricsusedinhighereducation—analyticandholistic.Whileeachtypeofrubrichasadvantagesanddisadvantages,inonlineeducation,analyticrubricsareusedmostoftenbecauseoftheamountofdetailedfeedbacktheyprovidestudents.


AnalyticRubrics• Criteriaforsuccessarelistedseparately.• Providemoredetailedfeedbackaboutperformance.• Focusoncriteriaforsuccess.• Takemoretimetocreate(atfirst).• Areusedtoevaluateauthenticassessments.

HolisticRubrics• Criteriaforsuccessarealllistedtogether.• Providegeneralinformationaboutperformance• Focusonascaleofperformance.• Takelesstimetocreate.• Areoftenusedtoevaluategeneralproficiency

OEBestPractices:FacultyReadinessforOnlineInstructionFacultymustbewellversedinonlineteachingpedagogyinordertoteachonlineeducationcourses.(See“PedagogicalPractices”)ContacttheDistance/OnlineEducationCoordinator(s)foranyquestionsaboutorassistancewithfacultytrainingconcerns.(see“OnlineorHybridInstructorTraining”)

TitleIVConsiderationsRecentFederalandWASCguidelinestopreventfinancialaidfraudmeanthatinitialstudentloginstoonlineeducationcoursesnolongercountasstudentparticipation.AlettersentinOctober2011bytheDepartmentofEducationcallsuponpost-secondaryonlineeducationprogramstoputmorestringentmeasuresintoplacetomakecertainthatstudentsarenotjustenrolledincourses,butalsoactivelyparticipate:

“…institutions[need]totakestepsnecessarytoensurethatstudentsareacademicallyengagedpriortodisbursingTitleIVstudentaidfunds.”Ifstudentsdonotbeginattendance,TitleIVfundsmustbereturned(34CFR668.21(a))(Runcie&Ocha).


OEBestPractices:SyllabusContentandWelcomeCommunicationsBecauseofthesenewlegalrequirements,proceduresforfullyonlinecoursesatIrvineValleyCollegeneedtobeexplicitlystatedinthesyllabus:

TheCourseCheck-InAssignmentIfstudentsdonotcompleteadocumentedassignmentthatactivelyengagesthempriortothecensusdate,theymustbedroppedfromtheclassasa“no-show”.Countingloginsas‘attendance’doesnotfallwithintheseguidelines;asaresultsuchstudentsmustbedroppedfromtheclassasa“no-show”.Examplesmayincludeemailingtheinstructor(usingthecollegeemailaddresses),adiscussionboardintroductionassignment,asyllabusquiz,orablog/journalentry.Instructorsshouldclearlycommunicatewithstudentsabouttherequiredparticipationtoavoida“no-show”droppriortothecensusdate.

CourseCommunicationCommunicationwithinstructorsmayoriginatefromcollegeemails,thedistrict-supportedLMS,facultywebsites,orviaanon-campusorientation.IrvineValleyCollegemustbeabletoprovidedocumentedevidenceofregulareffectivecontactandstudentparticipationinlearningactivities,suchasapostinginthediscussionforum,asyllabusquizorotherformofself-assessment.

On-campusCourseMeetingsOnlineEducationcoursecommentsintheClassSchedulemayincludethemeetingtimeandplaceforallrequiredon-campusclassmeetings/orientations.Studentsmaybedroppediftheydonotattendtherequiredon-campusclasssessions.Informationwillincludethelistoftherequiredon-campusmeetings;day,date,time,androom.Thesyllabusandwelcomecommunicationmustalsoincludeinformationaboutadditionalon-campusmeetings.

StandardWelcomeforOnlineandHybridCoursesJustbeforethecoursebegins,instructorsshouldsendawelcomee-mailwithdetailedcourseinformationtostudentsattheirIVCe-mailaddress.Ifstudentsarerequiredtologintothedistrict-supportedLMS,thewelcomee-mailshouldincludetheinformationonhowtoaccesstheonlinecoursecontent.Forhybridcourses,informationwillincludetherequiredon-campusmeetings:dates,times,androoms.


WelcomeMessageforOnlineCoursesIntheface-to-faceclassroomalargepartofthefirstclassmeetingisspentintroducingthecourse,goingoverthesyllabus,gettingtoknowthestudentsandansweringanyquestionsthatariseaboutthecoursecontentorassignments.Forstudentstobesuccessfulandestablishconnectionswiththeirinstructorandotherstudentsintheonline/hybridclass,theywillbeencouragedtocarefullyreviewthewelcomemessageandparticipateinanonlineorientation.Instructorsmayintroducethecourseandlogininformationwithawelcomemessagebeforethecoursebegins.

