Online student learning outcomes will be equivalent to those of the same course taught face-to-face in a classroom setting and will be assessed as such. Program faculty has the responsibility for the quality of all content and delivery of the course.
The online learning course must include learner-centered strategies which help keep the student actively engaged. This may include problem-based as well as knowledge-based which involves higher order thinking skills such as analysis and evaluation instead of mere recall and command application.
All faculty developing a new online course should submit a Quality of Online Learning Course Rubric (Available in the Resources section of this document and also found on EagleNet at: >Faculty/Staff Resources >Online Teaching Resources.) to the Online Learning office to chronicle and for assistance/suggestions in self-examination of the course for quality design.
Compliance with SACS
“When an institution initiates a program leading to a degree, diploma, or certificate in which 50% or more of the credits can be obtained by some form of distance learning, the institution should notify the Commission of this development and submit a prospectus for approval.” (http://www.sacscoc.org/SubstantiveChangeFAQs.asp) 2/13/2012. Each course will be reviewed before the courses is registered as an online offering.
The Southern Association of Colleges and Schools guidelines for Online learning programs are listed at the following website: http://www.sacscoc.org/pdf/081705/commadap.pdf “Best Practices for Electronically Offered Degree and Certificate Programs.
When developing an Online Course: Article #2 “Curriculum and Instruction” should be reviewed to insure the course and/or new program follow these guidelines.