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Distance Education

Distance Education

Distance Education

Distance education at Caroline University is defined as a formal educational process in which the majority of the instructional interaction occurs when student and instructor are not in the same place. Instruction may be synchronous or asynchronous. Distance education includes computer technologies. This policy applies to all credit-bearing courses and programs offered through distance education by the Caroline University.

Principles
The following basic principles have been articulated:

  1. While Caroline University ensures academic freedom and wishes to encourage innovation in instruction, the faculty also has a collective responsibility to ensure the academic quality and integrity of Caroline University’s courses, programs, and degrees. This responsibility extends to those courses and programs offered through Distance Education.
  2. Faculty and students have a right to know the modes of delivery and technological requirements of each course, program, and degree offered by Caroline University. Students have access to this information before enrolling in a course or program.
  3. Distance education programs and courses are consistent with the educational mission of Caroline University.
  4. Courses, which are offered as Distance Education, provide the opportunity for substantial, personal, and timely interactions between faculty and students.
  5. Students in the Distance Education program have adequate access to library and student services.
  6. Caroline University provides appropriate support services to faculty who teach Distance Education courses.
  7. Distance Education program in Caroline University is a major mode of instruction.

Curriculum and Instruction

In the curricular review process, distance education program seeks to demonstrate that they provide the opportunity for substantial, personal, and timely interactions between faculty and enrolled students.

The director of the distance education program assumes responsibility for and exercises oversight over the program, ensuring both the rigor of the courses and the quality of instruction. This includes:

We continue to ensure the selection and evaluation of formally approved adjunct and/or part-time faculty.

We continue to ensure that the technology used suits the nature and objectives of the Distance Education program.
Caroline University continues to ensure the currency of materials, courses, and program.

We continue to ensure the integrity of student work and the credibility of the degrees and credits Caroline University awards. It is the responsibility of the director to ensure that reasonable safeguards are in place to prevent academic dishonesty.

We make sure that ownership of materials, faculty compensation, and copyright issues may be agreed upon by the instructor and Caroline University prior to the initial offering of a course.

We ensure that no individual, program, or department shall agree in a contract with any private or public entity to deliver distance education courses or programs on behalf of Caroline University without prior approval from Caroline University.

Evaluation and Assessment

At Caroline University, Faculty Committee continues to review all Distance Education courses and continues to ensure that the educational program offered through distance education is appropriate for delivery through distance education methods.

The method of delivery for new courses becomes part of each curriculum proposal, to be reviewed under the normal curricular process.

At Caroline University, any significant change in the method of delivery for existing courses or programs must be submitted as a course change proposal, to be reviewed by the director of the distance education.

The academic review process by the committee continues to evaluate the educational effectiveness of Distance Education courses (including assessments of student based learning outcomes, student retention, and student satisfaction), and when appropriate, determine comparability to campus-based programs. This process continues to assure the conformity of Distance Education courses to prevailing quality standards in the field of distance education.

A review and approval of all distance education courses, including those initially approved by the director of Distance Education, begin immediately and conclude within two years of the implementation of this policy. This review follows the normal process specified in the policy file.

Caroline University continues to maintain clear standards for satisfactory academic progress.

Caroline University continues to ensure the completion of student evaluation of learning outcomes by duly qualified faculty, which are appropriate for use with the distance education methods used, and evaluated by duly qualified faculty.

Facilities and Finances

At Caroline University, the program administrators provides evidence in the curricular proposal that:

Caroline University standards are followed in setting course-loads per instructor and/or academic unit.

The program possesses or has access to the equipment and technical expertise required to deliver distance education courses and programs.

Any distance education program has received resource approval prior to commencing operation.

Calendar and Course Credits

Distance Education Courses will be offered according to the general University academic calendar. Courses are offered on a semester calendar, however, if appropriate, shorter cycles are permitted with the permission of the Distance Education office.

Final examinations will be scheduled according to the designated examination period for the semester or cycle, unless otherwise approved by the Distance Education office.

