Mercy College's distance learning program has developed a set of criteria for
evaluating the quality of each message. According to these criteria, a good message
is: substantial (relates to the course material), concise (one screen may be the ideal
message length), provocative (encourages others to respond ), hermeneutical
(expands concepts or connects ideas in new ways), timely (occurs in a reasonable
time frame - when the topic is under discussion), logical (supports point of view with
reasons and evidence), and grammatical (is well written). Only those comments that
meet these criteria of a good message receive full credit.
Key Practice: Interaction
Practice: Student-Led Discussion Build Complex Understandings of
Psychology Concepts
Institution: Herkimer County Community College
Date: 02-17-2003
How this practice improves learning effectiveness:
In Bill Pelz's psychology courses at Herkimer County Community College, 50% of the
course grade is based on participation in student-led discussions. In his courses,
each student is responsible for leading a discussion on each chapter of the textbook.
Student-led discussions not only insure that students will read and think about
concepts in the textbook, they empower students and develop a culture of inquiry.
Dr. Pelz provides the following description of a good question:
"A good question is one which will require students to use their critical analysis skills.
A good question will require the respondent to demonstrate both factual knowledge
of the content and a comprehension of how the knowledge applies to the social
behavior of people.
It should not be a simple 'look-up in the textbook' question or just a 'what's your
opinion?' question."
He also specifically grades student questions and responses. The quality of student
discussion threads can be influenced by the feedback they give to the students who
post to it. Three things determine the quality of a discussion thread:
1. The quality of the initial discussion question you ask. Up to 5 quality points
can be awarded to each question based on the following criteria:

Relevance - your question must be relevant to the material in the unit
of study.

Importance - your question must address a significant issue in the
chapter.

Thought-provoking - your question must require high-level thought,
not a simple "look-up" in the textbook.

Originality - you must not ask a question that is essentially the same
as a question posed by another student.

Timely - Your question must be posted early in the Module so that the
other students have an opportunity to respond and you have time to
facilitate a good discussion thread.
2. The quality of the response posts: Some students will make thoughtful and
informative posts to student-led discussion, and some will give minimal
responses. I grade the quality of the posts, and that grade influences the
grade given the discussion leader. Feedback from the discussion leader can
affect the quality of the discussion.
3. The depth of the discussion thread: Discussion "depth" is determined by how
many indents there are. If the discussion leader asks a question, and a
student answers, that is a "level 1" discussion. If the discussion leader replies
to the student - now it's a "level 2" discussion. If the student gets back to
discussion leader - now it's "level 3". If another student joins in and responds
to the student's last post - now it's "level 4". The more indents - the "deeper"
the discussion thread. Of course, if the posts are low quality, depth is
meaningless.
Student responses to discussion questions are graded based on the following criteria:

Is the answer correct?

Is the answer thorough?

Is the answer focused - to the point?

Is the answer well-organized?

Is the answer well-written?

