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Distance Ed Policy Manual-2019 Revision

    Distance Education Policy and Procedures Manual
 Central Virginia Community College

I.        Philosophy, Mission and Goals                                  
II.       Course Selection and Development                            
                   Criteria for Course Selection                              
                   Course Development                                           
     III.      Course Administration and Delivery        
                   Online (web) Courses                                         
                   Web-conferencing Courses     
                    Hybrid Courses    
IV.     General Administrative Policies and Procedures       
                   Student-related Policies and Procedures                
                   Faculty/Course-related Policies and Procedures   
                   Ownership and Intellectual Property Rights          
                   Faculty Compensation    
                             Full-time Faculty Workload                         
                             Adjunct Faculty Compensation                   
V.      Distance Education Evaluation                                  

Online (Web) Course Development................................. Appendix A
Online Course Review Process....................................... Appendix B
Peer Course Review Rubric............................................ Appendix C
Agreement for Production of a Web-based Course.......... Appendix D
VCCS Intellectual Property Policy ................................... Appendix E
Credit Hour (1:16) workload chart ................................... Appendix F
Credit Hour (1:22) workload chart .................................. Appendix G

I.      Philosophy, Mission and Goals
The Distance Education Program at Central Virginia Community College is designed to provide students with opportunities to accomplish their educational goals by taking courses in formats other than the traditional on-campus course offerings. A basic assumption for this program is that a significant portion of the adult population could be served by alternative instructional methods of course delivery.  In response to this apparent need, the College offers this program as a means of providing quality, postsecondary education to persons usually not served by traditional, on-campus courses.  Courses offered through distance education are designed to augment, not replace, on-campus sections.  The course content and requirements are equal to the traditional on-campus sections but because of the format these courses require strong student commitment.
The Distance Education Program is an integral part of the instructional focus at Central Virginia Community College and includes the following in its mission:
  • To provide students easy access to quality, post-secondary education by offering courses using alternative instructional delivery methods,
  • To research and promote the development and use of instructional systems which employ effective and efficient means to improve the distance education program and individual courses, and  
  • To respond to the needs of students to provide courses, support services and training opportunities that are flexible, responsive and innovative.
In order to fully and conscientiously carry out this mission, the following are on-going goals of the Distance Education Program:
  • Offer courses and programs academically comparable to regular, on-campus courses.
  • Provide a range of support services for students who enroll in courses and programs.
  • Utilize instructional delivery systems which provide students maximum flexibility and convenience, yet maintain academic quality.
  • Provide an organized and accessible collection of materials and supportive equipment necessary to meet the instructional and individual needs of students and faculty.
  • Provide leadership and assistance to faculty in the development of courses and associated materials.
  • Communicate to college faculty and staff current research and practices in the VCCS distance education programs as well as nationwide.
  • Ensure the periodic revision of courses to maintain quality and relevance of the course design.
  • Manage financial resources associated with the program to insure the quality of the courses and support facilities.
  • Provide for ongoing planning and evaluation of the program to ensure continued productive, efficient, and responsible use of human and material resources.
II.     Course Selection and Development
Criteria for Course Selection
CVCC offers distance learning opportunities to students in several delivery formats.  Although the growth of course development is in the area of online (web-based) instruction, the college also offers courses delivered synchronously using a web-conferencing platform (currently via Zoom), and hybrid (blended) courses.  
The following generally defines our instructional delivery formats and is provided in more detail to students (on the college website) to help them in choosing distance education courses appropriate for them. 
Online (web) courses are designed and developed such that all instruction is delivered via the web. Students might be required to   have tests proctored; attend laboratories (science) that require physical presence; or participate in synchronous web-conferencing sessions with the instructor. Those requirements are communicated to students in the footnotes (Special Notes) that appear in the class schedule for each semester. 
Live Online courses are synchronous offerings delivered to students using their own computer resources at home or at a designated computer lab on each of the college’s 5 sites.  Instruction is live, two-way audio (video option available for students with cameras) and emphasis is placed on the instructor incorporating opportunities for interactivity with students during class sessions.  Students login to the sessions through their enrollment in the Canvas course site.  Students also have access to archived sessions and other instructional activities, content and course requirements posted by the instructor in the Canvas site.       
Hybrid courses combine face-to-face (in-class) instruction with online instruction into a single course. A hybrid course meets part of the scheduled time in a traditional classroom environment or real-time using Zoom. The remainder of the course requirements will take place online using Canvas resources for completion of online activities; assignments and assessments. 
Responsibilities for course initiation, development/design, delivery, and assessment involve several individuals at the college. To ensure the most efficient use of all resources as well as the continuation of a planned expansion of Distance Education offerings, criteria for consideration include factors when approving courses to be offered through the Distance Education Program. Those factors might include:

Potential Enrollment
  • Does the course have high interest?
  • Is interest level documented by any data/program needs?
  • Is the course of general appeal or does it target a relatively small group of potential students?
Potential Longevity
  • How long will the subject matter remain relevant?
  • Is the course material too topical to allow long-term (2-4 years) appeal?
Adaptability to Distance Education Delivery Format
  • Can all requirements of the course be translated to a distance education offering format (online/web, web-conferencing or hybrid) to be comparable in academic quality to on-campus offerings?
  • Is the estimated cost within reasonable limits in terms of anticipated use?
  • Will delivery of the course be cost-effective in terms of the time investment by faculty member; instructional technologist, and others associated with the development and offering?
  • Does the proposed course have potential marketability to other colleges?
Curriculum Relationship
  • Is the course directly related to others in a program or sequence?
  • Is the course transferrable?
  • Is the course a general education requirement, elective course, or completely separate from existing curricula?
  • Is the course a prerequisite or lead in some way to another course?
Course Development
When the decision is made to proceed with the development of an online course, a process describes that development (Online (Web) Course Development, Appendix A).
Courses offered synchronously using web-conferencing and courses offered in a hybrid format do not have as formal a development process.  Decisions made about courses delivered in those formats are planned by the deans and the faculty teaching the courses. 
The instructional content of courses offered through the Distance Education Program should be comparable to (meet or exceed) the standards of on-campus classroom courses and include coverage of the common student learning outcomes for that course. 
Online (web) courses are reviewed through a process managed by the Distance Education Center and rely on peer review by faculty teams.  This process is outlined in the Online Course Review Process, Appendix B.   
Adopted by CVCC for review of online web courses is a rubric originally developed by the Maryland Consortium and has become a standard for many schools in the VCCS and across the nation.  The Peer Review Rubric is based on standards developed by the Maryland Online Consortium and has been developed in an electronic document format for use by peer review teams (Peer Review Rubric, Appendix C).

III.    Course Administration and Delivery
Online (Web) Courses
CVCC, as part of the VCCS (Virginia Community College System), has a centralized, enterprise system for the management of online courses which is Canvas.  The VCCS administers the system and each of the 23 colleges has a Canvas Administrator (Bb Admin) with rights to manage their local college’s course sites and enrollments.  The VCCS’ management of Bb for the system includes decisions made about upgrade dates; inclusion of building blocks; maintaining archives; providing training to all college Bb Administrators in new versions of Bb; among other responsibilities.  This management does include communication and advice from all the colleges via bi-monthly scheduled web-conference meetings.  This cooperation frequently results in shared resources and training among the colleges for use with students and faculty on individual campuses.
At CVCC, a Canvas course site is created for every course offered in the semester class schedule.  All online content for web-courses is developed (and delivered to the student) in the Canvas site although faculty may use other publisher content that students are given directions for access.  All faculty (regardless of the delivery mode) are encouraged to use their Canvas course site(s) to post syllabi and other course materials; communicate new/updated information to students; and post grades.  In the template for Canvas course sites, a resource has been developed and is included in a “button” (CVCC Information) which includes all of the student resources available to all students in the CVCC Syllabus document which is associated with all faculty syllabi.
At the beginning of every semester, the Distance Education Center schedules (optional) face-to-face training sessions for students in the use of Canvas.  These sessions are planned for the main campus; however, sessions have been conducted using web-conferencing options to deliver training sessions to students at the college’s off-site centers.
Roles and Responsibilities
Central to the successful development and delivery of a distance education course is the faculty member.  The faculty member has the major responsibility of ensuring the academic integrity of the course and providing for a positive learning experience.  Listed below (alphabetically) are others involved in this aspect of course design and delivery.
CMS (Canvas) Administrator
  • Create course site (request from faculty)
  • Provide individual assistance to faculty related to issues associated with the CMS (Canvas)
  • Maintain “users” in online courses (batch enrollment of students)
  • Conduct orientation sessions for students in technical skills/information
  • Troubleshoot student/faculty problems and questions related to Bb technical support in course delivery
  • Course maintenance – copy courses for next semester; remove old courses
  • Serve as liaison with the VCCS for issues related to (Canvas) and technical issues of online learning
  • Manage peer review process

Coordinator of Institutional Effectiveness and Strategic Planning

  • Creation and dissemination of student course evaluations – compilation and dissemination of results to distance education, academic divisions and individual faculty
  • In conjunction with faculty, determine need for online course
  • Approves Agreement of Production of a Web-based Course (Appendix D) in conjunction with faculty and Vice President of AA/SS
  • Notifies Distance Education Dept. regarding new course(s)
  • Includes new course in (future) schedule
  • After course evaluation (end of semester) works with faculty to incorporate improvements based on assessment results