PurposeoftheWelcomeMessage• Helpsstudentsunderstandcourseexpectationsandcourserequirements.• Informstudentshowandwheretologin.• Letstudentsknowwheretogofortechnicalhelpandsupport.• Establishesrapportandpromotesregulareffectiveinstructor-studentcontact

earlyon.

WelcomeMessageinDetail:SuggestedTopicsforInclusionIncludebasiccourseinformation

• Coursename,sectionnumber• Coursedates• Instructorname/information• Contactinformation:phonenumber&email

Definethetypeofcourse• Fullyonlineorhybrid—forhybrid,placeanddateoffirstmeeting.

Includeimportantinformationforfirstweek• Requiredtextbook(s)• URLfortheLMS• Logininstructions• SupportlinkfortheLMS• Gettingstarted/orientationlinks/courseCheck-In• Syllabuslocation

Includeadditionalinformation/links• Onlineeducationstudentresource(s)/website• Informationaboutaccessibility&linktoDSPSwebsite• Self-assessmentforonlinelearninglinks• Technicalsupport

Whatisyourpreferredmethodofcontact?• Whereandhowtopost/emailquestions• Formatofcontact• Instructoravailabilityandusualresponsetime(IVCDistanceEducation–FacultyResourcesforIVCSampleWelcomeLetters)


SyllabusforOnlineCoursesTheonlinesyllabusdiffersfromitsface-to-facecounterpart.Itstillfollowsthemainstructureofthetraditionalsyllabus,but,becauseitisthemainsourceofinformationaboutthecourse,itneedstoincludeagreateramountofdetail.(IVCFacultyManual)

Online/HybridSyllabusinDetail:SuggestedTopicsforInclusion• Includeallofthecomponentslistedaboveinthe“WelcomeMessageinDetail:

SuggestedTopicsforInclusion”• CourseScheduleindetail• Informationaboutthecourseassignments,especiallytheassignmentwhichmay

causea“No-showdrop”• CoursemapordescriptionoftheLMScoursecontent• Guidelineforclasspolicies,includingparticipation• Gradingcriteria• ElectronicCommunications(SOCCCDBP/AR4000.2ElectronicCommunications)• Copyrightstatementwarningagainstunauthorizeduse/sharing/postingof

instructionalmaterials(IVCDistanceEducation–FacultyResourcesforIVCSampleOnlineSyllabus)

Accessibility(504and508Compliance)Communitycollegesaremandatedtooperateallprogramsandactivitiesinamannerwhichisaccessibletostudentswithdisabilities,asguaranteedbySection508oftheRehabilitationActof1973andtheAmericanswithDisabilitiesActof1990(ADA).TheDistanceEducationAccessibilityGuidelinesweredevelopedtoassistcollegesandensureaccess.(CaliforniaCommunityCollegeDistanceEducationAccessibilityGuidelines).Priortocourseapprovalandimplementation,allcoursesmustbedesignedwiththeconsiderationofstudentswhorequireassistivetechnologyasanaccommodation.IVCprovidestrainingandsupporttohelpensurethatcoursesareaccessible.DuringFall2015andSpring2016,traininghavefocusedonaccessibility;forexample,arecenttrainingfocusedonCreatingAccessibleWebsites.PleaseconsultwiththeIVCAlternateMediaSpecialistwithanyquestionsyoumayhave(IVCAlternateMediaServicesforFaculty).

UnderstandingAccessibilityAccessibilityreferstotheabilityforeveryonetohaveequalaccesstomaterialsontheweb.CreatingcoursesusingUniversallyDesignedLearning(UDL)principalswillbenefitallstudentsandprovideanequitablelearningexperienceforalllearningstylesandpreferences.StudentswhohavedisabilitiesmayoftenhavedifficultycompletingcertaintasksontheInternetsuchasreading,listeningortyping.Theymayfindchatroomsand


videoconferencingchallenging.Itisimportanttounderstandwhatstudentsmayrequireintheformofassistivetoolssuchasscreenreadersforthevisually-impairedthatrequiretexttagmodificationsforimagesorcaptioningforthehearing-impaired.TocreatecourseswithUniversallyDesignedLearning(UDL)principlesinmindwillbenefitstudentswitharangeoflearningstylesandpreferences.

