Introduction

In the fall of 1999, the Working Group of the Indiana Partnership for Statewide Education (IPSE) identified a need for a set of guiding principles that define good practice and a clear benchmark for faculty as they pursue activities in distance learning. Several organizations have already developed guidelines that address each of their constituencies, such as the:

• North Central Association (NCA)
• Western Cooperative for Educational Telecommunications (WICHE)
• American Distance Education Consortium (A*DEC); and
• American Council on Education (ACE)

However, none of the guidelines developed by these organizations address distance learning and the use of technology in the classroom from the faculty perspective of teaching and learning.

A Guiding Principles Subgroup was formed and work began in early 2000.  The members of the group were:

• Greg Siering, Ball State University
• Nancy Franklin, Indiana State University
• Rebecca Nickoli, Ivy Tech
• Joetta Burrous, Purdue University (Chair)
• Karen Bonnell, University of Southern Indiana
• Vern Houchins, Vincennes University
• Nancy Millichap, IHETS Staff

The charge of the Guiding Principles Subgroup was:

To craft a set of guidelines which define good practice in distance learning and give faculty a clear benchmark for designing, developing, delivering, and assessing distance learning courses and/or programs.

In this context, Distance Learning is defined as:

A formal learning activity which occurs when students and instructor are separated by geographic distance or by time, often supported by communications technology such as television, videotape, computers, Internet, or mail (Glossary of Terms for Higher Education and Distance Learning, Indiana College Network Web Site, http://www.icn.org/resources/glossary.html).

As a starting point, the group shared guidelines that are used at their institutions; these included those from the organizations listed above as well as those that were developed internally by the institution.

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I. Faculty Benchmarks and Principles

Course Design

PRINCIPLE:
Distance learning courses will be carefully planned to meet the needs of students within unique learning contexts and environments.

SUBPRINCIPLES:

1. Careful analysis of the target student population lays the groundwork for building an effective distance learning course. Areas worth considering are demographics, previous experience and coursework, technological skill and access, learning preferences, and possible special needs.
2. Clear learning objectives provide a useful framework for the course's content, activities, and learning assessments. Constructing units or modules around discrete objectives helps structure students' learning, making the course more unified and coherent.
3. Many distance students select these courses due to conflicting work schedules, geographic isolation, and other unique situations. These students benefit from assignments that allow them control over the time and pace of their learning.
4. Engaging students in application activities—case studies, journal writing, role playing, problem-solving, class discussions—encourages active learning and continual involvement with course content.
5. Flexibility in assignments and or multiple means of content delivery are responsive to students' individual learning preferences, as well as the special needs of disabled students.
6. Communication and collaboration foster strong learning communities, counteracting the often-isolating nature of distance learning. Providing a variety of communications channels—e-mail, telephone, video, discussion forums, online chats, etc.—encourages student-to-teacher and student-to-student interaction, particularly if that communication is integrated well into assignments and begun early in the semester.
7. Frequent learning assessments—either graded or ungraded—can help students evaluate and guide their own learning, and can help instructors adjust to learners' needs throughout the course. Tying assessments closely to objectives adds further consistency and clarity to the course.
8. Course evaluations—both formative and summative—can identify strengths and weaknesses in the course. Open-ended questions can provide valuable, contextualized information that will help in redesigning the course for its next offering.

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Program Design

PRINCIPLE:
Distance learning programs are most effective when they include careful planning and consistency among courses.

1. Faculty who understand the wider contexts of their distance learning courses—campus-wide programs, course sequences, regulations, and accreditation standards—are better prepared to design courses that meet larger programmatic goals.
2. Periodic course review helps ensure currency of content, appropriate use of technology, effectiveness of delivery strategies, and integration within the larger curriculum. Updating or redesigning courses as needed strengthens the entire program.
3. Students who are taking multiple courses via distance learning benefit from consistency among those courses-similar course design, communication, technology, and assessment. This consistency shortens the learning curve students experience at the beginning of each course, and makes it easier to provide necessary support to both students and faculty.
4. A program-wide orientation to distance learning can help students prepare for their courses—descriptions of typical activities, tips for success, technical requirements and tutorials, and various other resources. Creating a shared orientation can add consistency to a program and reduce the duplication of effort in each course.
5. Interaction and collaboration among distance learning faculty can improve the entire program by promoting a common set of curricular goals, encouraging faculty development, and allowing for more productive assessment.

