Alabama State University



|[pic] | |

| |Alabama State University |

| |Distance Education |

| | |

A System of Best Practices

and Policies for the

Development and Teaching

of an Online Course

April 2012

Alabama State University

Distance Education

A System of Best Practices and Policies for the

Development and Teaching of an Online Course

The Distance Education Committee (DEC) of Alabama State University (ASU) has prepared these guidelines and procedures to assist faculty members, deans, and department chairs in the development, preparation, approval, and teaching of online courses.

CONTENTS

I. General Guidelines

A. Faculty Preparation

B. Course Guidelines and Submission

II. Online Course Proposal Form

III. Developers Self-Assessment Form – Quality Matters Rubric

IV. Appendix 1 – Online Syllabus Template and Instructions

V. Distance Education Committee Course Review Form

VI. Distance Education Committee Rules and Obligations

I. General guidelines

A. Faculty Preparation

1. Please read the following article, Implementing the Seven Principles: Technology as Lever, available from

2. Please review and complete the Quality Matters Rubric at Content Area III of this package. This rubric should assist you in developing your online syllabus (Attachment 1)

3. Faculty who teach the proposed course must have successfully completed the ASU Online Instructors Course or a documented equivalent.

4. Be prepared to spend more, not less, time teaching a class. Online instruction is labor and time intensive.

B. Course Guidelines and Submission

1. To be approved by the DEC, all distance education courses must contain a course syllabus specifically designed for online delivery. A template and instructions for the syllabus for online courses is at Appendix 1.

2. The course proposal must be approved by the appropriate department chairperson and the dean of the college. Forms for approval are included in this package.

3. The course developer must complete and submit the self-assessment Quality Matters rubric found in Content Area III of this document

4. The following deadlines have been established for the submission of the electronic package for committee review:

Fall offering – April 15

Spring offering – September 15

Summer offering – February 15

II. Online Course Proposal Form

(To be completed by course developer)

This form has been developed by the Distance Education Committee to be completed by faculty wishing to develop and teach an online course. Courses which use web-based components as a supplement for courses that meet face-to-face do not need to complete this form.

|Developer Information |

|Name of Developer: |      |Campus Phone: |      |

|Department of Developer: |      |E-mail: |      |

|Full-Time Faculty | |Adjunct Faculty | |

| |

|Course Information |

|Course Name: |      |Course #: |      |

|Course offered under which department: |      |

| |

|If approved, when do you plan to begin teaching this course?       |

Please answer the following:

|YES |NO | |

| | |Is the proposed course a new course? |

| | |New courses must be approved by the appropriate committee before they can be added to the curriculum. |

| | |Is the proposed course an online version of an existing course? |

| | |Development of online courses must be approved be the Chair and Dean of the department and college offering the |

| | |course. Approval signatures must be included at the end of this form. |

| | |Have the instructor(s) for this course completed the online instructor’s course? |

| | | |

| | |Will this course be taught online by multiple instructors?? |

| | | |

| | |Have you previously taught the course you are proposing? |

| | | |

| | |Have you previously taught an online course |

| | | |

| | |Do you need assistance in preparing the course for BlackBoard? |

Submit this form, proposed syllabus, Quality Matters Rubric, signed copy of course approval documentation (for new courses added to the curriculum), and any other supporting materials to the chair of the Distance Education Committee.

|PRINT NAME | |SIGN NAME | |DATE |

| | | | | |

|Department Chair: | | | | |

| | | | | |

| | | | | |

| | | | | |

|Dean: | | | | |

| | | | | |

| | | | | |

| | | | | |

|Distance Education Committee Chair: | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

|RECOMMENDATION: | |Approved | |Disapproved |

| |

|Comments: |

| |

| |

| |

| |

| |

| |

| |

| |

| |

III. DEVELOPER’S SELF-ASSESSMENT FORM

| | |

|Course Developer’s Name: | |

| | |

|Developer’s Email: | |

| | |

|Work Phone Number: | |

| | |

|College/School, Department: | |

| | |

|Course Name and Number: | |

| | |

|Credits: | |

Please complete the Quality Matters Rubric Standards 2011-20112

☐ 1.1 Instructions make clear how to get started and where to find various course components.