FederalandStateGuidelines

Federalguidelinesforaccessibility

• Allapplicationsshouldhaveaccessibilityfeaturesactivated.• Assistivetechnology(captioning,TDDs)shouldbeabletotrackinterface

elements.• Allprogramsusedshouldhavekeyboard-activatedfunctionality.• Usersshouldbeabletomodifydisplayelementsandstylesheetsasneeded.• Imagesshould:

o Havetexttags.o Haveadescriptionoftheimage.o Haveanon-animatedmeansofidentification,ifanimated.o Haveafrequencythatisbetween2–55Hz,ifanimated.

• Textshouldbeused:o Tohighlightinformationthatreliesoncolor-codingforemphasis.o Toidentifyframesinwebpages.o Tolabelheadingsindatatables.

• NarrationandcaptioningalternativesforvideosandPowerPointPresentationsshouldbeinsyncwithmaterials.

• Allelementsinelectronicformsshouldbeeasilyidentifiedbyassistivetechnologyandshouldnotbesubjecttotimeconstraints.

• Linkstopluginsandspecialsoftwareshouldbeprovided.• Usersshouldhaveawaytoavoidrecurringnavigationlinks.

Staterequirementsthatapplytodistanceeducation:• Studentsshouldbeabletousetheirpreferredmeansofassistivetechnology.• Thefrequency,amount,andqualityofcommunicationwithstudentsshouldbe

equal,regardlessoftheirdisability.• Coursematerialsshouldbeupdatedfollowingguidelinesforregulareffective

contact.• Coursematerialsandresourcesshouldincorporateaccessibilityguidelines

internally,thatis,withintheirframework,therebyreducingtheneedforoutsideassistanceforstudentswithdisabilities.


CaptioningGuidelinesAllonlinelecturesandvideosthatwillbeshowninclassmustbecaptionedbeforetheyareshownforthefirsttime.Thefollowingareguidelinesforwhentocaptionvideoandaudiomaterials:(HighTechCenterTrainingUnit)

Caption• Materialthatwillbeusedinadditionalcoursesthathasbothvideoandaudio.• Anycompilationofvideoclipsthatisarchived.• Archivedvideomaterialthatisused.• Videocreatedbythecampusandplacedonapublicwebsite.

UseTranscript• Anymaterialthatisaudioonlyandisarchived.

CaptioningAssistanceSupportmaybeavailablethroughtheDistanceEducationCaptioningandTranscription(DECT)Grant.PleaseconsultwiththeIVCAlternateMediaSpecialistwithanyquestionsyoumayhave(IVCAlternateMediaServicesforFaculty).

CourseMaterials,PublisherorThird-PartyMaterials,andFacultyWebsites

AllcoursematerialsthatareshowninclassandpostedontheLMSneedtobeaccessibletoallourstudentswithdisabilities.ThisincludesbutnotlimitedtoMSPowerPointpresentations,PDFsandMSWord.

Inaddition,instructorsalsoneedtoensurethatonlinethird-partyresources(websites,videos)complywithaccessibilityguidelines.Thisalsoappliestopreloadedpublisher-createdcontent,suchascoursecartridges.Somepublishermaterialsmaynotincludealttagsorotheraccessibilityoptions.Beforeconsideringsuchmaterialsforacourse,itisimportanttofindoutifthepublisherorinstructorcanalterthecoursecontenttomakeitaccessible.

Facultywebsitesmustbeaccessibletoallstudents.Examplesofdisabilitiesthatwouldaffectwebaccessare:

• visualdisabilities:blindness,tunnelvision,andlowvision;

• auditorydisabilities:deafnessandspeechdisabilities;

• physicallimitations:arthritisandParkinson'sdisease.


PleaseconsultwiththeIVCAlternateMediaSpecialistwithanyquestionsyoumayhave(IVCAlternateMediaServicesforFaculty).

StudentPrivacy(FERPACompliance)TheFamilyEducationalRightsandPrivacyAct(FERPA)providesguidelinesforaccesstoandreleaseofstudenteducationrecords.Anystudentatapost-secondaryinstitution,eventhosewhoarenotyet18yearsofage,hastherightto(FERPA):

• Checktheirstudentrecords.• Requestamendments/correctionstotheirrecords.• Optoutofdisclosingdirectoryinformation.• Maintainprivacythroughtheuseofanaliasinthecaseofonlineeducation.

StudentFERPArightsbeginthefirsttimeastudentisenrolledinandattendsclass.Onlythosewithalegitimateeducationalinterestthatis,schoolofficials,accreditingorganizationsorlawenforcementagencieswhorequirestudentinformationintheirofficialcapacity,mayaccessstudentrecordswithoutastudent’ssignedandwrittenconsent.EducationalRecordsatIrvineValleyCollegecanonlybereleasedwithstudentconsentorforlegitimateeducationalinterests.