Is the answer original?
The combination of student empowerment with explicit instructions and grading
rubrics that emphasize creative thought supports the development of complex
understandings of the course concepts.
Evidence (or plan to obtain evidence):
The combination of student empowerment with explicit instructions and grading
rubrics that emphasize creative thought supports the development of complex
understandings of the course concepts. Discussion is deeper and richer. Students are
more engaged and less likely to drop.
Estimated costs associated with this practice:
No cost are associated with this practice.
Relation to other pillars:
This practice relates to student and faculty satisfaction.
References, supporting documents:
Garrison, D. R. (2002). Cognitive presence for effective asynchronous online
learning: the role of reflective inquiry, self-direction and metacognition. Boltons
Landing, NY: Paper presented at the Fourth Annual Sloan ALN Workshop.
Practice: Using Cohorts to Build an Online Learning Community
Institution: Mercy College
Date: 06-11-2005
How this practice improves learning effectiveness:
Mercy College uses a cohort structure for The Masters of Science in Organizational
Leadership (MSOL) ONLINE at Mercy College to create an extensive learning
community for the students in this non-resident, 12-month interdisciplinary graduate
program by providing opportunities for consistent supportive interactions between
students, between online students and the larger Mercy community, between
students and instructors, between students and their mentors, and between the
instructors themselves. In addition, various courses in the program provide an
opportunity for interaction between students and experts in the field of leadership.
Each student is placed in a cohort, and all students in every cohort, are assigned the
same faculty mentor, who will:
1. Support, guide and instruct students in the development of their Research
Projects;
2. Support, guide and instruct students in their personal/professional leadership
development.
The mentor's availability to students and other members of the MSOL ONLINE faculty
is a key factor in sustaining an effective learning community. The role of the mentor
in the MSOL ONLINE expands beyond the traditional responsibilities of supporting,
guiding, and instructing students in the development of their Research Projects to
include being available, as needed, to facilitate the student's leadership
development. The mentors and instructors work together as a community with the
members of the MSOL ONLINE cohort. The mentor and the instructor for each
Integrative Case Study function as a complementary team, supporting, guiding, and
instructing students in the development of their Research Projects.
Since this structure is the same online and on campus, students in both venues can
communicate with each other and share experiences. Furthermore, any student in a
campus cohort who is faced with a change in his work schedule that makes it
impossible to continue to attend a campus program can seamlessly transfer to an
online cohort. Because the students all have had the same learning and
developmental experiences in their on campus and online courses, they can easily
relate to each other. Any student who may have missed a campus course because of
illness or unanticipated work-related travel requirements can make up the course in
another campus cohort or in an online cohort.
For corporate cohorts, the curriculum is further customized to ensure a direct
correlation between organizational initiatives and student learning. Through teambased, transformational learning experiences, the MSOL program provides students
with opportunities to apply their learning to dynamic, real-time situations in their
organizations.
Research has shown that the academic, personal and professional support students
receive from the learning environment is an important factor in their academic
success. Because of the cohort structure, students in the MSOL ONLINE become
increasingly aware of their own academic, personal, and professional development,
as well as the academic personal, and professional development of their peers.
Relying on the consistent support they receive from their fellow students, their
instructors and their mentor, they become more intrinsically motivated and selfdirected and more self-confident and secure in all learning environments.
Evidence (or plan to obtain evidence):
Because of the supportive interaction among students and between students and
their mentor in this learning community, retention in the MSOL ONLINE is 90%.
Furthermore, students who have to withdraw for personal reasons, such as major,
unexpected illnesses or being called into active duty in Iraq, return to the program,