☐ 1.2 Students are introduced to the purpose and structure of the course.

☐ 1.3 Etiquette expectations (sometimes called “netiquette”) for online discussions, email, and other forms of communication are stated clearly.

☐ 1.4 Course and/or institutional policies with which the student is expected to comply are clearly stated, or a link to current policies is provided.

☐ 1.5 Prerequisite knowledge in the discipline and/or any required competencies are clearly stated.

☐ 1.6 Minimum technical skills expected of the student are clearly stated.

☐ 1.7 The self-introduction by the instructor is appropriate and available online.

☐ 1.8 Students are asked to introduce themselves to the class.

☐ 2.1 The course learning objectives describe outcomes that are measurable.

☐ 2.2 The module/unit learning objectives describe outcomes that are measurable and consistent with the course-level objectives.

☐ 2.3 All learning objectives are stated clearly and written from the students’ perspective.

☐ 2.4 Instructions to students on how to meet the learning objectives are adequate and stated clearly.

☐ 2.5 The learning objectives are appropriately designed for the level of the course.

☐ 3.1 The types of assessments selected measure the stated learning objectives and are consistent with course activities and resources.

☐ 3.2 The course grading policy is stated clearly.

☐ 3.3 Specific and descriptive criteria are provided for the evaluation of students’ work and participation and are tied to the course grading policy.

☐ 3.4 The assessment instruments selected are sequenced, varied, and appropriate to the student work being assessed.

☐ 3.5 Students have multiple opportunities to measure their own learning progress.

☐ 4.1 The instructional materials contribute to the achievement of the stated course and module/unit learning objectives.

☐ 4.2 The purpose of instructional materials and how the materials are to be used for learning activities are clearly explained.

☐ 4.3 All resources and materials used in the course are appropriately cited.

☐ 4.4 The instructional materials are current.

☐ 4.5 The instructional materials present a variety of perspectives on the course content.

☐ 4.6 The distinction between required and optional materials is clearly explained.

☐ 5.1 The learning activities promote the achievement of the stated learning objectives.

☐ 5.2 Learning activities provide opportunities for interaction that support active learning.

☐ 5.3 The instructor’s plan for classroom response time and feedback on assignments is clearly stated.

☐ 5.4 The requirements for student interaction are clearly articulated.

☐ 6.1 The tools and media support the course learning objectives.

☐ 6.2 Course tools and media support student engagement and guide the student to become an active learner.

☐ 6.3 Navigation throughout the online components of the course is logical, consistent, and efficient.

☐ 6.4 Students can readily access the technologies required in the course.

☐ 6.5 The course technologies are current.

☐ 7.1 The course instructions articulate or link to a clear description of the technical support offered and how to access it.

☐ 7.2 Course instructions articulate or link to the institution’s accessibility policies and services.

☐ 7.3 Course instructions articulate or link to an explanation of how the institution’s academic support services and resources can help students succeed in the course and how students can access the services.

☐ 7.4 Course instructions articulate or link to an explanation of how the institution’s student support services can help students succeed and how students can access the services.

☐ 8.1 The course employs accessible technologies and provides guidance on how to obtain accommodation.

☐ 8.2 The course contains equivalent alternatives to auditory and visual content.

☐ 8.3 The course design facilitates readability and minimizes distractions.

Appendix 1

Alabama State University

Online Syllabus

**NOTE TO INSTRUCTORS: All information shown between the ** ** characters should be deleted and replaced by information specific to your course. Do not edit or delete any information that appears outside the ** ** characters. DELETE THIS STATEMENT BEFORE SUBMITTING THE SYLLABUS**

**Section 1**

COURSE NUMBER AND TITLE: **Course Prefix and Course Title (English 328 Technical and Professional Writing, e.g. )**

Course/Catalogue Description **Copy this information directly from master syllabus**

FACULTY LISTING **Instructor’s name, office, phone, email**

COURSE RESOURCES **Copy this information directly from master syllabus. Include text ISBN numbers. Include additional readings or required and recommended materials.**