FERPAandOnlineEducation

PolicyGuidelines§99.3A“student”isdefinedasanindividualwhoisorhasbeen“inattendance”ataneducationalagencyorinstitutionandregardingwhomtheagencyorinstitutionmaintainseducationrecords.Thefinalregulationsaddothersituationsinwhichstudents“attend”classesbutarenotphysicallypresent,includingattendancebyvideoconference,satellite,Internet,orotherelectronicinformationandtelecommunicationstechnologies.Thischangewillensurethatindividualswhoreceiveinstructionthroughdistancelearningandothercontemporarymodalitiesarecoveredas“students”and,therefore,thattheirrecordsareprotectedunderFERPA(FERPA).

WhatthismeansElectronicinformationrefersnotonlytocomputerizededucationalrecordsbutalsotoemailcommunication,commentsindiscussionboards,studentprojectsuploadedtoawebsite,etc.ThismakesitnecessarytoconsiderhowcoursestructureandmaterialswillaffectonlinelearningwithregardtoFERPA.


FERPAregulationsalsorefertocollegeassistantsorstudenthelpers.AnypersonwhoisnottheInstructorofRecordcannothaveaccesstostudentrecords.Instructorsmaysharenoteswithassistants,butnottheeducationalrecordsthemselves.Beforeanyonlineeducationinstructorcangivecourseaccesstoanassistant,theyneedtodomakecertainthat:

• AllunclassifiedemployeesareintheIrvineValleyCollegeHumanResourcessystemandofficiallyassignedtotheinstructorofrecord.

• AllunclassifiedemployeesunderstandFERPAregulations

FERPAandtheInternetSincemanywebsitesmayrequirewritteninputofsomesort(emailregistration,comments,etc.)itisimportanttounderstandhowdifferentactivitiesontheInternetmayaffectFERPACompliance.

FERPACompliant OnlyFERPAcompliantifjustdirectoryinformationrequired

MostlikelynotFERPAcompliant*

Internetresearch,informationretrieval

Internetresearch,informationretrievalthatrequireslogininformation

Socialmediasites

Surveys,tests,quizzes,problemsetsthatdonotrequirelogininformation

Voluntarysurveys,tests,quizzes,problemsetsthatrequirelogininformation

BlogorwikicreationoutsidetheLMSMandatory

Publisherwebsitesthatdonotrequirelogininformation

Publisherwebsitesthatdonotstoregradesbutrequirelogininformation

Surveys,tests,quizzes,problemsetsthatrequirelogininformation

Publisherwebsitesthatstoregrades

*Thirdpartywebsitesthatrequireorstoreanyinformationthatmaycompromisestudentprivacy(grades,studentIDnumbers,etc.)arenotFERPAcompliant.Toconcealstudentidentities,aliasesmaybeused.Beforeenteringintoanagreementwithathirdpartyvendor(suchasapublisher),contacttheDeanofOnlineEducationtoensurethesitecomplieswithFERPAguidelines.

CopyrightandFairUse“Thedistinctionbetweenwhatisfairuseandwhatisinfringementinaparticularcasewillnotalwaysbeclearoreasilydefined.Thereisnospecificnumberofwords,lines,ornotesthatmaysafelybetakenwithoutpermission.Acknowledgingthesourceofthe


copyrightedmaterialdoesnotsubstituteforobtainingpermission.”(FairUse,U.S.CopyrightOffice)“TheTEACH[Technology,Education,andCopyrightHarmonization]Actexpandsthescopeofeducators'rightstoperformanddisplayworksandtomakethecopiesintegraltosuchperformancesanddisplaysfordigitaldistanceeducation,makingtherightsclosertothosewehaveinface-to-faceteaching.Butthereisstillaconsiderablegapbetweenwhatthestatuteauthorizesforface-to-faceteachingandfordistanceeducation.“(CopyrightCrashCourse)“Itisimperativethatfacultyplanningdistance-learningcoursearevigilantregardingsourcesused,includingmethodsforprotectingintellectualpropertyrightinthisplanningprocess…Facultyalsoneedtoeducatestudentsindistancelearningcoursesaboutintellectualpropertyandtheappropriatefairuse.”(Nemire,29).

OEGuidelinesandStandards

Accreditation-ACCJCGuidelinesThefollowingisalistofaccreditationconcernsthatmostdirectlyaffectcoursedesignandimplementation:

• Onlineeducationcoursestandardsshouldbethesameasinface-to-faceclassroomsandthemodeofcoursedeliveryshouldbeappropriateforthecoursecontent.

• Onlineeducationshouldbecomparedwithcorrespondingtraditionalcoursesandprogramsinordertomeetinstitutionallearningoutcomesandqualitystandards.