entering a new cohort, as soon as their personal crisis is over.
Students in a permanent cohort, 12-month cohort, with a permanently assigned
mentor, and a permanent team of instructors, report a transformation in their
academic, personal and professional development. Documented program outcomes
indicate that the geographic MSOL program prepares students to perform effectively
in a leadership role in their organizations, as reported by nearly all of MSOL
graduates. Similar data is now being collected to document these results for the
online program as well.
Estimated costs associated with this practice:
The cost is that of a normal college program minus money that is saved by
incorporating training, scheduling and advising into the program (See "Cost
Effectiveness" under "Relation to Other Pillars").
Relation to other pillars:
1. Cost Effectiveness By sharing knowledge, resources and costs with the campus
MSOL programs, the MSOL ONLINE incurs few additional administrative costs. An
administrative staff of four serves approximately 200 students a year. In addition,
the team approach to faculty training both strengthens the learning/teaching
community and reduces training costs. Because the program is highly structured, it
can minimize potentially costly complications in areas such as scheduling. Both
students and faculty members always know what will come next and can plan
accordingly.
2. Access To promote the effectiveness of the learning community, all online student
services are available with a one-click link within each course for each member of the
MSOL ONLINE cohort, including all WebCT training programs, support services,
tutorial services, bookstore, and library resources. In addition, students living within
commuting distance of any of Mercy's five (5) campuses (Manhattan, Bronx, White
Plains, Dobbs Ferry, and Yorktown) can use the tutorial services, administrative
services, bookstores, and library resources on any one of these campuses. Students
have access to each other through course email and pipe mail on Mercy's pipeline.
Student access to each faculty member and the academic mentors, as well as to the
Director of the MSOL ONLINE, is available through the course email, pipe mail,
private email and private telephone numbers. All personnel involved with the MSOL
ONLINE provide these avenues to access to the students. In addition, emphasis is
placed on responding to the students as soon as possible, never waiting longer than
a 24-hour period. This is a critical issue of access in an accelerated program such as
the MSOL ONLINE. Providing these avenues of access allows the MSOL ONLINE to
embrace students with a wide variety of learning styles and needs from a wide
variety of backgrounds and cultures.
3. Faculty Satisfaction To enhance faculty satisfaction and the quality of online
learning in the MSOL program and to promote the growth of the online learning
community, extensive orientation and ongoing training is available for the faculty.
This includes a unique team interaction among both new and veteran MSOL ONLINE
faculty members, as well as among MSOL ONLINE and MSOL faculty. By establishing
a common username and password, all faculty members are able to access and
"observe" each other's courses, become familiar with the MSOL ONLINE instructional
format and share effective teaching techniques. In addition, each course in the MSOL
ONLINE is structured in the same way, so that students do not have to waste any
time in this accelerated program looking through their courses to find the lectures,
assignments, deadlines and discussion topics platform. This consistency of
presentation format further strengthens the student and faculty learning community.
Both new and veteran MSOL ONLINE faculty are excited to be part of a coordinated
team effort and find the ability to access and "observe" their colleagues' courses of
particular benefit. The Mercy College Virtual Campus also provides online and on
campus individual and group training for all online faculty with the Coordinator of
Faculty Training and Development. The Coordinator is available to all online faculty
by email and phone seven days a week. In addition, faculty find the online student
evaluations, made available for students within each course when the course ends,
especially valuable for improving their delivery and interactions in the courses they
teach. These evaluations are also forwarded to the Director of the MSOL ONLINE for
continued training of faculty. In addition, the Director of the MSOL ONLINE is always
available to discuss student progress, course design, and curriculum development
with members of the MSOL ONLINE faculty team. To further develop the MSOL
ONLINE collaborative learning community, The Mercy College Virtual Campus at
Mercy College provides many opportunities each semester for online faculty to share