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Faculty Development

PRINCIPLE:
It is important for faculty who are engaged in the delivery of distance learning courses to take advantage of appropriate professional developmental experiences.

SUBPRINCIPLES:

1. The faculty will seek out and participate in opportunities that expose them to various pedagogical strategies that are well suited to the distance learning environment. This exposure could come from participation in in-services and workshops.
2. Faculty will seek out opportunities for collaborations and other interactions with faculty that have had success in the distance learning environment. Those faculty who have had success in distance learning should take a mentorship role with those who are seeking assistance.
3. The faculty will participate in the evaluation and selection of the software products that are going to be used for course development. The faculty should seek out and participate in ongoing training and technical support for various distance learning development and delivery tools.
4. Faculty will understand the implications of teaching via distance, e.g., the unique challenges presented by the various technologies.
5. The faculty will understand and observe the institution's policies regarding intellectual property and copyright.

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Course Evaluation

PRINCIPLE:
Distance learning courses will be periodically reviewed and evaluated to ensure quality, consistency with the curriculum, currency, and advancement of the student learning outcomes.

SUBPRINCIPLES:

1. The faculty will develop procedures for the ongoing review and updating of courses to ensure that each course is consistent with the academic program's curriculum.
2. Each course will be periodically reviewed for currency of content, the use of the appropriate technology, and the effectiveness of the delivery strategies.
3. Faculty will update each course as needed.
4. Distance learning courses will meet the same objectives and include the same substantive content as a traditionally delivered course.
5. Each distance learning course will include a student evaluation component as appropriate to the delivery mechanism.

PRINCIPLE:
Faculty will work to ensure that incentives and rewards for distance learning course development and delivery are clearly defined and understood.

SUBPRINCIPLES:

1. Expectations regarding workload will be defined, so that a faculty member developing or teaching a distance learning course understands at the outset whether this activity will be considered as part of his/her workload or as overload.
2. Faculty members planning to teach distance learning courses will investigate their institution's, school's, or department's policies and processes for determining class size, and should consider the impact of establishing limits to class size on student learning, workload determination, and economic viability of the course.
3. Expectations regarding compensation will be defined, so that a faculty member developing, revising, or teaching a distance learning course understands at the outset whether this activity will be compensated apart from his/her salary.
4. Faculty members planning to devote time to distance learning activities will investigate their institution's promotion and tenure practices to understand what impact these activities will have on his/her promotion and tenure opportunities.

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Assessment of Student Outcomes

Assessment of student learning outcomes is primarily a program level responsibility frequently embodied in observation, measurement and analysis of student achievement of demonstrable learning outcomes as stated in intended course goals, objectives, or competencies.

PRINCIPLE:
An assessment plan is adapted or developed in order to achieve effectiveness, continuity and sustainability of the assessment process. Course outcome assessment activities are integrated components of the assessment plan.

SUBPRINCIPLES:

1. A systematic approach to assessment integrates a complete cycle of the following general components:
   • Program goals
   • Measurable objectives or standards
   • Valid, reliable assessment measures
   • Course curricular reference(s)
   • Time frame for implementation
   • Plan for collection and analysis of results
   • Action plan for change or improvement
   • Results reporting
   • Budget and/or planning implications
2. A systematic approach to assessment engages techniques for measuring prior learning, intended outcomes and value added, and provides for documentation of what learners know, and what they can do as a result of learning experiences.
3. An assessment plan embraces continuous or frequent assessment through various means of observation, measurement, and analysis of intended outcomes. Assessment components assist learning achievement, and assess learner progress and achievement.
4. Learning outcomes measures establish a foundation for entering sequential courses, insure compatibility with campus based courses, and provide indication of integrity of student work and the credibility of the specific course.
5. Students are provided systematic, constructive, frequent and timely feedback throughout the outcomes assessment process.
6. Course assessment results provide documentation of student achievement that is applicable to measurement of program goals achievement.

PRINCIPLE:
Learning activities are organized around demonstrable learning outcomes embedded in course components including; course delivery mode, pedagogy, content, organization, and evaluation.