• Facultyshouldhave:o Appropriatetraining.o Meansforongoingprofessionaldevelopment.o Sufficientresourcesfortechnicalandpedagogicalsupport.o Thesameevaluationsystemasintheface-to-faceclassroom.

• Studentsshouldhave:o Appropriatetechnicalandpedagogicaltraininginthecoursedelivery

method.o Expectationsthatonlineeducationcourseswillprovidethesamelevelof

instructionasface-to-facecourses.o Aclearideaaboutthetechnicalskillsneededforthecourseo Thesamelevelofinteractionwithandaccesstotheinstructorasinface-

to-facecourses.o Thesameaccesstosupportservicesason-campusstudents.


SOCCCDAR6112TheSOCCCDAdministrativeRegulation6112discussesDistanceEducationInstruction(SOCCCDAR6112).

AttendanceandParticipation

StudentResponsibilitiesAstudentisexpectedtobeinattendanceatalltimesinclassesandlaboratories;thestudentisresponsibleformakingpersonalcontactwiththeinstructorofeachclassmissed.Anabsencedoesnotrelievethestudentfromtheresponsibilityofmakingupallworkmissed.Itistheresponsibilityofthestudenttoobtaininformationconcerningmissedassignmentsandthelatepolicyasstatedinthecoursesyllabus.Itisthestudent’sresponsibilitytoofficiallywithdrawfromclassesbypublisheddeadlinestoavoidfailinggradesorhavingtopayfees.

AttendanceatFirstClassMeetingIfastudentisunabletoattendthefirstclassmeeting,itishis/herresponsibilitytonotifytheinstructorpersonallyorinwriting;however,studentswhodonotattendthefirstclassmeetingmaybeconsideredas“NoShows”andmaybedroppedandtheirseatsfilledbyotherstudents.(IVCStudentHandbook)

ExcessiveAbsenceClasshoursofabsenceareconsideredexcessivewhentheytotalmorethanthenumberofhoursafull-termclassmeetsduringeachweekofa16-weeksemester.Thisappliesproportionatelytoshort-termday,evening,summersession,andweekendclasses.Forexample,ifastudentisabsentformorethanthreehoursinasummerclassthat,whenscheduledasafull-termclassduringafallorspringsemester,meetsforthreehoursperweek,thestudent’sabsencecanbeconsideredexcessive,irrespectiveofthenumberofclassmeetingsmissed.(IVCStudentHandbook)Excessiveabsencefromclassasdefinedintheaboveparagraphmayconstitutereasonforaninstructortodropastudentfromthatclass.However,itisthestudent’sresponsibilitytoofficiallywithdrawfromclassesbypublisheddeadlinestoavoidfailinggradesorhavingtopayfees.Localpoliciesandinstructordirectives/guidancemustbedevelopedforappropriateclearingofcourserosters(inactiveenrollment),includingforonlineeducationcourses,


bycensus.Thisincludes“NoShows,”studentswhohaveofficiallywithdrawn,andstudentshavebeendroppedfromthecourse.Astudentmustbedroppedifnolongerparticipating,exceptifthereareextenuatingcircumstances.Attendanceshouldbebasedondocumentationfrom“regulareffectivecontact.”Allonlineeducationcourses,whetherhybridorfullyonline,includedemonstrationofregulareffectivecontact.Theinstructor(a)regularlyinitiatesinteractionwithstudentstodeterminethattheyareaccessingandcomprehendingcoursematerials,(b)isavailableatleastthesamenumberofinstructorcontacthoursperweekthatwouldbeavailableforface-to-facestudents,and(c)establishesandpublishes,inthecoursesyllabusorothercoursedocuments,anexpectationforfrequencyandtimelinessofinstructorinitiatedcontactandinstructorfeedback.Theinstructorusesoneormoreofthefollowingresourcestoinitiateandmaintaincontactwithstudents:threadeddiscussions,email,announcementsinthelearningmanagementsystem,timelyfeedbackforstudentwork,instructorpreparedonlinelecturesorintroductionsintheformofonlinelecturestoanypublishercreatedmaterials,thatcombinedwithothercoursematerials,createthe“virtualequivalent”oftheface-to-faceclass.Foronlineclasses,studentsmaybedroppedwhodonotcompletetherequiredorientationorcontacttheirinstructorbytheendofthedaypublishedasthestartdateoftheclass.LegalReference:EducationCodeSections70901and84500.Title5Section58004(c)(1)–(3),55204,andInvoluntaryDropafterCensusDateCCCCOLegalOpinion11-04

IndividualCourseAttendanceandParticipationPolicyEvenmorethaninface-to-facecourses,participationisacriticalpartofassessinglearningoutcomes.Eachonlineorhybridcoursesyllabusshouldhaveawell-definedanddetaileddescriptionofparticipationcoursepoliciesthatsupporttheCollege’sattendancepolicy.