  • In conjunction with Dean, determines need for online course
  • Involved in initial orientation session (with Instructional Technologist ) to get course “started
  • Request Canvas Administrator to create course site
  • Attend workshops and/or individual training with Canvas Administrator, and Instructional Technologist to design and develop the course
  • Design course “blueprint”
  • Develop entire course
  • Conduct “self-review” using the peer review rubric as a guide
  • Notify Instructional Technologist when course it ready for peer review
  • Teach/manage course 
  • After course evaluation (end of semester) work with Dean to incorporate improvements based on assessment results
Coordinator of Instructional Technology and Distance Learning
  • Involved in initial orientation session (with faculty) to get course “started” – define expectations, establish timeline, identify media elements, etc.
  • Provide individual assistance to faculty related to technical concerns and the integration of technology applications in the course content and delivery
  • Participate in the investigation and introduction of new applications of technology – particularly related to online learning
  • Train faculty in the development of online media components (or development for them) appropriate for their course design 
  • Interact and respond to suggestions presented from the course peer review and help the faculty integrate those suggestions into the course
  • Manage Distance Education staff and resources
  • Maintain communication with deans and Canvas administrator to ensure all resources are provided and processes followed to support online course development and delivery
Peer Review Teams  
  • Submit a signed Peer Course Reviewer Agreement form
  • Attend training (for “new reviewers”) in the application of the Peer Review Rubric
  • Adhere to CVCC’s course review process and the timeline established by the distance education department 
  • Maintain confidentiality (outside of the review team members, the  faculty member of the course, and DE department personnel) about any course(s) accessed during the training or review process, including any student information contained in the course(s)
  • Not change, copy or modify any instructional material contained within the course(s)   
  • Observe copyright laws and respect intellectual property rights of the faculty creator of materials
VP for Academic Affairs and Student Services
  • Work with Dean and faculty on the paperwork/payment associated with the faculty development agreement
  • Overall responsibility (through coordination with distance education and other involved academic departments) for ensuring that the needs of distance learning students and faculty are met in terms of services provided and communicated
Synchronous Distance Learning Courses
Courses that are delivered at a distance, but meet online at a specific time are considered Synchronous Distance Learning Courses.  At CVCC, these courses are called Live Online.  Live Online courses are delivered through Zoom. Students can receive online face-to-face meetings from anywhere with a broadband internet connection.  Students can also attend online face-to-face meetings in the distance learning computer lab on the main campus or at the off-campus sites. Class sessions are also recorded and may be viewed at a later time.
Student Requirements:
  • Students must have broadband internet access or they must be able to attend class on the CVCC campus or an off-campus site.
  • Students are expected to attend class at the time the course is scheduled.
  • Students may be required to visit the main campus or an off campus site for orientation, assignments, and tests.
Faculty Requirements
  • Instructors are required to conduct class for the entire scheduled time.
  • First time instructors must be trained by distance learning staff before the first class meeting.
  • Instructors should have online contact information and be responsive and accessible to students outside of face-to-face meetings
  • Instructors may deliver classes from an off-campus location; however, the instructor is responsible for his or her own hardware, software, and internet connection.
Hybrid Distance Learning Courses
Courses that require students to meet less than 50% face-to-face but are not 100% online are considered Hybrid Distance Learning courses.  The face-to-face component of the course can be administered in a traditional classroom or through synchronous online delivery. 
Student requirements:
  • Students must have reliable access to the web component of the course.
  •  Students are required to meet during the scheduled face-to-face times.
Faculty requirements:
  • Instructors should use Canvas or provide equal online services
  • Instructors should have online contact information and be responsive and accessible to students outside of face-to-face meetings
  • Instructors should attend training and/or review training materials and tutorials for online course delivery
  • Courses that meet less than 100% face-to-face may not be offered without the specific approval of the Division Dean.
IV.    General Administrative Policies and Procedures
The Distance Education Program follows the same policies, procedures and guidelines used for on-campus traditional course offerings.  This includes policies related to admissions; placement testing; course prerequisites; registration; established calendar dates for refunds, assignment of “W” grades and beginning/ending course dates.  
Student-related Policies and Procedures
Students who enroll in courses through the Distance Education Program have access to all campus services.  Procedures for registration; tuition payment; course credit; academic load and other associated issues are the same as for traditional on-campus classes.
CVCC complies with all the requirements of the Family Rights and Privacy Act  (FERPA). The college is committed to protecting the privacy of a student’s educational record regardless of instructional delivery method.  The Dean of Student Services is the point of contact for all FERPA related issues and all employees are informed and trained of their responsibilities related to unauthorized release of confidential records or information.  Because an online environment creates a record of student activity, it is subject to FERPA privacy rights, unlike verbal exchanges in a physical classroom.
The Identity Verification process for accessing distance education courses via Canvas (The VCCS online course management system) protects student’s privacy through the use of a secure portal with a secure login and student-selected password.  Upon application to the college, students are assigned a unique username and a temporary password which must be changed upon initial login.     
Faculty/Course-related Policies and Procedures  
Determination of course offerings for any academic term and associated faculty teaching loads are responsibilities of the division dean.  Class cancellation decisions are made by the division dean in consultation with the Vice President for Academic Affairs and Student Services.  The Distance Education will be consulted if additional assistance and support is required for a course.
Faculty and staff understand and carry out a commitment to confidentiality, integrity and security to protect the privacy of students who participate in distance learning activities.  Students’ records are kept private by the instructor, except in cases where academic staff or administration accesses the course, with legitimate educational interest under FERPA guidelines.   
Ownership and Intellectual Property Rights
In matters of ownership and copyright, materials developed or created while employed by the VCCS are subject to Section 12, Intellectual Property of the VCCS Policy Manual (Appendix E).
Faculty Compensation
In matters related to compensation for faculty, course development is considered to be separate from course delivery and revision.  Compensation for course development will vary based on the nature of the course to be developed and is considered on an individual basis with conversation involving the faculty member and his/her dean.   
Full-time Faculty Workload
Compensation for teaching a distance education course is based on enrollment figures at the end of regular on-campus registration.  Students who enrolled during a semester and received a grade of "I" are not included in enrollment figures for succeeding terms.
Credit Hour Workload Formula for Online (web-based), Live Online, and hybrid courses
Courses with a funding ratio of 1:10, 1:12, 1:15, or 1:16 having enrollments of 1 to 8 students are prorated.  For example: 8 students equals a 88.8%, 7 students equals 77.7%, etc., workload.  A course with 9 to 20 students equals a 100% workload.  A course with 21 students equals a 110% workload.
Courses with a funding ratio of 1:22 having enrollments of 1 to 8 students are prorated.  For example: 8 students equals a 88.8%, 7 students equals 77.7%, etc., workload.  A course with 9 to 22 students equals a 100% workload.  A course with 23 students equals 110% workload.
The calculation is done for both credits and contacts for courses with labs.
These workloads apply to the first time the course is offered and to all future offerings. The policy applies to both full- and part-time faculty.  
All distance education courses (all delivery methods) will be considered a part of the faculty member’s load.  A faculty member cannot be assigned an overload of more than five (5) semester hours per semester or ten (10) semester hours per academic year.  The maximum overload that can be assigned to a faculty member during the summer term is three (3) semester hours.  
A chart (Appendices F & G) identifies the credit hours associated with workload for both 1:16 and 1:22 ratio credit courses.                
Adjunct Faculty Compensation
The Credit Hour Workload Formula identified above applies to adjunct faculty as well as the following provisions:
The number of credits generated by student enrollment is multiplied by the lecturer hour rate for the adjunct instructor in order to determine the adjunct’s pay.
When more than one distance education course or section is taught in a semester, the enrollments are combined for that semester.  Enrollments of two semesters are not combined since adjunct faculty are appointed on a semester basis.
V.     Distance Education Evaluation

