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Standards for Distance Education

Cerritos College is known as a leader in instructional technology. Of paramount importance to the college faculty, students, and administration is the issue of maintaining course quality standards. The purpose of this document is to unify existing college policies related to online instruction, to provide faculty with a resource for online instruction at Cerritos College, and to provide a framework for the management of instructional technologies.

 

1. Distance Education
   Distance Education Definition: For the purpose of this document, this statement has been adapted from the title 5, Distance Education Guidelines for the California Community Colleges, § 55200, (July, 2007).
   
   Distance education means instruction in which the instructor and student are separated by distance and interact through the assistance of communication technology. In addition, instruction provided as distance education is subject to the requirements that may be imposed by the Americans with Disabilities Act (42 U.S.C. § 12100 et seq.) and section 508 of the Rehabilitation Act of 1973, as amended (29 U.S.C. § 794d).
2. Online and Hybrid Definitions
   Online: All instruction occurs online. Some instructors may require on-campus attendance for orientation, test taking, or to satisfy other course requirements. Access to e-mail and the Internet are required. Students may be required to complete work using e-mail, chat rooms, discussion boards, and other  instructional tools. Online courses are designated as OL in the published class schedule.
   
   Hybrid: Hybrid courses include the combination of traditional in-class instruction with computer-based learning and other instructional technologies. Therefore, students will be required to attend live class meetings on campus as scheduled by the instructor, as well as complete work using e-mail, chat rooms, discussion boards, and other  instructional tools. These courses are designated as Hybrid in the class schedule.
   
   Orientation information is listed on the Distance Education Program section of the Class Schedule for each section of an online course offered.  This information is repeated in the main course listing section of the Class Schedule.  The orientation information is published in both the printed and online versions of the Class Schedule.
3. Basic Technology Competencies
   Basic Technology Competencies:  To maintain the highest standards in online instruction, instructors who wish to teach online courses for Cerritos College should be proficient in certain basic technology skills such as the ability to compose content and transfer documents to their hosting web servers. Instructors can acquire these fundamental skills through the Innovation Center, through online courses offered in the Educational Technology Program, and/or on their own effort. Designated Innovation Center personnel are available to assist faculty and to assess an instructors’ proficiency; based on need, faculty will be offered assistance, additional instruction, or a Certificate of Technological Competence, a copy of which will be provided to Human Resources.
   
   The five areas of basic technology competence include:
   1. The ability to operate within one of the campus's standard operating systems (such as Windows or Mac OS) and be able to:
      1. Manage files
      2. Maneuver among multiple applications (multitasking)
   2. The ability to use the campus standard word processing application ( such as Microsoft Word) and be able to:
      1. Use various formatting techniques
      2. Save document in the appropriate file format (such as .doc, .rtf, .html, .pdf, or others as appropriate)
      3. Edit documents
   3. The ability to use the campus standard e-mail application(s) (such as Microsoft Outlook for Windows; Microsoft Entourage or Mail for Mac; and Microsoft Outlook Web Access) and be able to:
      1. Use address book
      2. Use group list
      3. Create and use folders
      4. Send, save, and open file attachments
      5. Send and receive messages
   4. The ability to use the campus standard Course Learning environment (such as TalonNet) and be able to:
      1. Manage files
      2. Use the discussion board
      3. Navigate efficiently
      4. Use the chat room
      5. Post syllabus
      6. Administer tests and quizzes
      7. Post grades
   5. The ability to make use of the Internet and be able to:
      1. Use various search techniques
      2. Download, locate, and open files
      3. Use Favorites/Bookmarks
      4. Use various browsers and search engines       

Instructors may demonstrate competencies in all the above areas by completing courses offered by the Innovation Center, the Educational Technology Program, and/or on their own effort.  Those who already possess fundamental mastery of any of these areas can demonstrate proficiency through the Innovation Center at any time. Faculty can go to the Innovation Center Web page,  www.cerritos.edu/ctx and complete the Online Teaching Certificate training online.

4. Pedagogic Competencies
   Pedagogic Competencies: Cerritos College prides itself in providing innovative instruction in a variety of modes, styles, and approaches.  Online instruction will be no less dynamic and individualized; however, the nature of teaching online requires instructors to reexamine and modify their pedagogies.  Cerritos College instructors wishing to teach online should demonstrate an awareness of the pedagogic opportunities and constraints inherent in online instruction.
   