Determiningparticipationgrades• Requireasetnumberofcourseactivitiesforeachweek.Forexample—a3-unit

coursemightrequire2-3activitieseachweekonnon-consecutivedays.• Requireasetnumberofdiscussionpostsforeachweek.Forexample–a3-unit

coursemightrequireonediscussionpostand2commentstoclassmate’spostsforeveryweeklymodule.

• Inordertogetfullcredit,provideexamplesandarubricdetailingwhatconstitutesanadequatepostorresponse.

• Giveweeklyquizzesoncoursematerial.• Requiretimelycompletionofassignments.

(ChronicleofHigherEducation)


Creatinglateworkguidelines

• Makecertainstudentsareclearastowhereandwhen(day,date,time&timezone)toposttheirworkforeachassignment.Forexample–assignmentsmightbeemailedtotheinstructordirectlybutdiscussionspostedintheunit/weeklydiscussionboard.

• Encouragestudentstochecktheirgradebooksothatiftheyhavesubmittedanassignmentbutithasnotbeenreceived,studentscanbeawareofwhattheyaredoingwrongbeforeitbecomesarecurringproblem.

• Decidewhetherornotlateworkwillbeaccepted.Ifacceptedconsiderthefollowing:

o Specificfinaldeadlineforassignments.o Specificpointvaluedeductionforlateassignments(letter

grade/percentage/points).o Wherestudentswillpostlatework.

• Becleariflateworkwillbeacceptedduetoextenuatingorlegitimatecircumstances.

DropPolicy

FederalGuidelines

PolicyGuidelinesTheFederalgovernmenthasnotissuedformalguidelinesregardingwhatconstitutesthe“LastDayofAttendance”intheonlineclassroom.However,becauseofthepotentialforfinancialaidfraudinonlineprograms,theUSDepartmentofEducationhasrecentlydeterminedthatthereshouldbe“regularandsubstantiveinteractionbetweenstudentsandfaculty”inonlinecourses(SalomonandMurray).

WhatthismeansforonlineeducationItisnotenoughtoevaluateastudent’sattendancebasedsolelyonthenumberandfrequencyofloginsorthroughcoursestatisticsontheLMS.Thenewguidelinesaremeanttoprotecttheinstitutionfromstudentswhoarereceivingfinancialaidassistancebutwhoarenotparticipatinginclass.Althoughguidelineshaveyettobecreated,instructorsmustdropstudentsbasedontheirparticipationinclass.‘Attendance’(throughlogins)isnotthesameasparticipation.Participationmeansactivelycompletingcourseactivitiessuchasassignments,assessments,postingondiscussionforums,etc.Participationpoliciesmustbeclarifiedintheonlinesyllabus.

IrvineValleyCollege’sDropPolicyAllonlineeducationcoursescurrentlyfollowtheIrvineValleyCollegePolicyforAttendance,ClassDropsandAuditingcourses.


PolicyGuidelines

• Eachinstructorisrequiredtodropallstudentswhofailtoattendthefirstmeetingofaclassiftheyhavenotmadepriorarrangementswiththatinstructor,andmaydropstudentswhoarrivelateatthefirstmeetingofaclassorwhofailtoattendthesecondmeetingiftheyhavenotmadepriorarrangementswiththatinstructor.

• Eachinstructorisrequiredtodropallstudentswhobecomenonparticipantsbythecensusdate(“no-show”drops).

• Afterthecensusdateandbeforethefinaldropdeadlinefortheclass,eachinstructorhastheoptionofdroppingstudentswho,inhisorherjudgment,becomeinactiveinclass.

• Priortothefinaldropdeadline,astudentmaydropaclassbysubmittingtheapprovedformintheRegistrationOffice,orbyusingthetelephoneoron-lineregistrationsystem.

WhatthismeansforonlineeducationTheface-to-facepolicyof‘attending’thefirstclass,particularlyforstudentswhoarenewtoonlineeducationmaypresentaproblem.Thereareoftenstudentswho,eitherbecausetheyareunawareofthepoliciesoroverwhelmedbythetechnology,maylogintothecoursesuccessfully,butmightnotcompleteanyoftheassignmentsasrequiredthefirstfewdaysofthesemester.Itisthereforeimportantforonlineandhybridinstructorstocreateacoherentandwell-definedcoursedroppolicyandtoarticulatethisintheinitialemailandwelcomelettersenttothestudentspriortothecoursestartdateaswellasintheonlinecoursesyllabus.