As with any course or program, periodic evaluation and review of distance education courses is beneficial to students, faculty, and program administrators.
Each semester for each course offered by the college (regardless of delivery mode), a student course assessment is conducted.  The course evaluations are initiated by the Office of Institutional Effectiveness and Strategic Planning and are delivered (electronically) to students using a licensed course evaluation system (MyClassEvaluation – IOTA Solutions).  Results and data collected by this office are shared with the instructor, the division dean, faculty members and collective data used for course and program improvements.
The college has a standard set of questions (16) comprising the core questions for student evaluations.  There are additional question sets associated with courses that are delivered online (web-based); hybrid courses; Live Online courses; and courses with laboratory requirements, such as science courses.  These question survey sets are compiled (using MyClassEvaluation) and targeted to students specifically based on their enrollments for the semester.  Students are to complete an evaluation for each course in which they are enrolled.    
Appendix A
Online (Web) Course Development
The following outlines the process for the creation of new online courses.  
Faculty member and Dean consult about the need for a (new) online course offering
  •   Dean may request that a course be developed to meet programmatic needs
  •   Faculty member may propose development of a course that meets an unmet service region or program curricular need
  • Dean will provide the faculty member with the CVCC common student outcomes for the course
Dean consults with VP about new web-course development
  •   VP verifies whether proposed course meets a programmatic or market need
  •   VP verifies availability of funding for new web-course development
Instructor, Dean, and VP sign agreement for production of a web-based course
  •   Agreement (Agreement for Production of a Web-based Course) is completed the semester before scheduled delivery of course
  •   $1,500 is paid to instructor upon completion of course development and successful review by a peer review team.  This (payment) is dependent upon available funding.  In the absence of funding (for that fiscal year), all agreements are retained for payment to faculty in the (chronological) order in which they were received. 
  •   Agreement states that faculty course developer agrees to be a peer reviewer as a part of a team for (future) course reviews 
Instructor develops course
  •   Development of course reflects the standards identified in the peer review rubric guidelines to assure online course quality (Peer Review Rubric)
•The course will include the common student outcomes for the course and adhere to the CVCC student learning outcomes policy
  •   During course development, faculty member has access to support from Distance Education Center
Course is Peer Reviewed
  •   Course is assigned to a Peer Review team.  The peer review team(s) follow a process for review (Online Course Review Process
  •   After “passing” the review, the instructor is paid for the course development and the course is offered 

