Guidelines and Standard Practices for Online Learning

University of Rochester Guidelines and Standard Practices for Online Learning are centered around the position that the quality of online offerings is equivalent and consistent with any other academic offering of our institution. Describing our approach to planning and support can be represented in the alignment with Indicators of Quality in Distance Education described below.

• Describe your institution’s planning process for Distance Education, including how the need for distance access was identified, the nature and size of the intended audiences, and the provisions for serving those audiences. 
• Describe your institution’s resources for distance learning programs and its support services to ensure their effectiveness. What course management system does your institution use?
• Describe how faculty are trained and supported in developing and teaching online courses, including the pedagogical and communication strategies to function effectively. Describe the qualifications of those who train faculty, or are otherwise in charge of online education. 
• If your institution uses courses or academic support services from another provider, describe the process used (with faculty participation) to evaluate their quality, academic rigor, and suitability for the award of college credit and a degree or certificate
• Does your institution have a clear policy on ownership of course materials developed for its distance education courses? How is this policy shared with faculty and staff?
• Describe how your institution provides distance students with clear information on: program completion requirements; the nature of the learning experience; any specific student background, knowledge, or technical skills needed; expectations of student participation and learning; the nature of interaction in the courses; any technical equipment or software required or recommended.
• Describe how your institution provides distance learners with adequate academic and administrative support, including academic advisement, technical support, library and information services, and other student support services normally available on campus. Do program materials clearly define how students can access these support services?
• Describe how administrative processes such as admissions and registration are made available to distance students, and how program materials inform students how to access these services.
• What orientation opportunities and resources are available for students of distance learning?
• How does your institution ensure that the same academic standards and requirements are applied to the program on campus and through distance learning? If the curriculum in the Distance Education program differs from that of the on-ground program, please identify the differences.
• Are the courses that make up the distance learning program offered in a sequence or configuration that allows timely completion of requirements?
• How do faculty ensure that the technological tools used in the program are appropriate for the content and intended learning outcomes?
• How does the program provide for appropriate and flexible interaction between faculty and students, and among students?
• How do faculty teaching online courses verify that students who enroll in online courses are the same persons who participate in the course activities and complete and turn in assignments?
• Distance learning programs are expected to produce the same learning outcomes as comparable classroom-based programs. How are these learning outcomes identified -- in terms of knowledge, skills, or credentials -- in course and program materials?
• Describe how the means chosen for assessing student learning in this program are appropriate to the content, learning design, technologies, and characteristics of the learners.
• What process is in place to monitor and evaluate the effectiveness of the distance learning program on a regular basis?
• How will the evaluation results will be used for continuous program improvement?
• How will the evaluation process assure that the program results in learning outcomesappropriate to the rigor and breadth of the college degree or certificate awarded?