Academic Credit will be awarded by designated course units on the basis of course content, course competence, extent of student time on task and instructor-student contact. One semester hour consists of 37.5 hours of academic engagement- in class and out of class combine. This is equal to the Carnegie Unit of 50 minutes for 15 weeks with two hours of preparation for every hour of class time.

As with any transfer coursework, academic credit may be transferred from a distance education course offered by other colleges or universities that are accredited by recognized agencies.

Course Integrity

Distance Education courses will comply with all related Caroline University policies, including but not limited to:

Academic integrity/ Code of Ethics / Student Code of Conduct / Disciplinary Policy / Policy on Discrimination and Harassment

Courses will reflect good practices relating to:
Well-articulated learning goals and expectations.
Course procedures (e.g. communication, assignment submission)
Student assessment
Program and Course assessment
University Disciplinary Policy
University Policy on Discrimination and Harassment

The inclusion of well articulated learning goals, course expectations and requirements, and methods of communication with instructor, on the course syllabus.

Transcripts

Student transcript for Distance Education courses will be handled as traditional face-to-face course. Transcripts will not reflect the modality of courses.

The Family Education Rights and Privacy Act (FERPA)

References to personal traits such as race, ethnicity, disabilities, age, and gender may be made public in accordance with the FERPA regulations.

Instructor’s Responsibility

Instructors in Distance Education program have responsibility for the quality of all program curricula. Ultimately, it is the instructor who is responsible for ensuring the integrity of the Distance Education offerings.

Student Performance Assessment

In specific cases student work may be utilized to serve a larger assessment such as for accreditation purposes. Such assessments will vary by Caroline University and instructors should confer with designated officer whether his/her course is subject to such assessment.

Student Support

Student support is consisted of library and learning resources, student services, and technology service.

Library and Learning Resource

The program administrators continues to ensure that:

  • Students have adequate access to and support in the use of appropriate library resources;
  • Students have access to laboratories, facilities, and equipment appropriate to the courses.
  • Students are provided with an adequate means for developing the necessary knowledge, skills, and abilities to use effectively any technology required for distance education courses.
  • Students are provided with necessary technical support, during evenings and weekends as well as "regular" operating hours, to resolve hardware and software problems encountered while enrolled in distance education courses.

Faculty Support Policy

The program administrators shall ensure that:

Caroline University continues to employ a sufficient number of faculty to assure that (A) the institution’s response to, or evaluation of, each student lesson is returned to the student within 10 days after the lesson is received by the institution; and (B) the institution’s response to, or evaluation of, each student project or dissertation is returned to the student within the time disclosed in the catalog.

Caroline University maintains a record of the dates on which lessons, projects, and dissertations were received and responses were returned to each student.

Caroline University ensures that the materials and programs are current, well organized, designed by faculty competent in distance education technique and delivered using readily available, reliable technology.

Caroline University standards are followed in assigning course loads to instructors and awarding incentives to instructors teaching courses in distance education programs.

The Distance Education office possesses or has access to equipment, software, technical/design/production expertise, training, and technical/administrative support for effective and proficient delivery of distance education courses and programs, including potential changes in the technology or course structure.

Caroline University ensures its long-range planning, budgeting, and policy development processes reflect the staffing, equipment, facilities, and other resources essential for the viability and effectiveness of distance education courses and programs.

Student Services

The program administrators continues to ensure that:

  1. Students are provided with accurate and timely information about Caroline University, its distance education courses and programs, costs, and related policies and requirements.
  2. Students are provided with an adequate means for developing the necessary knowledge, skills, and abilities to use effectively any technology required for distance education courses.
  3. Students are provided with necessary technical support, during evenings and weekends as well as "regular" operating hours, to resolve hardware and software problems encountered while enrolled in distance education courses.
  4. Students are provided with adequate access to the range of student services including enrollment/registration, academic advising, tutoring, career counseling and placement, personal counseling, and disability services.
  5. Students are provided with an adequate means for resolving student complaints and grievances.
  6. Students are provided with meaningful interaction with faculty who are qualified to teach using distance education methods.