Course is delivered
  •   Feedback from the Peer Review Process is used to make course improvements before offering
  •   Student feedback can be used to make (future) pedagogical and technological improvements.
  •   Deans may provide feedback about course improvements from student evaluations
Appendix B
Online Course Review Process
  1. Establish Review teams
    1. Teams of three faculty, ideally from at least two different divisions, would be assigned a series of courses to review.
    2. Notification of team makeup would be sent to all involved parties
    3. An “appeal team” consisting of the instructional designer and a different faculty team will be established when needed to handle any appeals in the process. This group would only examine unresolved or disputed items in the review.
  1. Establish courses to be reviewed
    1. All new online courses will be scheduled for review.
    2. Existing courses would be selected on a volunteer basis as much as possible, and then additional courses would be selected by the deans to be reviewed if additional courses are needed.
    3. Each course would have a “review on” date (volunteered initially or assigned if no volunteers come forward) that would mean that the team would review that course on or after that date.
    4. For sequential classes by the same instructor, the Instructional Technologist, after a review, can approve the subsequent course in the sequence if the original course has been approved by a review team and the structure and design of the course is the same as the first approved.  If any questions develop the course, can be referred to a review team.
  2. Initial review
    1. Reviewers to look at courses based on a pre-arranged schedule.
    2. Reviewers independently examine the course to determine if it meets the requirements of the rubric
    3. Reviewers compare notes and discuss discrepancies and reach agreement on what items are adequate and which do not seem to meet the requirements of the rubric. If agreement cannot be reached then the item will be considered to have not met the requirements.
    4. Reviewers will make suggestions to improve the course and note items where the rubric requirements are not met.
    5. If the class meets all the requirements of the rubric no follow up is required.  A congratulatory letter will be sent and the seal of approval attached to the class banner.
    6. If the review team suggests mechanical, design, or minor pedagogical changes, the course can be sent to the Instructional Technologist with the note “passed to administration for appropriate action.”  Once the changes noted by the review team are made and approved by the Instructional Technologist, the course will have completed the review process.  A congratulatory letter will be sent and the seal of approval attached to the class banner.
  3. Follow up review
    1. If items are not in compliance with the rubric, a list of these will be sent to the instructor with a copy sent to the Distance Education Center. The instructor can then either, with or without the assistance of the instructional technologist,
      1. Modify the course and resubmit to the review team for a second review.
      2. Schedule a meeting with the review team (which must be within thirty days of the initial notification) to discuss how the instructor feels that the course does meet those elements of the rubric or seek clarity (from the review team and/or from the instructional designer) on what can be done to meet those requirements.
    2. Once the course is compliant, the congratulatory letter will be sent and the seal of approval attached to the class banner.
  4. Outcome of second review
    1. If the course does not pass the second review the instructor can, within thirty days, either:
      1. Modify the course again and submit it to the initial review team or
      2. Appeal the decision and have the course sent to the appeal team for review and, if needed, remediation. The course would stay with the appeal team until approved or withdrawn from course offerings.
      3. The initial review team can, if they so choose, forward a re-submitted course to the appeal team if they feel an impasse has been reached.
Appendix C
Peer Course Review Rubric
Standards with Point Value and Annotations
Online courses will be reviewed using this rubric.  Reviewed courses must attain a “yes” to all criteria identified with an asterisk (*/bold) and receive a combined score of 62 points for certification (approval).
General Review Standard:       The overall design of the course, navigational information, as well as course, instructor and student information are made transparent to the student at the beginning of the course.
Specific Review Standards: Points Annotation: What’s the idea?
*A.1.     Navigation within the course is logical and easy to follow.
4  The navigation system is built around the user requirements and convenience, organized in a logical, easy to follow manner with minimal use of the scrollbar.
*A.2    There is a syllabus introducing the student to the course and how student learning is structured. 4 Look for information provided by the instructor that gives the new student an idea of how the learning process is structured.
The instructor may describe some or all of the following:
  • Course Description and overview
  • The course schedule (self-paced, following a set calendar, etc.)
  • Course sequencing, such as a linear or random order.
  • Types of activities the student will be required to complete (written assignments, online self-tests, participation in the discussion board, group work, etc.)
  • Course calendar with assignment and test due dates
  • Preferred mode of communication with the instructor (email, discussion board, etc.)
  • Preferred mode of communication with other students
  • Testing procedures (online, proctored, etc.)
  • Procedure for submission of electronic assignments
  • Textbook requirements
  • Technology requirements
* A.3     The self-introduction by the instructor is included. 4 The initial introduction should help to create a sense of connection between the instructor and the students.
At a minimum the course introduction should include the instructor’s name, email address, and office phone number.
A more complete introduction would include the above plus title, professional experience, and other information and activities pertinent to the subject matter of the class and to the professional career of the instructor.
An exemplary introduction would include the all of the above and would present non-professional information about the professor, such as a picture, teaching philosophy, and personal information such as hobbies, etc.
A.4 Navigational instructions make the organization of the course easy to understand. 1 Instructions should provide a general course overview, guide the new student to explore the course website, and tell what to do first, rather than list detailed navigational instructions for the whole course. Instructors may choose to incorporate some of this information in the course syllabus.  If so, students should be directed to the syllabus at the onset of the course.   A useful idea is a “Read Me First” or “Start Here” button or icon on the course home page, linking students to start-up information.
  • A course “tour”.
  • Clear statements about how to get started in the course.
  • A “Scavenger hunt” assignment that leads students through an exploration of the different areas of the course areas.
A.5    Students are requested to introduce themselves to the class. 1 The student introduction helps to create a supportive learning environment and a sense of community.
Look for a request that students introduce themselves as well as for instructions on where and how they should do so. Do not evaluate the students’ introductions.
Instructors may ask students to answer specific questions (such as why they are taking the course, what concerns they have, what they expect to learn, etc.) or may choose to let the student decide. Instructors should consider providing an example of an introduction and/or start the process by introducing themselves.
General Review Standard:       Learning objectives are clearly defined and explained. They assist the learner to focus learning activities.
Specific Review Standards: Points Annotation: What’s the idea?
*B.1-1    The learning objectives of the course describe measurable outcomes.
B. 1-2
4 Measurable learning objectives help teachers precisely describe what students are to gain from instruction, and then to accurately assess student accomplishment.   Objectives should describe a student performance in specific, observable, terms. If this is not possible, (e.g., internal cognition, affective changes), be certain to check for clear indications that the learning objective is meaningfully assessed.
Examples of measurable objectives:
  • Select appropriate tax strategies for different financial and personal situations.
  • Develop a comprehensive, individualized wellness action program focused on overcoming a sedentary life-style.
  • Objectives are consistent with CVCC’s Common Student Learning Outcomes policy
□ The objectives of the course are departmentally mandated
□  The objectives were developed by the instructor.
B.2    The learning objectives address content mastery as well as critical thinking ability and increased learning skills. 2 Examine the learning objectives (course and unit level) as a whole. All three types of skill should be present. Not every single objective will contain all three components.
Critical thinking skills may include the ability to:
  • Distinguish between fact and opinion
  • Distinguish between primary and secondary sources
  • Identify bias and stereotypes
  • Evaluate information sources for point of view, accuracy, usefulness, timeliness, etc.
  • Recognize deceptive arguments
Learning skills may include:
  • Information literacy
  • Manipulation and organization of information in various ways or using different tools
  • Understanding what you know and how you know it, and also understanding what you do not know and what you need to find it out.
B.3     Specific suggestions on how to succeed in the course are provided. 2
Instructions may take various forms (e.g. narratives, bulleted lists, charts) and may appear at different levels within the course (e.g. module-based or weekly assignment sheets.) Instructions should be clear and complete.
Examples: Module-based or weekly assignment pages in narrative, bulleted list, or chart form, indicating a list of steps that guide the student to meet learning objectives for each week.
B.4-1    The learning objectives of the course are clearly stated.
B. 4-2 
2 Students should be able to easily grasp the meaning of the learning objectives.  Use of jargon, confusing terms, unnecessarily complex language, and puzzling syntax should be avoided.
□ The objectives of the course are departmentally mandated
□  the objectives were developed by the instructor.
General Review Standard:   Assessment strategies use established ways to measure effective learning, assess learner progress by reference to stated learning objectives, and are designed as essential to the learning process.
Specific Review Standards: Points Annotation: What’s the idea?
*C.1   The types of assessments selected are varied, consistent with course activities, and measure the achievement of stated objectives and learning outcomes. 4 The assessment format used should be a meaningful way to measure the learning objective.  Objectives, assessments, and learning activities should align. 
Examples of inconsistency: 
(1) The objective is to be able to “write a persuasive essay” but the assessment is a multiple choice test. 
(2) The objective is to “demonstrate discipline-specific information literacy” and the assessment is a rubric-scored term paper, but students are not given any practice with information literacy skills on smaller assignments.
Examples of objective/assessment alignment:
  •  A problem analysis assessment to evaluate critical thinking skills.
  • Multiple choice quiz to test vocabulary knowledge.
  • A composition to assess writing skills.
Sometimes you may find assessments that are geared towards meeting objectives other than those stated in the course; for example, a course may have a writing component as part of a college-wide “Writing Across the Curriculum” requirement.  In that case you may suggest including appropriate objectives in the course.
*C.2   The grading policy is clearly stated. 4 Look for clarity of presentation to the student here, not the simplicity or complexity of a given grading system itself. A relatively complex grading system can still be unambiguous and easy to understand.
A list of all activities, tests, etc. that will affect the students’ grade clearly stated at the beginning of the course. 
*C.3 Assessment and measurement strategies are designed to provide feedback to the learner.
4 Students learn more effectively if they receive frequent, meaningful, and rapid feedback.  This feedback may come from the instructor directly, from assignments and assessments that have feedback built into them, or even from other students.
  • Instructor participation in a discussion assignment.
  • Writing assignments that require submission of a draft for instructor comment and suggestions for improvement.
  • Self-mastery tests and quizzes that include informative feedback with each answer choice.
  • Interactive games and simulation that have feedback built in.
C.4   Assessment strategies for the calculation of the final grade include a variety of activities.  3 The course must include a minimum of 25% of the final grade coming from activities other than tests and quizzes.
C.5  The types of assessments selected and the methods used for submitting assessments are appropriate for the distance learning environment. 2 In most online courses, the types of assessments used are appropriate for the online environment and assure the integrity of the student’s work. Assume that the course meets the standard unless you find evidence to the contrary.
Examples that DO meet the standard:·
  • Submission of text or media files by email or online submission.
  • Exams given in a proctored testing center.·
  • Quizzes with time limitations, printing disabled, and other security measures.·
  • Multiple assessments which enable the instructor to become familiar with individual students’ work and which discourage “proxy cheating” (someone other than the student completing and submitting work)
Examples that do NOT meet the standard:
  • Required assessments that cannot be submitted online, such as a lab practicum in a science course.·
  • A course in which the entire set of assessments consists of 5 multiple choice tests taken online, with no enforced time limit, the print function enabled, and minimal security features in place.
C.6    “Self-check” or practice types of assignments are provided for quick learner feedback. 1 Students should have ample opportunity to measure their own learning progress. Look for examples of “self-check” quizzes and activities, as well as other types of practice opportunities that provide rapid feedback. These types of assignments should be voluntary or allow multiple attempts.
  • Practice quizzes·
  • Games, simulations, and other interactive exercises·
  • Practice written assignments
General Review Standard:    Instructional materials are designed to be sufficiently comprehensive to achieve announced objectives and learning outcomes and are prepared by qualified persons competent in their fields. (Materials, other than standard textbooks produced by recognized publishers, are prepared by the instructor or distance educators skilled in preparing materials for distance learning.)
Specific Review Standards: Points Annotation: What’s the idea?
*D.1   Resources and materials are easily accessible to and usable by the learners.
4 If some of the course resources, including textbooks, videos, CD-ROMs, etc., are unavailable within the framework of the course website, investigate how students would gain access to them, and examine their ease of use.
  • If textbooks and/or CDs are used, titles, authors, publishers, ISBN numbers, copyright dates, and information as to where copies can be obtained, are listed.
  • A navigation button is devoted to “Resources” and appropriately tied in with the overall course design.
  • Required software plug-ins are listed, along with instructions for obtaining and installing the plug-ins.
*D.2   A wide variety of learning strategies are utilized to accommodate many different learning styles.
4 Course activities allow the student to learn in different formats. Examples include discussions, student led activities, choices of assessments, materials that are written or auditory, etc.
*D.3  The instructional function of the course elements (learning content, instructional methods, technologies, and course materials) is evident. 2 Learners should easily be able to determine the purpose of all materials, technologies and methods used in the course. For example: a course may be richly garnished with external links to Internet resources, but students may not know whether those resources are for background information, additional personal enrichment, or whether they are necessary for an assignment
  • If links to an external web sites are used, the purpose of the links is clearly explained to students or is completely self-evident.
  • The function of animated games or exercises are clearly explained or is completely self-evident.
D.4 All instructional materials are presented in a visual format appropriate to the online environment. 1 Students who have the required technical equipment and software should be able to view the materials online. Materials used in a face-to-face class may not work well in an online course without modification.