and demonstrate their effective practices with each other. Also, the MSOL faculty is
invited to meet faculty in other online programs at Mercy College for seminars on
distance learning, where they share their most effective teaching practices and
advance their knowledge of available teaching tools.
4. Student Satisfaction The learning community that is established for the MSOL
ONLINE cohorts is a key element in insuring student satisfaction and success.
Students report a transformational experience in their academic development as well
as in their personal and professional lives as a result of the cohort experience.
Students are supported not only by consistent access and close interaction with their
mentors and instructors but also by each other as they study together in this
intensive, accelerated, 12-month program. The Director of the MSOL ONLINE has a
phone interview with each student as part of the Admission procedure, and the
Director and faculty mentors remain accessible to the students throughout the 12month program and, sometimes, beyond. In addition, MSOL ONLINE students are
connected to and supported by the larger Mercy College community through shared
administrative and student services and shared resources; and they are connected to
MSOL graduates through alumni activities and contact information. Student
satisfaction is measured by evaluation forms, available within their courses, which
they fill out and submit, as well as by ongoing evaluation of seniors conducted by
Mercy College and periodic evaluations conducted by the MSOL and MSOL ONLINE
program directors. In addition, two online student orientations are available to
students as soon as they register for Module One of the MSOL ONLINE. Facilitated by
the program director for the MSOL ONLINE and faculty mentor for the cohort, these
orientations include an MSOL Student Orientation and a WebCT Orientation. Further
technical assistance is available to all online students through the MerLIN distance
learning campus. The MSOL Student Orientation contains an overview of the year's
program, a Research Project Handbook with all the information the student will need
during the year to complete the final thesis (Research Project), the steps the student
will need to take to get started in the first course and Module One, an introduction to
their mentor, with contact information and an explanation of the role of their mentor,
and a list of the required textbooks for the Module One, including information about
the online bookstore that is available to them. Online student resources are also
introduced, including online library services, learning center tutorial services, and
psychological services.
References, supporting documents:
Perelle, Ira B. (2002) "study of the educational and occupational results of graduates
of the Master of Science in Organizational Leadership program at Mercy College,"
Business and Accounting Division, Mercy College, Dobbs Ferry, NY
Brooks, P. A. "Cohort Communities in Higher Education: The Best Example of Adult
Education." In 39th Annual Adult Education Research Conference Proceedings, San
Antonio, Texas, May 15-16, 1998, compiled by J. C. Kimmel. San Antonio, TX:
University of the Incarnate Word; College Station: Texas A and M University, 1998.
(ED 426 247) http://www.edst.educ.ubc.ca/aerc/1998/98brooks.htm
Drago-Severson, El.; Helsing, D.; Kegan, R.; Popp, N.; Broderick, M.; and Portnow,
K. "The Power of a Cohort and of Collaborative Groups." Focus on Basics 5, Issue B
(October 2001): 15-22. http://ncsall.gse.harvard.edu/fob/2001/fob_5ib.pdf
Reynolds, K., and Hebert, F. T. "Learning Achievements of Students in Cohort
Groups." Journal of Continuing Higher Education 46, no. 3 (Fall 1998): 34-42.
Tisdell, E. J. et al. "High Tech Meets High Touch: Cohort Learning Online in Graduate
Higher Education." In Proceedings of the 21st Midwest Research-to-Practice
Conference in Adult, Continuing and Community Education, DeKalb, Illinois, October
9-11, 2002, edited by
R. A. Orem, pp. 114-119. DeKalb: Northern Illinois University, 2002.
http://www.cedu.niu.edu/reps/Document/Midwest_Conference_Papers_part2.pdf
Learning Effectiveness
Key Practice: Course design
Practice: Courselets Designed for Custom Tutorials
Institution: Stanford University
Date: 08-10-2002
How this practice improves learning effectiveness:
Courselets address the changing needs in graduate and industry education, including
filling knowledge gaps for learners due to educational background or time
constraints; enhancing the learning experience by offering relevant, curriculumextending, intellectually-challenging material in asynchronous, learner-focused
formats; and reducing demands of faculty time for teaching basic material.
A courselet may function as:

A course, program or certificate-specific prerequisite: Presumed
knowledge and skills necessary for success.

Field-specific prerequisite: Crossing disciplines to bridge knowledge gaps.

Cross-curriculum knowledge: Material applicable to several Stanford
courses or certificate programs.

Extended curriculum knowledge:Practical application of theory,
supplemental industry-specific material, etc.
Courselets may include any combination of graphics, streaming video, scenariobased simulations, text and audio files, interactive learning activities, self-tests, and
links to related materials/tools. All enrolled students will be able to access
appropriate courselets, regardless of the students' location. In keeping with the
Stanford Center for Professional Development (SCPD) mission to improve the
educational experience for learners universally and to bridge Stanford with industry,
SCPD will develop avenues to make courselets available for other universities and
industry training.
Evidence (or plan to obtain evidence):
The effectiveness of the courselets will eventually be determined by a group of
assessment professionals who are on staff at Stanford. Currently, we are not far
enough along to do formal assessments.
Estimated costs associated with this practice:
Most of the courselets will be done inexpensively (one or two thousand dollars).
However, some will be more expensive, perhaps as much as ten thousand. Not all
courselets are the same. Some will be primarily text with interspersion of short video
streams of an instructor. Others will be interactive, involve elaborate simulations, or
contain more extensive video filmed remotely (such as of a manufacturing process
for example). Stanford is providing financial support for the project along with the
Sloan Foundation.
Relation to other pillars:
Access: Courselets are also a valuable means of providing access to learning
resources -- see related description in the Access pillar at http://www.sloanc.org/effective/details2.asp?ACC_ID=13.
References, supporting documents:
None
Useful links:
URL/Web Address
Link Description
http://scpd.stanford.edu/SCPD/courses/courselets/faq.asp Courselet FAQ
Summary:
Stanford University uses courselets, self-contained, integrated sets of learning
materials to enhance the learning experience for students and reduce the demand
for faculty time.
Other Comments:
Stanford plans to develop on the order of 50 courselets over the next two years.
In addition to assessment of effectiveness, a marketing study is underway to learn if
the courselets are of value independent of their association with specific Stanford
courses, perhaps as a stand-alone product to be marketed to industry or other
universities.
Contact: Andy DiPaolo [email protected] or Dale Harris [email protected].
Practice: Blended Learning Chemistry Course
Institution: William Rainey Harper College
Date: 07-06-2004
How this practice improves learning effectiveness:
Deepa Godambe's blended learning chemistry course at Harper College uses several
key course design strategies to deliver chemistry instruction effectively in a blended
learning format:
1. Create a sense of community and support for students in a blended environment:
Godambe's course does this by using a discussion board which allows students an
opportunity for instructor/student and student/student interaction. Related activities
include asking students to share the most interesting and confusing points of each
chapter, writing and posting short papers on chemistry-related topics, and writing a
paragraph on an element a student has "adopted."
2. Create a student/learning-centered environment for students to understand
chemistry foundations and concepts: Godambe has developed an array of audio and
video teaching and learning materials to fit diverse learning styles. These materials
were developed so that students can access, write about, analyze, and express
opinions about pertinent topics and materials.
3. Create a lab environment that demonstrates applications of theoretical concepts:
To design laboratory activities, Godambe distinguished between lab exercises that
teach concepts vs. those that teach techniques, then divided lab activities into three
types:
A. Application of concepts (e.g., density) are done virtually via online lab exercises.
B. Skills that are important to have (e.g., titration) are practiced in face-to-face labs.
C. Activities that are important to observe but do not require skill practice are
demonstrated by the instructor in face-to-face labs.
Evidence (or plan to obtain evidence):
Retention data: Students who completed the course from Fall 1996 - Fall 2003
indicate that students in the blended chemistry course had a high success rate
(79%; n=220), which compared reasonably well with their counterparts in face-toface chemistry courses (87%; n = 260). Grade comparisons showed that students in
blended chemistry courses receive a much higher percentage of 'A's (40% vs. 22%)
than students in face-to-face chemistry courses.
Analysis of student outcomes also identified two key predictors of student success in
the chemistry course:
1. Prior success in a science or algebra course: 88% of students who previously
earned an 'A' or 'B' in a science or algebra course were successful in the chemistry
course.
2. Non-Traditional Students: 80% of non-traditional students (those who have been
out of the traditional educational environment for at least five years) were successful
in the chemistry course.
Estimated costs associated with this practice:
Costs associated with this practice are lower than that associated with a face to face
course. This is mainly because of the number of labs performed in the face to face
course. The blended course meets for labs three times during the semester. The
face-to-face class meets once a week and traditionally performs 10 -12 labs during
the semester.
Relation to other pillars:
Learning Effectiveness
Key Practice: Pedagogy (for example, active, constructivist,
andragogy, agentive, learning style)
Practice: Personalized, Student-Centered Life-Long Learning for Adult
Learners
Institution: University of Phoenix
Date: 08-10-2002
How this practice improves learning effectiveness:
The University of Phoenix offers a variety of associate, bachelor, master, and
doctoral level programs in the classroom, online, and through distance education
including directed study. The programs are designed to accommodate the adult
learner, with year round evening courses. Small class size, academically qualified
practitioner faculty, and outcomes oriented curricula provide students with workplace
