Policy on Distance Learning, Including Electronically Mediated Learning (Adopted June 2001)

Background

Recognizing that most institutions must make use of the growing range of systems for delivery of instruction, including various electronic means, the Accrediting Commission for Community and Junior Colleges (ACCJC) has adopted a policy based on principles of good practice to help assure that distance learning is characterized by the same concerns for quality, integrity, and effectiveness that apply to more traditional modes of instruction. As methods used to facilitate/conduct distance learning evolve, the ACCJC policies that address distance learning also change. This policy statement has drawn from several previous policies and is intended to replace those policies with a single, unified, and up-to-date statement. Further development of this policy may well be appropriate in the not-so-distant future.

Definition of Distance Learning

Distance learning is defined, for the purposes of accreditation review, as a formal interaction designed for learning in which any portion of the interaction occurs when the student is separated by location from the instructor, resources used to support learning, or other students. Distance learning may employ correspondence study, audio, video, or computer technologies. Educational interactions delivered through these means may occur on campus as well as off campus. These interactions may be synchronous or asynchronous.

Policy Statement

ACCJC policy specifies that all learning opportunities provided by our accredited institutions have the same quality, accountability, and focus on student outcomes, whether they are delivered electronically or by more traditional means. The intent of the policy is to provide a framework that allows institutions the flexibility to adapt their delivery modes to the emerging needs of students and society while maintaining quality. Any institution offering courses and programs electronically is expected to meet the requirements of accreditation in each of its courses and programs and at each of its sites.

Principles

Development, implementation, and evaluation of all courses and programs, including those offered electronically, must take place within the institution’s total educational mission. Institutions are expected to control development, implementation, and evaluation of all courses and programs offered in their names, including those offered electronically.

Institutions are expected to have clearly defined and appropriate educational objectives for students in all courses and programs, including those delivered through electronic means. Institutions are expected to provide the resources and structure needed to accomplish these objectives. Institutions are expected to demonstrate that their students meet these objectives through application of rigorous outcome measures. Institutions are expected to provide the ACCJC reasons to believe that these objectives will continue to be accomplished. Institutions are expected to give ACCJC advance notice, through the Substantive Change process, of intent to initiate a new delivery mode, such as electronically-delivered courses.

Guidelines for Implementation

Curriculum and Instruction

Each electronically-delivered course or program of study results in learning outcomes appropriate to the rigor and breadth of the course credit, degree, or certificate awarded.

A degree or certificate program delivered partially or entirely through electronic means is coherent and complete and results in learning outcomes comparable to those delivered through other means. Student experiences result in achievement of intended learning outcomes whether electronically-delivered courses provide for synchronous or asynchronous interaction between faculty and students and among students.

Portions of courses delivered through electronic means adhere to the same principles as courses delivered entirely through these means.

Institutional Context and Commitment

Role and Mission

Delivery of courses and programs through electronic means is consistent with the institution’s role and mission. Review and approval processes ensure the appropriateness of electronic delivery to meeting the course and program objectives. Specific needs of students for whom electronically delivered courses are intended are identified and addressed.

Policy on Distance Learning, Including Electronically Mediated Learning

Learning Resources

Appropriate learning resources are available to students who take electronically delivered courses.

Students and Student Services

Students receive clear, complete, and timely information on the curriculum, course and degree requirements, nature of faculty/student interaction, assumptions about technological competence and skills, technical equipment requirements, availability of academic support services and financial aid resources, and costs and payment policies. Enrolled students have reasonable and adequate access to the range of student services appropriate to support their learning and assess their progress. Students have the background, knowledge, and technical skills needed to successfully use the technology involved in their course work. Advertising, recruiting, and admissions materials clearly and accurately represent the courses and programs, and the services available.

Commitment to Support

The institution demonstrates a commitment to ongoing program support, both financial and technical, and to continuation of the program for a period sufficient to enable students to complete a degree/certificate.

The institution ensures that qualified faculty provide appropriate oversight of courses delivered electronically. The institution gives appropriate consideration to the technical skills and needs of faculty assigned to teach through electronic means. The faculty evaluation process provides a means to evaluate technical skills when appropriate. The institution provides faculty training and support services specifically related to teaching via electronic means.

Evaluation and Assessment

The institution evaluates the educational effectiveness of electronically-delivered course work, including assessments of student learning outcomes, student retention, and student and faculty satisfaction. Students have access to such evaluation data. The institution provides for assessment of student achievement in each course and at completion of a program.

Questions to Aid Development of the Self Study

An institution offering courses through electronic or other modes of distance delivery is expected to meet ACCJC standards and policies. The questions below are provided to assist institutions in undertaking discussions as part of self study development. Evaluation teams will similarly use them in validating the Self Study.

Curriculum and Instruction

What means does the institution have to ensure that courses intended for electronic or other modes of distance delivery are developed through a process similar to traditionally- delivered courses?

How does the institution ensure that courses and programs provide for timely and effective interaction between students and faculty?

How does the institution ensure that courses and programs provide for effective interaction among students? How does the institution ensure that faculty have responsibility for and exercise oversight of electronically-delivered courses and programs, ensuring both the rigor of those courses and programs and the quality of instruction?

How does the institution ensure that the technology used is appropriate to the nature and objectives of the courses and programs? How does the institution ensure the currency of materials, courses, and programs? How clear and effective are the institution’s distance learning policies concerning ownership of materials, faculty compensation, copyright issues, and the utilization of revenue derived from the creation and production of software, telecourses, or other

media products?

How does the institution ensure that appropriate faculty support services specifically related to distance learning are provided? How does the institution provide effective training for faculty who teach using electronic means?

Evaluation and Assessment

How does the institution assess student capability to succeed in electronically delivered courses and programs? How is this information applied to admission and recruiting? How effective is this assessment? How does the institution evaluate the educational effectiveness of its electronically-delivered courses and programs (including assessments of student learning outcomes, student retention, and student satisfaction) to ensure comparability to traditionally-delivered courses and programs?

How does the institution ensure the integrity of student work and the credibility of the degrees and credit it awards?

Library and Learning Resources

How does the institution ensure that students have access to and can effectively use appropriate information resources? How does the institution monitor whether students make appropriate use of learning resources? How does the institution provide laboratories, facilities, and equipment appropriate to the courses or programs?

Student Services

How does the institution provide adequate access to the range of student services appropriate to support the programs, including admissions, financial aid, academic advising, delivery of course materials, placement, and counseling? How does the institution provide an adequate means for resolving student complaints? What advertising, recruiting, and admissions information does the institution provide to students that adequately and accurately represents the programs, requirements, and services available? How does the institution ensure that students admitted possess the knowledge and equipment necessary to use the technology employed in the course or program? How does the institution provide assistance to students who are experiencing difficulty using the required technology?

Facilities and Finances

How does the institution ensure that equipment and maintenance required for electronically-delivered courses and programs are provided effectively? How are facilities, staffing, equipment, and other resources associated with the viability and effectiveness of the electronically-delivered courses and programs reflected

in the institution’s long-range planning, budgeting, and policy development processes?