COURSE OBJECTIVES **Copy this information directly from master syllabus unless online requirements must differ due to the nature of an online course (groupwork, e.g.)**

COURSE ASSESSMENT AND GRADING GUIDELINES: **Copy this information directly from the master syllabus unless online requirements must differ due to the nature of an online course (groupwork, e.g.).**

**COURSE PURPOSE: This section is optional. If used, copy information directly from the master syllabus. If not used, delete this section before submitting the syllabus**

**COURSE AUDIENCE: This section is optional. If used, copy information directly from the master syllabus. If not used, delete this section before submitting the syllabus**

**SECTION 2 - This is boilerplate information that should be included in all online courses**

TECHNICAL REQUIREMENTS: (Information should include requirements for internet access, browser compatibility, email, etc.)

INSTRUCTIONS FOR USING BLACKBOARD:

TECHNICAL SUPPORT: If you are having trouble accessing Blackboard or linking to the ASU website, please contact the technical support hotline.

ATTENDANCE POLICY:

VETERANS POLICY:

ADA COMPLIANCE INFORMATION:

ETHICS AND STUDENT CONDUCT:

**SECTION 3**

LOG-IN INFORMATION

COURSE POLICIES:

**Policies and procedures specific to that class i.e., make-up work, incomplete grades, when to meet online with the professor, etc. **

EXAMINATION PROCEDURES: **proctored and non-proctored, e.g.**

COMPUTER REQUIREMENTS: **Computer software or other technology required for the specific class**

**SECTION 4:**

COURSE OUTLINE **Should include learning units, assignments, due dates, exam dates, when the professor is on line. Can include assessment tools (checklists, rubrics, quizzes, tests, etc.)**

**SECTION 5:**

ONLINE COURSE FEATURES

**This section should describe the specific online features of the courses such as Discussion Boards, Wikis, Blogs, online group work, and Wimba. Information should be given on how assignment and exams will be conducted and when students should expect feedback on them.**

Online Syllabus Development Instructions

1. Section 1 of the syllabus are specific to the course:

a. Faculty listing

b. Course description

c. Course Resources

d. Course Objectives

e. Method of Instruction

f. Course assessment and grading guidelines

a. Course purpose (optional)

b. Intended Audience (optional)

2. Section 2 of the syllabus is information which is common to all syllabi:

a. Technical requirements for on-line learning (internet access, browser compatibility, email requirements, etc.)

b. Link of instructions for how to use Blackboard

c. Link to technical support hot line

d. Link to the ASU library webpage

e. Attendance policy (link to university web pages)

f. Veterans policy (link to university web pages

g. ADA compliance information (link to university web pages

h. Ethics and student conduct (link to university web pages)

 

3. Section 3 of the syllabus is also course specific but deals with online procedures such as:

a. Log-in information

b. Policies and procedures specific to that class i.e., make-up work, incomplete grades, when to meet online with the professor, etc.

c. Exam procedures (proctored and non-proctored, e.g.)

d. Computer software or other technology required for the specific class

4. Section 4 of the syllabus is the Course Outline: It should include learning units, assignments, due dates, exam dates, assessment tools, and when the professor is on line. 

5. Section 5 of the syllabus is the Course Features

a. Discussion Board/Forum

Course must require mandatory participation by students in a discussion forum as part of the final grade to insure active participation in the course.  Instructor is expected to act as a moderator on the discussion board. 

b. Final Exams

All final exams must be proctored and taken in the presence of the instructor, proctoring agency or tool,

c. Feedback

Faculty must provide feedback to students in regards to questions, assignments, and grades in a timely manner, no longer than two days between initial contact and response.

d. Learning Techniques

Active, participatory learning techniques are central to the learning process in the online environment.  Lecture style is not suggested for this type of course delivery.

e. Course Delivery

Courses should generally be designed with an asynchronous delivery method.

f. Faculty Evaluation

Instructor’s department must distribute some form of the student course evaluation (SCE) to each student to be voluntarily returned to the department offering the course. 