competence, teamwork practice, and improved communication skills.
At University of Phoenix ground-based campuses, students attend classes at night or
on weekends. They are also required to participate in learning teams that meet
outside of class at least once a week, and to complete individual homework
assignments. At the UOP Online Campus, students interact via a computer-based
educational delivery system. The online system has extended the boundaries of the
classroom and is an outgrowth of the university's recognition of the technological
transformation of the workplace.
Taking just one five to six weeks course at a time, students are immersed in a single
subject. This way, the subject matter can be fully explored and proficiently applied.
This course format is fast paced. During these periods of intense study, working
adults absorb specific information and relate the information to their immediate
experiences and background. The course format also integrates collaborative group
work in the form of Learning Teams that conduct applied problem-solving tasks.
These Learning Teams are resources from which students can obtain and provide
support and help. Working adults have no time to waste, and, in comparison to
traditional students, they are more systemic thinkers. Thus, the course format
assists students to get more done more efficiently. The courses are taught
sequentially, not concurrently, so each course builds upon the previous courses,
providing the context for better understanding. The courses also emphasize
interactive discussion over lecture because this is the way adult students learn best.
In addition, students have access to an online library of research materials and the
expertise of their instructor, who is currently working in the field.
The university's educational philosophy and operational structure embody
participative, collaborative, and applied problem-solving strategies that are facilitated
by a faculty whose advanced academic preparation and professional experience helps
to integrate academic theory with current practical applications. The university
assesses both the effectiveness of its academic offerings and the academic
achievements of its students, and utilizes the results of these assessments to
improve academic and institutional quality.
Evidence (or plan to obtain evidence):
Student satisfaction surveys measure overall satisfaction; willingness to recommend
instructor to other students; degree to which course met expectations; satisfaction
with faculty expertise, professional experience, presentation, and effective course
management and organization; satisfaction with course assignments and allotted
learning time; satisfaction with increased problem-solving skills; and satisfaction with
university services.
Student satisfaction surveys indicate high levels of student satisfaction in all of these
areas. Levels of student satisfaction with online courses and university services are
higher than those of classroom courses. However, survey results indicate that
classroom students have higher levels of satisfaction with value of Learning Teams
as part of courses than online students do, perhaps suggesting that team projects
and cooperative activities do not work as well online, at least for University of
Phoenix students or within UOP's framework.
Estimated costs associated with this practice:
Moderate
Relation to other pillars:
Learning effectiveness: Comparative data of recent graduates' grade point averages
indicates no statistically significant difference between classroom vs. online GPAs.
Comparison of earned grades between classroom vs. online learners also shows no
significant difference.
References, supporting documents:
Trippe, A. 'Student Satisfaction at the University of Phoenix Online Campus.' Online
Education, Volume 3: Proceedings of the 2001 Summer Workshop on Asynchronous
Learning Networks. Needham, MA: Sloan Center for OnLine Education, 2002.
Useful links:
URL/Web Address
Link Description
http://www.uopxonline.com/
University of Phoenix
Practice: Wizards: Student Tutors Help Peers Learn
Institution: Mercy College
Date: 08-10-2002
How this practice improves learning effectiveness:
Merlin, Mercy College's virtual campus, employs student tutors, known as "course
wizards," to help novice online learners succeed in their courses.
The wizards, who are students who are doing well in online courses, assist professors
in many ways. They spend 10 hours a week in tutoring students, facilitating
discussions, and finding resources. Wizards may also help students and professors
with software. In many respects, wizards are like online teaching assistants. But they
refrain from grading which could add tension to their relationships with other
students. Acting as mentors and collaborators, wizards are expected to enhance
Mercy's sense of online learning community.
Evidence (or plan to obtain evidence):
In a survey of 16 professors, 93% responded that wizards helped to facilitate
discussions. 97% of students in classes with wizards reported they felt "very
comfortable" online, while 85% reported they felt "very comfortable" in classes
without wizards. Another study found that classes with wizards cut the failure rate by
50%.
Estimated costs associated with this practice:
Low: Salary for student assistants who work 10 hours per week.
Relation to other pillars:
Wizards help students who might otherwise be inhibited gain greater access to
learning by helping them with questions they might be too shy to ask. Faculty and
students are satisfied with the extra help they get from wizards, thus helping the
program's cost effectiveness.
References, supporting documents:
Moran, L.& Myringer, B. (1999). Flexible learning and university change. In Harry, K.
(Ed.), Higher Education through Open and Distance Learning (p. 57-71). New York:
Routledge.
Palloff, R. M. & Pratt, K. (2001). Lessons from the Cyberspace Classroom: The
Realities of Online Teaching. San Francisco: Josse-Bass.
Quintilian. (1963). The Institution Oratoria of Quintilian (H. E. Butler, Trans.).
Cambridge, Ma.: Harvard UP.
Useful links:
URL/Web Address
Link Description
http://www.mercy.edu
Mercy College
http://www.mercy.edu/merlin/index.cfm Merlin: Mercy College Virtual Campus
Summary:
Mercy College's "wizards" are peer-to-peer mentors and collaborators that tutor
students and assist professors.
Other Comments:
None
Contact: Dr. Boria Sax, [email protected]
Effective practices: Access
Access to a variety of programs, courses, and learning resources
Key practice: Course access (for example: course information,
readiness assessment)