   Instructors can acquire these fundamental skills through the Innovation Center, through online courses offered in the Educational Technology Program, and/or on their own effort.  Faculty seeking to learn more about online instruction on campus can complete the Educational Technology course EDT 125, “Fundamentals of Teaching Online Courses,” offered through the EDT program.  Course syllabus, content, and assignments are available upon request.  Staff Development training in these competencies will be offered throughout the year.
   
   The content of Fundamentals of Teaching Online Courses includes:
   1. Planning the online course
   2. Designing the site
   3. Presenting content knowledge
   4. Providing feedback
   5. Evaluating online

Determining whether an instructor possesses the pedagogical competency to teach online is a decision that rests exclusively with that instructor and the instructor’s department chair. Chairs will be advised of the successful completion of EDT 125 by those instructors seeking to teach online for the first-time.

5. Successful Completion as a Student in an Online Course
   Online Student: Instructors wishing to teach online must take at least one online course as a student. It is imperative for an instructor to experience this mode of delivery from the student's point of view.  EDT 125, offered at Cerritos College through the Educational Technology program satisfies this requirement.
6. Accessibility Requirement
   Accessibility Requirement: Cerritos College is committed to having effective communication with the widest audience possible; therefore, all online instructors must make every effort to provide accessibility for students with disabilities (e.g., Web X Act). Online instructors may meet with members of the Innovation Center for assistance in maximizing accessibility of course materials. Instructors Accessibility requirements of Section 508 of the Americans with Disabilities Act apply to all content delivery.  Attention to access is required if courses entail the use of print media, audio or video conferencing (live or pre-recorded), the Web, or software such as video laserdisc, CD-ROM, or DVD.  Specifically:
   1. All web-based material will need to be presented using the accessibility guidelines in the Cerritos College Web Handbook (https://www.cerritos.edu/web-handbook/).
   2. Any visual enhancements will need to have “alt” tags and alternate text descriptions to provide access for students with visual impairments.
   3. Sound enhancements will need to have closed captioning.
   4. When necessary, text versions of web pages will also need to be made available.
   5. Course web pages should include a statement requesting students with disabilities to apprise the instructor of limitations so that special needs can be met in a timely manner.
   6. When access is not compatible with a student’s disability, the instructor will need to make available alternative methods of instruction.

7. Additional Recommendations for First-Time Online Instructors
   It is the desire of the Cerritos College Faculty Senate that first-time online instructors follow the recommendations established by the Technology-based Learning Committee and passed by the full Senate in May 1998. These recommendations were revised by the Technology-based Learning Committee on 9/12/00 and 11/20/07.
   
   Cerritos College will provide the support necessary for faculty to meet the following recommendations:
   
   1. First-time online instructors will agree to be mentored by one of the designated online course mentors at Cerritos College.
   2. First-time online instructors will agree to be mentored during the semester preceding the offering of an online course.
   3. First-time online instructors will agree to be mentored during the entire first semester of the course offering.
   4. The course to be taught online must be a course that the first-time online instructor has had adequate training and preparation to teach.
   5. Whenever possible, the same course that is to be offered online by the first-time online instructor shall be offered in the traditional classroom manner.
   6. First-time online instructors should use e-mail as a communication tool in at least one traditional classroom course during the semester preceding the online course offering.
   7. First-time online instructors will agree NOT to teach more than one online course per semester for the first semester.
   8. First-time online instructors will use TalonNet as a portal (access point) for their web page through which online students can access at least the following information:
      
      • Course syllabus
      • Assignment due dates
      • Instructor office hours
      • Instructor e-mail address
9. First-time online instructors will demonstrate technical competence with College Standards as set forth by the Technology-based Learning Committee and approved by the Faculty Senate.
10. First-time online instructors will agree to make all course materials accessible to persons with disabilities.  Instructors will agree to meet with staff members at the Innovation Center for assistance in maximizing accessibility of course materials (See Section VI).
8. Regular Effective Contact
   Regular Effective Contact: For the purpose of this document, this statement has been adapted from the Distance Education section 55211, which states:
   
   55211. Instructor Contact.
   
   In addition to the requirements of section 55002 and any locally established requirements applicable to all courses, district-governing boards shall ensure that:
   
   (a) All approved courses offered as distance education include regular effective contact between instructor and students, through group or individual meetings, orientation and review sessions, supplemental seminar or study sessions, field trips, library workshops, telephone contact, correspondence, voice mail, e-mail, or other activities.
   (b) All distance education courses are delivered consistent with guidelines issued by the Chancellor pursuant to section 409 of the Procedures and Standing Orders of the Board of Governors. Regular effective contact is an academic and professional matter pursuant to title 5, section 53200.
   