SUBPRINCIPLES:

1. Learning outcomes address both content mastery and increased learning skills.
2. Learning activities for and modes of assessment are responsive to the learning needs of individual learners.
3. Outcomes assessment can be most effective when learners help shape the learning outcomes and how they are achieved.
4. Learning outcomes are described in observable, measurable and achievable terms.
5. Achievement of intended learning outcomes is facilitated through selection of consistent and compatible learning design, and media or delivery system.
6. Learning outcomes are assessed in a way which is relevant to the course content, the learner's situation, the learning design and the distance delivery media or system.
7. Assessment of learning is timely, appropriate and responsive to the needs of the learner.
8. Intended learning outcomes are reviewed regularly to assure their clarity, utility and appropriateness for the learners.
9. Intended learning outcomes provide the design basis for developing educational experiences.

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Copyright

PRINCIPLE:
Content developed for distance learning courses will comply with copyright law.

SUBPRINCIPLES:

1.   The process recommended for determining copyright law compliance is as follows:
   • Attention will be paid to the rights and privileges regarding transmission of materials as defined in Section 110(2) of the U.S. Copyright Law (Appendix).
   • If Section 110(2) does not apply, "fair use" as defined in Section 107 (See Appendix) may apply. The nature and amount of the work used, and the purpose and effect of the use will be weighed to determine if fair use applies.
   • If the planned use of a copyrighted work cannot be addressed by Section 110(2) or Section 107, permission of the content owner may be required.
2. Be aware how to obtain copyright permission. Some institutions may provide assistance in obtaining such permission.

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Ownership

PRINCIPLE:
Faculty members involved in content development will be aware of their institution's policies with regard to content ownership.

SUBPRINCIPLES:

1. Some issues to be addressed may include: the whole or partial ownership of course content, the length of ownership, copyright transferability, faculty relocation, derivative works, and profits from distribution or sale of course materials.
2. It is recommended that faculty members come to agreement on content ownership with the institution and all developers prior to course development.

Delivery Methods

PRINCIPLE:
The medium/media chosen to deliver courses and/or programs will be pedagogically effectual, accessible to students, receptive to different learning styles, and sensitive to the time and place limitations of the students.

SUBPRINCIPLES:

1. It is recommended that selection of media grow directly from course goals and pedagogical approaches.
2. Technology requirements for equipment will be communicated clearly.
3. Resources for support of the required technology will be conveniently accessible.
4. The skill level required by students to use the technology will be determined and communicated to students.
5. Considerations for selecting the medium/media are the costs of the technology, time required to prepare materials, potential learning curve for students, and the human resources required (instructor and supporting staff).

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II. Issues to be Addressed by the Institution

Student Support Services

PRINCIPLE:
The institution provides appropriate support services to distance students that are equivalent to services provided for its on-campus students.

SUBPRINCIPLES:

1. The institution clearly communicates to its distance student the services that are provided and how to access them.
2. If the institution is unable to directly provide services, it contracts and/or outsources for them to be provided.
3. These services will be provided at the campus site and/or at a location convenient to the student and will be accessible during hours that are conducive for the distant student.
4. The institution will make its policy statement covering individual with disabling conditions available to distance students.

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Library Resources

PRINCIPLE:
The institution provides its students at a distance with accessible library and other learning resources appropriate to the courses or programs delivered via technology. It develops systems to support them in accessing and using these library and other learning resources effectively.

SUBPRINCIPLES:

1. The institution provides its students at a distance with accessible library and other learning resources appropriate to the courses or programs delivered via technology.
2. The institution develops systems to support students' access to and effective use of these resources.

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Support for Faculty Development and Training

PRINCIPLE:
It is important to provide the appropriate developmental experiences for faculty who are engaged in the delivery of distance learning experiences.

SUBPRINCIPLES:

1. The institution provides opportunities for its faculty to be exposed to various pedagogical strategies that are well suited to the distance learning environment. This exposure could come from participation in in-services, workshops, and interactions with other faculty that have had success in the distance learning environment.
2. The institution provides ongoing training and technical support for faculty who are using various distance learning development and delivery tools.
3. The institution ensures that the faculty understand and observe the institution's policies regarding intellectual property and copyright.

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Course Evaluation

PRINCIPLE:
The institution implements policies and processes by which the instructional effectiveness of each distance learning course is evaluated periodically.