Open Source E-learning Platform (Uni Open Platform)
FernUniversitat Hagen developed Uni Open Platform, which is a complete elearning environment tailored for educational institutions. -- more

Facilitating Access by Reducing the Need for Plug-ins
University of Illinois - Springfield uses Impatica to eliminate the need for
plug-ins by converting PowerPoint lectures into streaming Java presentations.
-- more

Course Information Access for Prospective Students
Northern Virginia Community College employs several strategies to provide
online course information for prospective students. -- more

Continuous Enrollment and Expandable Course Sections
Northern Virginia Community College offers continuous enrollment throughout
the semester and expandable course sections to improve access. -- more

Flexible Enrollment Options
Flexible enrollment options at Washington State University offer learners
choices and control of their pace of learning. -- more

Using Streaming Technologies to Publish Course Descriptions,
Faculty Bios and Student Testimonials
Washington State University's Distance Degree Programs unit produces and
publishes course previews, faculty bios and student testimonials in closecaptioned streaming audio with revolving photos, allowing students an
opportunity to quickly and easily see and hear the fine details of WSU-DDP
online courses. -- more
Key practice: Learning resources

An Online Foundation for Course Content: Virtual Textbooks, Web
Hot Spots, and Weekly Newsflashes
University of Massachusetts Lowell offers The Virtual Textbook (VT), which
provides valuable online resources to the students. -- more

Modeling Experiential Learning and Exemplary Standards
Harvard University illustrates that modeling experiential learning and
exemplary standards can provide effective learning experiences. -- more

A Consortial Approach to Providing Online Electronic Library
Resources
Maryland Digital Library (MDL) helps Maryland higher education institutions
by providing access to essential library services and information. -- more

Discipline-Specific Online Writing Lab with 24/7 Access and
Asynchronous Peer Tutoring
The Rogue Community College Online Writing Lab is a unique, multidiscipline, online writing assistance resource designed to equalize access for
all students, across all digital boundaries. Its design and content is flexible
and transferable, and provides a cost-effective vehicle for addressing a
variety of needs at myriad institutions. -- more

Open Access to Scientific Journals Online = More Equitable Access
At Davidson College, open-access scientific journals provide improved and
more equitable access to primary research papers as learning resources.
Using primary published research results can enhance student learning by
supporting instructional strategies which emphasize development of critical
and other higher-order thinking skills. -- more

Creating Skilled Lifelong Global Learners: Fairleigh Dickinson's
Distance Learning Initiative
Fairleigh Dickinson University requires all of its undergraduates to take one
online course per 32 credits of study. -- more

Faculty-Staff-Student Partnerships Support Production of Learning
Objects
Atlantic Cape Community College trains Digital Media Assistants to produce
reusable and shareable learning objects for online courses. -- more

Integrated Laboratory Network: Better Access to Scientific
Instrumentation
Western Washington University's Integrated Laboratory Network (ILN)
provides access to scientific instrumentation and expertise anytime, and from
anywhere by allowing students and researchers to operate instruments
located at different campus locations from any Internet-equipped computer.
The ILN also enables direct exchange of information, data, access to
expertise, and classroom material. The ILN is conceived as a model for the
virtual laboratory of the future, enabling learners and teachers to apply the
philosophy that science is a dynamic, iterative, ongoing, and collaborative
process. -- more

Used Books: Buying and Selling Made Easy
Embry-Riddle Aeronautical University's undergraduate course list page allows
students to buy or sell back their books online. -- more

Preparing Students to Succeed: Online
Boise State University's IPT Department's "boot camp" is an asynchronous
online training program that teaches students the technical and asynchronous
learning skills. -- more

Chemistry Laboratories for Science Majors in Distance Learning
Courses
Northern Virginia Community College's distance chemistry courses use home
laboratories, computer exercises, field trips, and college laboratories to
improve access and learning experience. -- more

Virtual Electronics Laboratories
The virtual microelectronics laboratory at the University of Virginia uses visual
representations of microelectronics devices to help students internalize
concepts. -- more

Virtual ChemLab
Brigham Young University's Virtual ChemLab simulates a complete
instructional laboratory environment to provide learners with effective
laboratory learning experiences. -- more

Electronic Portfolios in a Teaching Credential Program
The University of California-Riverside (UCR) Graduate School of Education
uses ePortfolios in its teaching credential program. -- more

Online Case-Based Role Play: The Doctor's Dilemma
The Doctor's Dilemma interactive medical ethics program uses text- and
photo-based material to explore "complex or controversial issues found in
contemporary medical practice." -- more

Connecting Graduate Students to Virtual Guests Through
Asynchronous Discussions
At a Rice University graduate-level College of Education course titled
"Integrating Technology into the Curriculum," virtual guest speakers/experts
were invited to address a variety of educational needs through web-based
conferencing and discussion forums, providing unique opportunities for higher
education faculty to rethink the resources that are available to them and reenvision their pedagogical techniques. The virtual guests hosted
asynchronous interactive discussions with students in the course for a
specified period of time. These technologies provided students with the ability
to interact with guests in new ways by expressing individual concerns and
discussing them without time and place constraints. -- more