   Note: Authority cited: Sections 70901 and 66700, Education Code.
   Reference: Sections 70901 and 70902, Education Code.
   
   In hybrid or online courses, regular effective contact is based on a mutual effort between faculty and students. Ensuring regular effective instructor/student contact guarantees that the student receives the benefit of the instructor’s presence in the learning environment, both as a provider of instructional information and as a facilitator of student learning. Subsection (a) stresses the responsibility of the instructor in a DE course to initiate regular contact with enrolled students to verify their participation and performance status. The use of the term “regular effective contact” in this context suggests that students should have frequent opportunities to ask questions and receive answers from the instructor of record.
9. Student Competencies
   Student Skills and Expectations: In order to support student success in online classes, students and faculty should be aware of core skills and expectations that promote student achievement in an online learning environment. For students who are interested in taking an online class for the first-time, please refer to the Academic Support Center assistance, or contact the instructor of the course directly.
   
   Student Skills
   1. Basic computer skills
      1. Send and receive e-mail and attachments
      2. Download files
      3. Fundamentals of file management
      4. Search and navigate the Internet using a browser
   2. Awareness of institutional support services (Innovation Center and Academic Support Center)
   3. Successful completion of prerequisite coursework
   4. Organizational skills
   5. Reading comprehension
   6. Writing skills
   7. Communication skills
   8. Time-management skills
   9. Proficiency in any adaptive computing software/hardware needed to access the online course material when there is a disability-related barrier.
   10. Recommended completion of online orientation (such as EDT 50) or equivalent preparation
   11. Familiarity with college course management system (such as TalonNet)

Student Learning Expectations

1. Motivated and focused
2. Awareness of online expectations, environment and workload
3. Autonomous, self-motivated learner
4. Positive attitude toward technology
5. Intention to complete the course
6. Ability to work independently
7. Ability to work as a group member
8. Having the confidence to follow directions and to ask for assistance

10. Course Outline Approval for Online Delivery
    Course Approval: The Cerritos College Curriculum Committee must approve courses for online delivery. The course outlines must be altered to address this new technology-mediated delivery method.  Also it is required that the department making the submission answer a series of questions developed to address feasibility, adequate preparation, and other concerns of the committee.

DISTANCE EDUCATION QUESTIONS
Revised by the Curriculum Committee 4-12-07

1. Describe how this course will be presented as a distance education (DE) course so that objectives, as written in the course outline, may be met. How will you ensure both the rigor and quality of instruction of the DE course as compared to the traditional course?
2. Describe how you will address the educational effectiveness of this course (including assessments of student learning outcomes, student retention, and student satisfaction) to ensure comparability to traditionally-delivered courses.
3. Regular and effective contact, per Title 5, Section 55376, takes place through office visits, telephone conversation, e-mail exchanges, virtual office hours, traditional course lectures, group or individual meetings, orientation and review sessions, video conferences, supplemental or student sessions, and/or field trips.
   
   The use of the term, “regular effective contact” suggests that students should have frequent opportunities to ask questions and receive answers from the instructor of record. Describe how this will take place.
   
   Regular and effective weekly contact is the responsibility of the instructor, not the student.
   
   Describe how distance education meets these requirements for this course as compared to the traditional course, including class size?
   
   Describe how you will ensure effective interaction among students. If student interaction does not take place, how will this impact the course?
4. Education Code 76365 specifically mentions textbooks and instructional materials as having continued value outside of the classroom. Describe how you will ensure this.
5. Title V Section 59402 (c) requires that tests be provided free to students. How will this be done with this course?
6. How will attendance policies for this course, as applied to traditional classroom courses, be applied and measured in this distance education course?
7. If the course contains a lab element, how will lab work, as opposed to homework, be measured?
8. Does the offering of this course through distance education require any special equipment and materials beyond a basic computer and web browser? How will you meet these needs?
9. Accessibility requirements of Section 508 of the Americans with Disabilities Act apply to all content delivery. How will you address access for students with disabilities? Attention to access is required if your course entails the use of print media, audio or video conferencing (live or pre-recorded), the Web, or software such as video laserdisc, CD-ROM, or DVD.

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