ConsiderationsforstudentdropsforOnlineEducation• CreateacourseCheck-InProcedure,suchasadiscussionforum,anintroductory

emailthatstudentssendtotheclass,oraself-assessment.Simplyhavingthestudentloginforthefirstdayofclassisnotenough.NewFederalguidelinestopreventfinancialaidfraudstatethatstudentloginsnolongercountasparticipation.

• StatethelastdayforCheck-Intooccur.Forexample–thesecondorthirddayafterthecoursebegins.

• RequirestudentstocompleteALLassignmentsinthefirstlearningunitbytheduedate.

• Bespecificastotheexactday,dateandtimeofyourdropdeadline.Includetimezoneinformation(e.g.PST/EST)sothatthereisminimalconfusionforstudents.


Ifastudenthasnotchecked-in,itisbesttosendanemailbeforethedropdeadlinetoinformthemthattheyareindangerofbeingdroppediftheydonotrespondbythedeadline.

DroppedStudentsintheLMSAlthoughastudentisdroppedthroughtheIrvineValleyCollegeregistrationsystem,studentsmayshowasunavailableinthedistrict-supportedLMS.

IVCAddProceduresAllonlineeducationcoursescurrentlyfollowIrvineValleyCollegePolicyforAttendance,CourseRepetition,ClassDropsandAuditingcourses.

WhatthismeansforonlineeducationStudentswillhavetogothroughthesameproceduretoaddonlineeducationcoursesastheywouldforface-to-faceinstruction.Informstudentsintheorderthattheyappearonthewaitlistbyemailthattheycanaddthecourseifthereisstillspaceavailable.Makecertainthattheemailstatesaday,date,andtime(includetimezone)theymustaddthecourseby.

AddedStudentsintheLMSAswithface-to-faceclasses,allstudentsaddusingMySite.OncethestudentsaddthemselvesthroughtheMySiteregistrationsystem,changeswillappearinthedistrict-supportedLMSwithinonebusinessday.Itisimportanttoremindstudentsthattheywillnotbeabletologintothedistrict-supportedLMSuntiltheyareloadedintothesystemandthisprocessmaytakeuptoonebusinessday.

GradingPolicyAllonlineeducationcoursesfollowtheIrvineValleyCollegePolicyforStandardsofScholarship.

AcademicHonestyandAuthentication

WhatthismeansforonlineeducationTheguidelinesforacademichonestyinface-to-facecoursesalsoapplytostudentsinonlineandhybridcourses.Plagiarism,disruptivebehavior(suchasimproperdiscussionpostsorpoornetiquette)andtakinganexamforsomeoneelseareallviolationsofstudentconductguidelines.(IVCPoliciesandRegulations)Thereislittleevidencetosuggestthatonlineandhybridstudentsaremorelikelytocheat.Infact,thefewstudiesthathaveresearchedthisissuefoundthatonlinestudentswerelesslikelytoengageinacademicdishonestythanthoseinface-to-faceclasses.Inpartthismaybebecauseofthenatureoftheonlineeducationenvironmentwhere,becauseofregulareffectivecontactguidelines,instructorsoftenhavemoreinteractionswithindividualstudents.


Studentswhoareabletolearnattheirownspeedandwhoareprovidedwithmanydifferentformsofalternativeassessmentsmayalsobelesslikelyto‘paniccheat’,thatis,impulsivelycheatduringanexam(Stuber-McEwen,Wiseley&Hoggat).


OnlineEducationResources

IVCResourcesIVCAdmissionandRecordshttp://admissions.ivc.edu/Pages/default.aspxIVCAlternateMediaServicesforFaculty:http://www.ivc.edu/resources/technology/pages/AlternateMediaFaculty.aspxIVCComputerLabs:

StudentSuccessCenter(ComputerLabs)http://academics.ivc.edu/successcenter/Pages/default.aspxLibrary(allandpossiblyLib101)http://www.ivc.edu/library/Pages/default.aspx

IVCCounselinghttp://students.ivc.edu/counselingcenter/Pages/default.aspxIVCDistanceEducationhttp://academics.ivc.edu/de/Pages/default.aspxIVCDistanceEducation–FacultyResources:http://academics.ivc.edu/de/Pages/facultyresources.aspxIVCDistanceEducation–StudentResources:http://academics.ivc.edu/de/Pages/studentresources.aspxIVCDSPS(DisabledStudentsProgramsandServices)http://students.ivc.edu/dsps/Pages/default.aspxIVCLearningResourceCenters(Pleasecontactthespecificcenterforeligibilityrequirements)