SUBPRINCIPLES:

1. Course evaluation provides for review of effective course procedures, instructional delivery and student learning outcomes.
2. Course evaluation includes review for currency of content, and substantive alignment with content and course objectives of the equivalent traditionally delivered "on campus" course.
3. The opportunity is provided for each student to evaluate course support services, course resources and materials, and instructional effectiveness.
4. Information acquired through course evaluation processes is analyzed in order to identify significant indicators for improvement that may be sustained through instructional unit planning and budgeting.

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Technical Support

PRINCIPLE:
Timely and reliable technical support is vital to the success of any distance learning program.

SUBPRINCIPLES:

1. Successful distance learning programs are provided with adequate funding and personnel to support technology infrastructure—hardware, software, and networking.
2. Ongoing research and development of communications technologies helps ensure the continued improvement and expansion of distance learning programs.
3. Effective help desk facilities provide students and faculty with prompt solutions to technical problems. Help desk staff are well trained and have the resources needed to provide prompt and reliable support, including an online library of documentation for software commonly used in distance education.

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Faculty Workload, Compensation, and Rewards

PRINCIPLE:
It is recommended that a system of faculty incentives and rewards be developed cooperatively by the faculty and the administration, which encourages effort and recognizes achievement associated with the development and delivery of distance learning courses.

SUBPRINCIPLES:

1. The institution will establish a mechanism for determining whether distance learning course development and delivery, respectively, will be included as part of a faculty member's workload or assigned on an overload basis.
2. The institution will define whether special compensation will be provided to faculty members and/or academic departments participating in distance learning course development and delivery, respectively, and the relationship of compensation to workload assignments.
3. Distance learning teaching, research, and service activities will be equal to other activities in these arenas.
4. Faculty members participating in distance learning will be evaluated in the same manner as all other faculty members in accordance with institutional policy.

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Copyright and Ownership

PRINCIPLE:
The institution will communicate copyright and intellectual property policies to all faculty and staff working on distance learning course development and delivery.

SUBPRINCIPLES:

1. Copyright and intellectual property policies will be written and accessible.
2. Policies will be subject to ongoing review and updated to comply with applicable law.

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State Approval and Regional Accreditation

PRINCIPLE:
The institution complies with state policies and maintains regional accreditation standards in regard to distance learning programs.

SUBPRINCIPLES:

1. The Indiana Commission for Higher Education requires that the Commission approve all degree programs. Any existing on-campus degree program that converts a majority of the required courses (50 percent or more) to distance learning must be reapproved by the Commission.
   ( http://www.che.state.in.us/Agendas/1998/9803029b.pdf).
2. This approval process is in addition to any approvals and/or accreditation processes that are required by the individual institution and any professional organization(s) relevant to the field of study.

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III. Resources

• "Principles of Good Practice for Electronically Offered Academic Degree and Certificate Programs," Western Cooperative for Educational Telecommunications
• "Guidelines for Distance Education," NCA Commission on Institutions of Higher Education
• "A*DEC Guiding Principles for Distance Learning," American Distance Education Consortium.
• "Guiding Principles for Distance Learning in a Learning Society," American Council on Education
• Ball State Copyright Center)
• IUPUI Copyright Management Center

Other Resources

• Planning for Student Services: Best Practices for the 21st Century, edited by Martha Beede and Darlene Burnett, published by the Society for College and University Planning, Ann Arbor, Michigan, 1999. ISBN 0-9601608-9-2
• CAEL—Principles of Effectiveness for Serving Adult Learners in Higher Education
• NCA-CIHE—Guidelines for Distance Education
• WICHE—Principles of Good Practice for Electronically Offered Academic Degree and Certificate Programs
• ACE—Guiding Principles for Distance Learning in a Learning Society
• CHEA—Core Academic Values, Quality, and Regional Accreditation: The Challenge of Distance Education
• NEA/Blackboard Inc.—Quality On the Line: Benchmarks for Success In Internet-Based Distance Education
• Distance Education and Training Council, the Web site has an online seminar for members plus publications that may be of interest.
• Distance Education Clearinghouse has current news in distance education and a page for those new to the topic.
• California Distance Learning Project has a great section of teaching resources, plus adult education and distance learning resources.
• Distance Education at a Glance includes a section on strategies for teaching at a distance.
• The Maricopa Center for Learning and Instruction (MCLI) includes a section on learning with technology.
• The Faculty Connection
• Beginnings: Initial Experiences in Teaching via Distance Education is a collection of articles by Indiana Higher Education Faculty.
• American Association of University Professors, "Special Committee on Distance Education and Intellectual Property Issues;"
• Penn State University, "The Report of the Task Force on distance Education"

