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Distance Learning Notes - June 17, 2004
Initial Meeting of the Distance Learning Committee
Present: Linda Beith and JoAnn Warren Co-Chairs; Luis Malaret, Karen Allen, Rob Melucci, Martha Vigneault, Robyn Younkin.
Absent: Terry Squizzero, Judy Murphy, Phil Sisson, John Whitman
Guest: Vice President Sherman
VP Sherman charged the Committee to "examine and recommend institutional policies and practices for developing, planning, evaluating and implementing distance / distributed offerings" focusing on Quality.
During her charge, VP Sherman provided support and a rationale for the establishment of this committee. She further suggested that the work of this committee is important in light of the recent NEASC Study findings.
- Technology was identified as one of the institution’s major strengths and the institution should build on this strength.
- Challenges facing CCRI in relation to its program offerings and
instruction focused on the following:
- Quality issues related to course content, delivery and consistency in offerings
- Focus on Student Learning Outcomes
- Criteria for instructional evaluation (course and delivery)
Committee members brainstormed issues related to Distance Learning (See below).
Linda Beith offered to and has since established a Pipeline group for the Distance Learning Committee to facilitate interaction.
Next Steps: Committee members present felt that we need to define "Distance Learning" before we can begin our work. In order to assist in defining "Distance Learning at CCRI", Committee members present agreed to research a few existing Distance Learning Programs before our next meeting (not scheduled). See Sample listing.
Issues Related to Distance Learning
| Issue | Possible Action Item |
|---|---|
| How do I find a distance education course? | Distance Learning Website |
Are students ready to take a course on-line?
|
Develop and/or link to existing self-assessments |
| What are student’s expectations of an on-line course? | Create an FAQ page |
| Faculty concerns about academic integrity and plagiarism. | Issue with f2f courses as well |
| Student understanding of netiquette (e-mail and message board) | Create a page or link |
| Student access to syllabus/materials before registering | Link to faculty webpage or course overview |
| Who is taking the on-line courses? Why? | Survey students currently enrolled Research other institutions |
| Access to student services if offering degree programs | Determine extent of Distance Learning offerings – Research other models |
| Access | Financial Considerations |
| Disabled Students | Varied disabilities/obstacles identified |
| Privacy (images or on-line contribution) | Password protected environment; release and/or waiver form |
| Issue | Possible Action Item |
|---|---|
| Reserves at Library – Student Access | Electronic Reserves possible |
| MindShift – Focus on Learning Outcomes rather than contact time | Administration’s support of Hybrid course |
| MindShift – Quality as it relates to Distance Education (separates faculty and student by time and space) | Research successful programs; student testimonials |
| What courses can/should be taught on line? | Explore other programs |
| Compensation/Release Time for Development (E-Pack?); Teaching Time and Class Size | Policy – Collective Bargaining |
| Who owns the course? | Intellectual Property Policy |
| Quality, Academic Rigor. Who determines what quality is? | Establish a rubric to benchmark; Training, certification |
| What are student expectations of the course? | Website outlining expectations; syllabi and course packets |
| Availability/Sharing of Best Practices | TLT group |
| Academic Integrity – Students own work | |
| Who is eligible to teach Distance Education courses? | Policy – Collective Bargaining |
| Issue | Possible Action Item |
|---|---|
| What is Distance Education? | Define |
| What/Who is the Market for DE? | Research; Survey enrolled students in DE courses |
| What is the Vision of DE for CCRI? Courses?; Degree Programs (Web Development Program Available)? Telecourses: | Cost analysis, Data Collection |
| Marketing the Program | Consistency across college publications; |
| Integration of DE designations into Banner | Identify various modes of instruction and a symbol |
| MindShift – Institution wide – Focus on Learning Outcomes not Contact Time | Training – Professional Development |
| Commitment/Support of Distance Education – time, money, resources, policies | |
| Role of DL Committee with Curriculum and Quality Assessment | Policy/Charge |
| Measuring Quality – Impact on NEASC Study | Training, Certification of Faculty, Course Evaluations |
