Curriculum and instruction
Why accrediting commissions believe it’s important: As the nature of the internet and internet users evolves, so do demands and expectations from online learning; thereby influencing the evolution of accrediting policies.
Most recent updates to policy:
- Regardless of instructional delivery method, the syllabi must identify the course learning objectives. Each course learning objectives must support one or more program learning outcomes
- The course must provide sufficient and appropriate opportunities for interaction between faculty and students and among students.
- Institutions must demonstrate that the clock or credit hours required and awarded are appropriate for the degrees and credentials offered using a thoroughly developed rationale. Credit award rationales for distance education delivery of courses or programs generally do not use the traditional lecture/laboratory/practicum formulas for credit calculations.
- Curriculum must be administered in a way that maintains security of access.
- Institutions must demonstrate that the students who registers for a distance-ed course or program is the same student who participates in and completes the course or program and receives the academic credit. Verification methods may include a secure login and pass code, proctored exam, et cetera.
- The institution’s academic unit exercises oversight of distance-ed programs, ensuring both the rigor of the program and the quality of instruction.
- Courses and programs offered via distance education maintain the same academic standards as those offered on the main campus.
Faculty and faculty support
Why accrediting commissions believe it’s important: Many institutions have noted difficulties in both faculty buy-in for online learning programs, as well as complaints from faculty over difficulty using the technology and being unprepared for the fundamental differences in the roles required for teaching online. Updates in policy aim to address these issues.
Most recent updates to policy:
- The institution must employ academically and/or experientially credentialed faculty to teach online courses appropriate to the subject matter.
- Faculty hired to facilitate online instruction must be properly trained to use the institution’s LMS for purposes of instruction, communication, and assessment.
- The instruction must provide an accessible and reliable LMS and technical support to effectively facilitate online instruction and learning.
- The institution must demonstrate that the student/teacher ratio appropriately supports faculty and student interaction, facilitation of interaction among students and interaction with curriculum content.
- The institution must have a faculty development plan on file that it appropriate for each individual.
- On-campus faculty must have a substantive role in the design and implementation of distance education programs.
(Next page: Students support; assessments)
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