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Appendix

§ 110. Limitations on exclusive rights: Exemption of certain performances and displays

Notwithstanding the provisions of section 106, the following are not infringements of copyright: (2) except with respect to a work produced or marketed primarily for performance or display as part of mediated instructional activities transmitted via digital networks, or a performance or display that is given by means of a copy or phonorecord that is not lawfully made and acquired under this title, and the transmitting government body or accredited nonprofit educational institution knew or had reason to believe was not lawfully made and acquired, the performance of a nondramatic literary or musical work or reasonable and limited portions of any other work, or display of a work in an amount comparable to that which is typically displayed in the course of a live classroom session, by or in the course of a transmission, if—

(A) the performance or display is made by, at the direction of, or under the actual supervision of an instructor as an integral part of a class session offered as a regular part of the systematic mediated instructional activities of a governmental body or an accredited nonprofit educational institution;

(B) the performance or display is directly related and of material assistance to the teaching content of the transmission;

(C) the transmission is made solely for, and, to the extent technologically feasible, the reception of such transmission is limited to—

(i) students officially enrolled in the course for which the
transmission is made; or

(ii) officers or employees of governmental bodies as a part of their
official duties or employment; and

(D) the transmitting body or institution—

(i) institutes policies regarding copyright, provides informational materials to faculty, students, and relevant staff members that accurately describe, and promote compliance with, the laws of the United States relating to copyright, and provides notice to students that materials used in connection with the course may be subject to copyright protection; and

(ii) in the case of digital transmissions—

(I) applies technological measures that reasonably prevent—

(aa) retention of the work in accessible form by recipients of the transmission from the transmitting body or institution for longer than the class session; and

(bb) unauthorized further dissemination of the work in accessible form by such recipients to others; and

(II) does not engage in conduct that could reasonably be expected to interfere with technological measures used by copyright owners to prevent such retention or unauthorized further dissemination;

In paragraph (2), the term “mediated instructional activities” with respect to the performance or display of a work by digital transmission under this section refers to activities that use such work as an integral part of the class experience, controlled by or under the actual supervision of the instructor and analogous to the type of performance or display that would take place in a live classroom setting. The term does not refer to activities that use, in 1 or more class sessions of a single course, such works as textbooks, course packs, or other material in any media, copies or phonorecords of which are typically purchased or acquired by the students in higher education for their independent use and retention or are typically purchased or acquired for elementary and secondary students for their possession and independent use.For purposes of paragraph (2), accreditation—

(A) with respect to an institution providing post-secondary education, shall be as determined by a regional or national accrediting agency recognized by the Council on Higher Education Accreditation or the United States Department of Education; and

(B) with respect to an institution providing elementary or secondary education, shall be as recognized by the applicable state certification or licensing procedures.

For purposes of paragraph (2), no governmental body or accredited nonprofit educational institution shall be liable for infringement by reason of the transient or temporary storage of material carried out through the automatic technical process of a digital transmission of the performance or display of that material as authorized under paragraph (2). No such material stored on the system or network controlled or operated by the transmitting body or institution under this paragraph shall be maintained on such system or network in a manner ordinarily accessible to anyone other than anticipated recipients. No such copy shall be maintained on the system or network in a manner ordinarily accessible to such anticipated recipients for a longer period than is reasonably necessary to facilitate the transmissions for which it was made.§ 107. Limitations on exclusive rights: Fair use

Notwithstanding the provisions of sections 106 and 106A, the fair use of a copyrighted work, including such use by reproduction in copies or phonorecords or by any other means specified by that section, for purposes such as criticism, comment, news reporting, teaching (including multiple copies for classroom use), scholarship, or research, is not an infringement of copyright. In determining whether the use made of a work in any particular case is a fair use the factors to be considered shall include:

1. the purpose and character of the use, including whether such use is of a commercial nature or is for nonprofit educational purposes;
2. the nature of the copyrighted work;
3. the amount and substantiality of the portion used in relation to the copyrighted work as a whole; and
4. the effect of the use upon the potential market for or value of the copyrighted work.

The fact that a work is unpublished shall not itself bar a finding of fair use if such finding is made upon consideration of all the above factors.

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