g. Student Privacy

Provisions for student privacy and confidentiality must be considered.

h. Internet etiquette

Instructor will provide instructions on Internet etiquette, preferably with a link to a related website on the topic.  The instructor is expected to monitor online discussions and address any Internet etiquette problems as they arise.

i. Copyright

Course must adhere to standard “fair use” copyright guidelines.

j. Course Materials

All course materials, documents, and assignments should be posted during the first week of each semester.  Use a similar template for all materials to increase clarity and simplify structure.

k. Simplicity and Specificity

Keep the content specific to the course, do not provide links, etc. that you do not intend to use.

DISTANCE EDUCATION COURSE REVIEWER’S FORM

| | |

|Reviewer’s Name: | |

| | |

|Reviewer’s Email: | |

| | |

|Work Phone Number: | |

| | |

|College/School, Department: | |

| | |

|Course Name and Number: | |

| | |

|Faculty Developer’s Name: | |

| |Yes |No – Please describe |

|Has the developer met the syllabus criteria| | |

|provided in the Online Course Syllabus | | |

|Template? | | |

|Has the developer met and worked with a | | |

|mentor? | | |

|Have all the standards in the Quality | | |

|Matters Rubric been addresses | | |

|satisfactorily. | | |

| | | |

|The next section evaluates the course using a scale of 1-4 |

|1= Excellent |

|2 = Good, needs minor modifications/clarifications, see comments |

|3 = Improvement necessary before approval |

|4 = Not applicable |

| | | |

|Course Features | | |

| |Rating |Comments |

|Technical requirements for the course | | |

|clearly defined. | | |

| | | |

|Brief orientation to distance education | | |

|included in the materials. | | |

|Course clearly organized. | | |

| | | |

| | | |

|Student outcomes clearly labeled. | | |

| | | |

|Instructor information present and easily | | |

|located. | | |

| | | |

|Grading procedures clearly described. | | |

| | | |

|All course materials clearly posted. | | |

| | | |

|Information is easily located within the | | |

|course. | | |

| | | |

|Assignments clearly labeled. | | |

| | | |

|Due dates for assignments and tests clearly| | |

|labeled. | | |

| | | |

|Differing types of activities | | |

| | | |

| | | |

|Different types of instructional components| | |

|used (streaming video, PowerPoint | | |

|presentations, etc.) | | |

| |

| |

| |

| |

|Seven Principles addressed: |

|Encourages Contact Between Students and | | |

|Faculty | | |

|Develops Reciprocity and Cooperation Among | | |

|Students | | |

|Uses Active Learning Techniques | | |

| | | |

|Provides Prompt Feedback | | |

| | | |

| | | |

|Emphasizes Time on Task | | |

| | | |

| | | |

|Communicates High Expectations | | |

| | | |

|Respects Diverse Talents and Ways of | | |

|Learning | | |

| | | |

| |

|Please comment on any elements that are pertinent to your review. |

| |

| |

| |

Summary: Overall, is this course ready to be offered?

| | |Yes |

| | | |

| | |Yes, with minor modification described below |

| | | |

| | |No, major revision necessary |

If course modifications are needed, please describe problems and suggestions for improvement for developer.

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| | | |

|Evaluator | |Date |

| | | |

|Distance Education Committee Chairperson | |Date |

V. DISTANCE EDUCATION COMMITTEE RULES AND OBLIGATIONS

1. The committee cannot conduct an evaluation without at least 70% of members in attendance or at least 70% of the committee comment forms returned to the chair prior to the meeting. Both 70% of the members and/or the evaluation comment forms must be in place prior to an evaluation meeting being held.

2. If the faculty member’s course under review is a member of the evaluation committee, he or she should recuse themselves until the committee has completed the evaluation of their course. Thereafter, the committee member whose class is under review can return to the committee to assume their responsibilities.

3. The Committees suggestions, revisions, comments etc., pertaining to the course being reviewed will be forwarded to the faculty member and appropriate Dean. The faculty member will be invited to request additional information in writing or meet with committee regarding the evaluation if he or she desires.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download