Technology Support

  1. Caroline University assesses each student, prior to admission, in order to determine whether each student has the skills and competencies to succeed in a distance education environment.
  2. Caroline University provides adequate support services for the instructor and students participating in Distance Education courses, including necessary equipment, personnel and training.
  3. Caroline University designates the Distance Education office for technology support regarding the Distance Education program.
  4. The Distance Education office handles administrative systems, equipment maintenance and general user support.
  5. The Distance Education office also handles faculty support including instructional application and pedagogical issues involving technology.
  6. The Distance Education office provides guidance and manuals for student training for the program.
  7. Personal technology support is provided via telephone or email.

Intellectual Property Rights

Ownership of materials, instructor compensation, and copyright issues must be agreed upon by the instructor and Caroline University prior to the initial offering of a Distance Education course. Unless otherwise agreed by Caroline University and the instructor and specified in writing, Caroline University claims the intellectual property rights on the educational contents and materials in the course so that Caroline University can use the intellectual property and its future potential for Caroline University.

Faculty Duties and Responsibilities at Caroline University

  1. A faculty of distance education must participate in distance education orientation. He or she also must participate in regular distance education workshop or seminar to learn to use distance education platform, and be familiar with distance education policy and procedures.
  2. A faculty of distance education must create and submit a syllabus that is feasible for distance education including elements such as title, course description, education objectives, sequence and frequency of lesson or class sessions, length of the class, complete citations of textbook and other required written materials, sequential and detailed outline of subject matter and list of learning outcomes and skills, instructional modes, or methods, etc.
  3. A faculty of distance education must be able to use distance education platform that is adopted by Caroline University.
  4. A faculty of distance education must participate in faculty meeting and share input and feedback to improve the quality of distance education program, teaching effectiveness, and student success.
  5. A faculty of distance education must collaborate with the director of the distance education or the one who is qualified to supervise distance education in conducting distance education class and collaborate the director of institutional research to collect student evaluation of the class.
  6. A faculty of distance education must be able to verify student’s identification in conducting distance education class. A faculty must communicate meaningfully and timely with students in commenting their work or assignment. This can be done through verifying student’s login and password, their regular access to the class through platform and communicating with them through email and message. A faculty must collaborate with the director of distance education to verify their login and password if needed.
  7. A faculty of distance education must verify and ensure that a student participates in distance education orientation and can use online platform to take the class.
  8. A faculty of distance education must design a distance education course that contains meaningful interaction between faculty and student. Meaningful interaction between faculty and students can be stated in the course planner through syllabus reading, textbook reading, lecture note reading, lecture watching, quiz taking, essaying writing and comment, faculty responding to the questions and essay, forum participation, and threaded discussion and giving grading. And meaningful interaction must be appropriate and in timely manner. For instance, when the students submit course assignment or homework, a faculty must comment and respond within 10 business days.
  9. A faculty of distance education must employ threaded discussion between faculty and students and/or among students whereby students and/or faculty can exchange review, research, and opinion through threaded discussion that is available in class, session and assignment. A faculty must create a forum in that students can make comment on the debate and discussion subject that is assigned by the faulty to share their input. Multiple students must be able to respond to each subject and students can share their opinions in threaded manner.
  10. A faculty of distance education must continue to develop and improve distance education capacity and effectiveness by learning to expand knowledge of online technology and subject matter. Such effort must include but is not limited to taking online webinar class, reading of books that are related to online training and teaching guide, and be thoroughly familiar with Moodle Program Manual.
  11. A faculty of distance education must be able to use educational resources and technology that is available to faculty on campus and on-line.
  12. A faculty of distance education must continually monitor student’s progress by evaluating their work, assignment and grade by using scoring rubrics in timely manner.
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