Handbook - prior to January 2019

 Non-Traditional and Distance Learning Policy [edit]

Purpose

The purpose of this policy is to establish criteria for appropriate educational activities in non-traditional and distance learning contexts, and to establish equivalencies between activities in the traditional classroom and activities in the non-traditional and distance learning contexts. The non-traditional learning context includes intensive courses, accelerated learning in the cohort model, and other delivery modes that differ from the traditional face-to-face classroom context; distance learning refers to online course delivery.

Policy Statement

Beliefs that underlie this policy:

• While time spent should be a consideration in granting credit, more important is achievement of outcomes.
• There are many ways to achieve the same outcome.
• Different students have different learning styles, all of which are legitimate ways of learning.
• Courses ideally accommodate a variety of learning styles so that each student can use their preferred learning style some of the time while also being challenged to develop their non-preferred styles.

Criteria for activities in non-traditional and distance learning courses:

• The activities lead to the achievement of the course objectives or expected outcomes.
• Achievement of outcomes can be evaluated.
• The level of cognitive achievement is appropriate for the level of the course.

Principles related to time and credit allocation for activities:

• There is a one-to-one relationship between classroom, non-traditional, and distance learning equivalent activities in terms of time.
• Hours devoted to practica, internship, field experience, and laboratory experiences may or may not result in an equivalent number of credits, depending on the discipline. In some disciplines these hours are given the same credit as classroom hours, while in others they are given only one-third or one-half the credit of classroom hours. Thus, the usual practice in the discipline should be followed for granting credit in the classroom, non-traditional, and online contexts.
• In the classroom context, students are expected to engage with a course both in and out of class:  at the undergraduate level, this expectation is for the student to spend 2 hours per week in preparation, reading, and assignments outside the classroom for every hour spent in interactions with faculty, students, and course materials in the classroom; at the graduate level, the expectation is 2.5 to 3 hours per week outside of class for every hour in class. In the non-traditional and distance learning contexts, students are expected to engage with their courses for the same amount of time as in the classroom (e.g., a total of 5 hours per week for a 3-credit undergraduate course; a total of approximately 6 hours per week for a 3-credit graduate course). See also Class Meetings, Attendance & Final Examinations procedures in the Faculty Staff Handbook.

Assignments in distance learning courses are similar to those in classroom-based courses and typically consist of reading in preparation for online work. Assignments that are graded in distance learning courses are similar to those graded in classroom-based courses:  papers, projects, exams, participation in discussions (quantity and quality), etc. In order to comply with federal requirements, it will be verified that each student enrolled in a distance learning course is the same student who participates in and receives credit for the course.

Attached is a chart defining activities that are considered equivalent in the classroom, non-traditional, and distance learning contexts. All activities have a one-to-one relationship in terms of time.

Responsible Party

The Provost is responsible for this policy.

Policy Review

This policy is to be reviewed every three years or sooner as necessary.

Distribution

Faculty/Staff Handbook

                                                                        Approved by President’s Cabinet, November 7, 2000

                                                               Approved by Academic Cabinet January 29, 2013; reported  to President’s Cabinet, February 11, 2013

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