Examples of some visual format problems:
  • Text size may be too inconsistent for typical View/Text Size setting.
  • Large text files are presented without table of contents or unit numbering; hyperlinks may improve students’ access to information·
  • Multimedia files require plug-ins or codecs students do not have.
  • Science lab courses may include learning activities that are not easy to format for online learning.
General Review Standard:    The effective design of instructor-learner interaction, meaningful learner cooperation, and learner-content interaction is essential to learner motivation, intellectual commitment and personal development.
Specific Review Standards: Points Annotation: What’s the idea?
*E.1   The types of activities required are consistent with the achievement of stated objectives and learning outcomes. 4 Learning activities include everything from class discussions to practice quizzes, from tests to case simulation exercises. Look for examples of activities that demonstrate consistency with the learning objectives.  Try to determine whether most of the objectives can reasonably be achieved by students engaging the learning activities found in the course.
Examples of mismatches between activities and objectives:
  • The objective has to do with students being able to deliver a persuasive speech, but the activities in the course do not include practice of that skill.
  • The objective is “Prepare each budget within a master budget and explain their importance in the overall budgeting process.”  The students review information about this in their texts, observe budgets worked out by the instructor, and produce only one of the several budgets.
*E.2   The course design provides a variety of  learning activities to foster instructor-student, content-student, and if appropriate, student-student interaction. 4 The learning activities in the course should foster the following types of interaction:
  • Instructor-learner:  Self-introduction; discussion postings and responses; feedback on project assignments; evidence of one-to-one e-mail communication, etc.
  • learner-content: essays, term papers, group projects, etc. based on readings, videos, and other course content; self-assessment exercises; group work products, etc.
  • Learner-learner (if appropriate): Self-introduction exercise; group discussion postings; group projects; peer critiques, etc.
*E.3      Clear standards are set for instructor response and availability.
4 Students need clear information about how quickly the instructor will respond and how frequently he or she is available. Informing students about instructor response and availability times prevents unreasonable expectations from developing (such as anticipating a response from an email in the middle of the night).
Look for clear standards for instructor response time for key events and interactions, including e-mail turnaround time, time required for grade postings, discussion postings, etc. Also look for clear standards for instructor availability, including e-mail response time, degree of participation in discussions, and availability via other media (phone, in-person) if applicable.
It is recommended that turn-around time is 24 hrs. within a (5-7) day period per week and with notification of instructor absence
E.4    The requirements for course interaction are clearly articulated. 2 A clear statement of requirements is particularly important when a type of interaction (e.g. participation in a discussion) is not optional. What are the penalties for non-participation? Impact on grade etc.?
Example: Students required to participate in discussions are told how many times each week they must post original comments, how many times they must post responses to other’s comments, what the quality of the comments must be, how the comments will be evaluated, and what grade credit they can expect for various levels of performance.
E. 5   Guidelines for instructor-student communication are clearly articulated 3 The course includes evidence of virtual and physical office hours, instructions on scheduling individual meetings, and accommodations for providing flexibility of students schedules.  Information on faculty response time is made clear to the student.
General Review Standard:       To enhance student learning, course technology should enrich instruction and foster learner interactivity.
Specific Review Standards: Points Annotation: What’s the idea?
*F.1   The selection and use of tools and media support the learning objectives of the course and are integrated with texts and lesson assignments.
4 Look for evidence that tools and media used in the course support related learning objectives, and are integrated with texts and lesson assignments. Students should know how the tools and media fit into the assignments and how they relate to the learning objectives. Make sure that the technology is not used simply for the sake of using technology.
For example: A course might require viewing video materials, but it may not be clear whether some of the video materials illustrate or support any learning objective.
F.2    The selection and use of tools and media enhance learner interactivity and guide the student to become a more active learner. 2 Look for tools and media in the course that help students actively engage in the learning process, rather than passively “absorbing” information.
Examples: automated ‘self-check’ exercises requiring learner response; animations, simulations, and games that require student input; software which tracks student interaction and progress; use of discussion tools with automatic notification or ‘read/unread’ tracking feature.
F.3    All technologies required for this course are either provided or easily downloadable. 2 For this standard, the term “technologies” may cover a range of plug-ins such as Acrobat Reader, media players, etc. In addition, courses may require special software packages (spreadsheets, math calculators etc.). Look for clear instructions on how students can obtain needed plug-ins and software packages.
F.4    The selection and use of tools and media are compatible with existing standards of delivery modes. 1 As standards of delivery mode change over time (for example, from 28.8 modems to broadband) the reviewers may want to judge as a team whether or not course tools, media, and delivery modes meet current standards for widespread accessibility.
Example: If most students have access to DVD players or use streaming media, use of those delivery modes in an online class meets this standard. If the normal consumer of a course cannot be expected to have access to a technology at their out-of-the box home computer off campus, that technology should probably not be used in the course.
F.5    The course makes use of technologies to deliver media efficiently to all users. 1 Innovative technologies appear on the market all the time, and online course technology needs to keep up. Reviewers should to pay particular attention to this standard in the case of courses that have been in use for several years (check the instructor worksheet).
  • Using compressed files to reduce file downloading time.
  • Delivering Audio files in a common file type such as Windows Media or RealPlayer.
General Review Standard:       Access to course resources is in accordance with the American with Disabilities Act.
Specific Review Standards: Points Annotation: What’s the idea?
G.1 Course pages provide equivalent alternatives to auditory and visual content.
1 Alternative means of access to course information should be provided for the vision or hearing impaired student. Look for equivalent textual representations of images, audio, animations, and video in the course website. Presenting information in text format is generally acceptable, because screen reader software (used by the vision impaired) can read text.
  • Audio lecture has a text transcript available.
Video clip, image, or animation is accompanied by text transcript.
G.2      Course pages have links that are self-describing and meaningful.
1 When instructors provide links to Internet content, they should also provide useful descriptions of what students will find at those sites. This enables the vision impaired to use screen reader software to understand links.
  • All file names and web hyperlinks have meaningful names. For instance, the link to take a quiz should say “Take Quiz 1”, not “click here”.
  • Icons used as links should also have HTML tags or an accompanying text link.
G.3 Information conveyed on course pages in color is also available without color. 1 To accommodate students who are color blind, color text should also be identifiable by other methods (such as bold, italics, etc.)
Use formatting such as bold or italics in addition to color coding text.
  • Provide web page in an alternate, non-color-coded format.