MathCenterhttp://academics.ivc.edu/mathcenter/Pages/default.aspxWritingCenterhttp://academics.ivc.edu/writingcenter/Pages/default.aspxLanguageCenterhttp://academics.ivc.edu/languagecenter/Pages/default.aspx


ReadingCenterhttp://academics.ivc.edu/readingcenter/Pages/default.aspx

StudentSuccessCenter(Tutoring)http://academics.ivc.edu/successcenter/Pages/default.aspx

IVCLibraryhttp://www.ivc.edu/library/Pages/default.aspxIVCPoliciesandRegulationshttp://www.ivc.edu/policies/Pages/default.aspxIVCStudentHandbookhttp://students.ivc.edu/handbook/Forms/AllItems.aspxIVCStudentLearningOutcomeshttp://academics.ivc.edu/sloIVCStudentSuccesshttp://academics.ivc.edu/success/Pages/default.aspxIVCStudentshttp://students.ivc.edu/Pages/default.aspxSOCCCDBP/AR4000.2ElectronicCommunicationshttp://www.socccd.edu/about/about_boardpolicy5.htmlSOCCCDAR6112DistanceEducationhttp://www.socccd.edu/about/about_boardpolicy7.html

ExternalResourcesACCJC’sGuidetoEvaluatingDistanceEducationandCorrespondenceEducationJune2013http://www.accjc.org/wp-content/uploads/2013/08/Guide_to_Evaluating_DE_and_CE_2013.pdfBlackboardSite–FacultyResources/Webinarshttp://www.blackboard.com/Faculty-Resources.aspxCaliforniaCommunityCollegeDistanceEducationAccessGuidelineshttp://extranet.cccco.edu/Portals/1/AA/DE/de_guidelines_081408.pdf


CaliforniaCommunityCollegeDistanceEducationAccessibilityGuidelineshttp://extranet.cccco.edu/Portals/1/AA/DE/2011DistanceEducationAccessibilityGuidelines%20FINAL.pdfCanvasInstructorGettingStartedGuidehttp://guides.instructure.com/m/8472CanvasInstructorGuidehttp://guides.instructure.com/m/4152ChronicleofHigherEducationhttp://chronicle.com/CopyrightandFairUseintheUMUCOnlineorFace-to-FaceClassroomhttp://www.umuc.edu/library/libhow/copyright.cfmCopyrightCrashCourse:http://copyright.lib.utexas.edu/teachact.htmlCopyrightforAcademicsintheDigitalAge,AAUPAmericanAssociationofUniversityProfessors(AAUP):http://www.aaup.org/article/copyright-academics-digital-age#.VCSXaCldUucFairUsefromtheU.S.CopyrightOffice:http://copyright.gov/fls/fl102.htmlFERPA(FamilyEducationalRightsandPrivacyAct)http://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.htmlHighTechCenterTrainingUnitoftheCaliforniaCommunityCollegeshttp://www.htctu.net/Nemire,RuthE.“IntellectualPropertyDevelopmentandUseforDistanceEducationCourses.”CollegeTeaching55.1(2007):26-30.ERIC.Web.28Oct.2014.http://ezproxy.ivc.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ773381&site=ehost-live&scope=siteRubiStarhttp://rubistar.4teachers.org/index.phpSalomon,KennethandChristopherMurray.“DocumentationfortheLastDayofAttendanceforOnlinePrograms.”WicheCooperativeforEducationalTechnologies.WesternInterstateCommissionforHigherEducation,Apr.2010.Web.28Oct.2014.


Section508.govhttp://www.section508.gov/Stuber-McEwen,Donna,PhillipWiseley,andSusanHoggatt.“Point,Click,andCheat:FrequencyandTypeofAcademicDishonestyintheVirtualClassroom.”OnlineJournalofDistanceLearningAdministration12.3(2009):n.page.Web.28Oct.2014.http://www.westga.edu/~distance/ojdla/fall123/stuber123.htmlStudentSupportReDefinedResearchhttp://rpgroup.org/projects/student-supportTitle5,CaliforniaCodeofRegulationshttp://www.cde.ca.gov/ls/fa/sf/title5regs.aspUDL-Universe:AComprehensiveUniversalDesignforLearningFacultyDevelopmentGuidehttp://www.udluniverse.com/UnitedStatesDepartmentofEducationhttp://www.ed.gov/TheAmericanswithDisabilitiesActAmendmentsActof2008http://www.eeoc.gov/laws/statutes/adaaa_info.cfm