Document

Report
Teaching, Learning and Technology Roundtable
Online Learning Committee
2013 Report
Updated - April 22, 2014
Committee Chairs
Michael Zavada and Nancy Low-Hogan
Committee Members
Shayle Adrian – TLTC
Mary Balkun – A&S
Renee Cicchino – TLTC
Regina Efimchik – A&S
Joe Martinelli – CEHS
Lysa Martinelli – TLTC
Felella Millman – Nurs
Danielle Mirliss – TLTC
Amy Philips – TLTC
Denise Rizzolo – SHMS
Jack Shannon –Stillman
Bert Wachsmuth – A&S
Elizabeth Leonard-Library
Rob Weitz – Stillman
Meeting Schedule 2013-2014
The Committee held meetings on:
• January 28, 2014
• February 25, 2014
• March 25, 2014
• April 22, 2014
Mission
Identify and recommend institutional policies and practices on
developing, delivering and supporting online courses, programs
and/or degrees. Serve in an advisory capacity to CEPS and
assist in the development of CEPS as the administrative
structure that facilitates the development of online courses and
programs with the colleges and schools within the University.
Recommendation #1 - Online/Hybrid Course Approval
Requirement for all new online courses.
All new online or hybrid courses must be reviewed through
TLTC and the QM rubric prior to being offered for the first
time, including as an experimental and/or special topics course.
Rationale: ensures quality of course which is a University
priority even for experimental courses; increases likelihood of
successful outcome for experimental courses.
All new online or hybrid courses must be reviewed through
TLTC and QM rubric prior to being submitted to EPC for
approval. Rationale: ensures quality of course which is a
University priority; increases likelihood of successful outcome.
Recommendation #2 - Online/Hybrid Course Approval
Requirement for all current online courses.
All current online or hybrid courses that have not gone through
the QM review must be reviewed through QM. Instructors will
have two years, commencing with the implementation of this
policy, to complete the QM process. Rationale: ensures
quality of the course which is a University priority.
Recommendation #3 - Quality Matters Re-review
Requirement
A re-review of online and hybrid courses can be requested by
the faculty member or department chair as a result of course
evaluations, peer review or accreditation.
A re-review focuses on course design which includes content
alignment and technology. The re-review does not include an
evaluation of faculty or his/her performance. Rationale:
design issues reviewed on a periodic basis ensure course quality
and a positive experience for the faculty member and student.
Recommendation #4 – Faculty Training Requirement
Faculty new to online or hybrid teaching must be proficient in
key aspects of the University’s adopted LMS, Blackboard in
order to successfully facilitate an online or hybrid course.
Training begins with a review of a check-list of key
tools/functionalities for faculty to self-assess their knowledge
of the LMS. Customized training is then provided by the TLTC
via face-to-face and online training courses. Rationale: good
training is essential to a quality experience for both instructor
and student.
Faculty who teach courses with technology components
(especially hybrid and online courses), should familiarize
themselves with technologies used in their course and with the
QM rubric.
Recommendation #5 – Course Assessment Requirement
The assessment of online and hybrid courses is currently under
the aegis of the respective schools/colleges. We recommend
that assessments of online and hybrid courses take into
consideration the unique technology environment of the online
and hybrid course.
Rationale: The “technology environment” should be assessed.
Recommendation #6: Hybrid Courses Designation
Definition: A hybrid course is defined as any course have 30%
or more of “traditional in-seat time” offered online. Hybrid
courses must be reviewed according to QM standards for online
courses.
Hybrid courses should have a special designation assigned by
the Registrar’s Office.
Rationale: students need this information in order to make
informed decisions about the courses they take.
Online & Hybrid Course Development Workbook
A guide that outlines the process for developing online and
hybrid courses at Seton Hall University has been developed
consistent with the recommendations of the TLTR Online
Learning Committee.
The objective of the workbook is to provide the tools needed
to develop the material for a pedagogically sound and effective
online or hybrid course.
Resources
The Sloan Consortium – http://sloanconsortium.org/
Quality Matters – https://www.qualitymatters.org
Growing Your Own Blended and Online Faculty: A Review Of Faculty Development Practices In Traditional Institutions.
Elizabeth Ciabocchi, Ed.D., Amy Ginsberg, Ph.D. Long Island University
See I. Elaine Allen and Jeff Seaman, Going the Distance: Online Education in the United States, 2011 (Babson Survey Research Group)
Competencies for Online Instructors – Larry Ragan http://ets.tlt.psu.edu/learningdesign/onlinecontent/instructors
CENTER for INNOVATIVE TEACHING and TECHNOLOGY – Hillsborough Community College
Faculty Self-Assessment: Preparing for Online Teaching – Penn State https://weblearning.psu.edu/FacultySelfAssessment/
Preparing and Teaching a distance learning online course – Saint Leo University
http://www.saintleo.edu/media/487832/quickguideforfacultydevelopingcourses.pdf
17 ELEMENTS OF GOOD ONLINE COURSES -By Doug Madden, Honolulu Community College.
Teaching Online: A Practical Guide - Susan Ko, Steve Rossen 2010
Next Steps and Approvals

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