Appendix D
Agreement for Production of a Web-based Course
Instructor Name:  _________________________________________________________
Date:  _______________
I agree to create and teach the following web-based course (name and course number):
_______________________________________ ________________  that will be ready for
delivery (semester and term):  _______________________________________________
I will receive $1,500 for the development of this course contingent upon the course passing peer review of the course’s instructional and organizational design.  Furthermore, after this course passes peer review, I agree to serve as a peer reviewer for one web-based course per annum.
As needed, I will participate in training sessions and consult with the instructional designer to prepare this course.  The college agrees to supply the instructional and technical support needed for production. 
I understand that any content and materials produced in conjunction with this course are subject to Section 12.0.3, Ownership of Intellectual Property, of the VCCS Policy Manual (see website which states that except as otherwise provided by separate written agreement or waiver which is executed by a duly authorized officer of a college or the VCCS, an ownership interest is claimed by the VCCS in any intellectual property produced by a VCCS employee when produced as a result of an assigned duty or with the substantial use of college resources, facilities, or funds.
I further agree to comply with the VCCS Policy Manual requirement that any material developed in full or part through CVCC should acknowledge the contribution of the college and the VCCS. 
I understand that any web-based course or course material produced for a distance learning environment should be equal in instructional quality and content to that produced for on-campus use and is subject to approval by the faculty person’s Division Dean. 
Division Dean
Vice President for Academic Affairs and Student Services

Appendix E
VCCS Intellectual Property Policy
Central Virginia Community College observes the Virginia Community College System (VCCS) policies relative to intellectual property, copyright issues, and revenue derived from the creation of intellectual property. The VCCS policy found in Section 12 of the VCCS Policy Manual and the Intellectual Property Guidelines established by the State Council of Higher Education for Virginia (SCHEV) as mandated by the Code of Virginia Sections 23-4.3 and 23-4.4.
The college may claim interest or ownership of intellectual property in cases of assigned duty and/or significant use of college resources.  The college may choose not to exercise intellectual property rights even though it might be legal to do so.

Appendix F
Appendix G

May 2019 Addendum
  • Minor revisions to this policy were made to the Distance Education Policy and Procedures Manual in May 2019.  The revisions were recommended by a committee of faculty, administrators, and the Instructional Technologist. The committee updated technology terms and language to reflect changes since the last revision.
  • The committee recommended that the E2IT committee update the course selection and development section, the peer review process, and faculty compensation.  The update will occur during the 2019-2020 academic year and will be submitted to CVCC Governance for approval. 
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