According to the Higher Learning Commission, all learning-focused organizations should strive to create learning environments supportive of the multiple learning styles of their students, and frequently turn to new technologies to assist in these efforts. The HLC criterion of accreditation draws particular attention not only to the need to attend to learning environments, but also the need to attend to services and facilities that support student learning. The institution’s program quality and learning goals should be consistent across all modes of delivery and all locations (on the main campus, at additional locations, by distance delivery, as dual credit, through contractual or consortial arrangements, etc.). The learning-focused organization also supports the learning of other key constituents.
PrinciplesofGoodPracticefor DistanceEducation(APA) 1. That education is best experienced within a community of learning where competent professionals are actively and cooperatively involved with creating, providing, and improving the instructional program;
8. That institutions voluntarily subject themselves to peer review.
Source: (2002) PRINCIPLESOFGOODPRACTICEINDISTANCEEDUCATIONANDTHEIRAPPLICATIONTO PROFESSIONALEDUCATIONANDTRAININGINPSYCHOLOGY,Report of the Task Force on Distance Education and Training in Professional Psychology, American Psychological Association
Principles of Good Practice:Curriculumand Instruction 1. Thecourseofferedelectronicallyiscoherentandcomplete.
Necessarycoursematerialsareidentified.Informationonhowtopurchaseor obtain materials is provided if necessary.
If studentsarenotrequiredto meetoncampus,theycancompletethecourse
without physically visiting the institution offering the course. (i.e. all necessary instruction and support infrastructure is in place to serve the off-campus students.)
2. The courseincludes:
Note: A positive response is required for the following unless otherwise indicated. Most of these items will be present in the MSC Online Syllabus Template provided by the Academic Affairs office.
4. Thecourseprovidesfor multiple avenues forinteractionbetweenfacultyandstudentsand amongstudents (minimum of 3 avenues of interaction).
Interaction with and among studentsisachieved through (checkallthat
Studentposting ofassignmentsfor reviewby other students
Feedback for students is provided in a timely manner. Assignments are assessed within 10 working days and questions are answered within 2 working days. Guidelines for feedback are defined or outlined in the syllabus or course menu.
Opportunities for student-faculty and student-student interaction allow for the development of an online learning community that is independent of course assessment (i.e. Open discussions, virtual café, chat room, etc.)
5. Academicstandardsforall programsorcoursesofferedelectronicallywillbethesame asthoseforprogramsorcoursesdelivered by other means at theinstitutionwhere theprogramorcourseoriginates.
The online course provides students with goals and objectives that are equivalent to goals and objectives used the lecture course.