Courselets: Improving Learning Resource Access
Stanford University offers courselets, self-contained, integrated sets of
learning materials, to enhance the learning experience for students and
reduce the demand for faculty time. -- more

University System-Wide Access to Online Learning Communities
State University of New York Learning Network's courses emphasize the
importance of interactions between student and faculty and increase student
access to available learning resources. -- more

Anytime Anywhere Chemistry Experience
Home-based science laboratories enable The University of Colorado at Denver
(UCD) to offer lab-based science courses in online and hybrid formats. -more
Key practice: Program access (for example, basic program
information, marketing)

Graduate Engineering Certificate Programs Online:
University/Association Partnership
Stevens Institute of Technology, in partnership with several scholarly global
organizations, offers several online engineering certificate programs. -- more

mLearning: Mobile Learning: A University In Your Pocket?
Two pilot projects at the University of Helsinki demonstrate the potential of
mobile learning to increase access to learning opportunities and resources. -more

University/Industry Partnership
Pace University formed a partnership with CAEL and the telecommunications
industry and collaborated on a degree that benefits telecommunications
employees, their employers, and the University. -- more

Access Means A Smooth Connection to Information, Programs, and
Services.
Pennsylvania State University World Campus website responds appropriately
to users, emphasizes service, and projects a distinctive identity. -- more

Instructor-Led Online Learning for Adult Voluntary Learners
Rochester Institute of Technology demonstrates that instructor-led online
learning is an effective way for "non-traditional responders" to acquire "just in
case" job-related knowledge. -- more

Visualizing the Enrollment Procedure
By summarizing the enrollment procedure in a flowchart, Boise State
University simplifies the registration process. -- more
Key practice: Program offerings (variety of available program
options)

Re-Creating the Studio-Based Model Online for Art and Design
Education
Minneapolis College of Art and Design's Distance Learning Initiative creates
online design education courses that retain the essential elements of
traditional studio courses. -- more

Web-Based Doctor of Pharmacy Pathway: Expanding Access to
Underserved Populations
Creighton University's web-based Doctor of Pharmacy Pathway provides a
new full-time educational method to obtain a Doctor of Pharmacy degree. -more

Establishing Engineering Technology Online Degree Programs
The University of Toledo's collaborative partnering approach enables UT to
offer engineering technology degree programs online statewide. -- more

Applying an Instructor-Led, Cohort-Based Model to Corporate
Online Learning
FCIB, an association of executives in finance, credit, and international
business, and Michigan State University Global (MSU Global) recently formed
an innovative partnership to create a new online certification program in
international credit and risk management. -- more

E-Service: Creating Experiential Service Learning Opportunities for
Online Courses
Bemidji State University's Distributed Learning in Teacher Education (DLiTE)
program infuses Service learning opportunities into its online courses,
enabling students to make connections between service and academics. -more

Library and Information Science
University of Illinois at Urbana-Champaign offers LEEP3, a site-independent
distance education scheduling option for the Master of Science degree, to
create a significant difference in the way students participate in a rapidly
changing profession. -- more

Offering Environmental Studies Online
The University of Wisconsin-Stevens Point (UWSP) Extension offers several
environmental education courses in online and hybrid formats. -- more

MA in Historic Preservation: Off-Campus Program w/Hybrid
Courses
Goucher College's distance education program in Historic Preservation is a
hybrid program course that requires one in-person introductory meeting. -more

Distance Learning Faculty Specialists Bridge the Gap between
Faculty and Administration
The Distance Learning Faculty Specialist (DLFS) model, developed by Eastern
Oregon University, is an effective way to involve faculty in distance education.
-- more
Practice: Distance Learning Faculty Specialists Bridge the Gap between
Faculty and Administration
Institution: Eastern Oregon University
Date: 12-03-2002
How this practice supports access:
Like many online and distance learning programs, Eastern Oregon University (EOU)'s
Division of Distance Education (DDE) has experienced rapid growth over the past few
years. In 1999, DDE developed the Distance Learning Faculty Specialist (DLFS)
model to support this growth. The DLFS program was launched in 2000 with two
DLFS's and expanded over the next two years to a total of 15 DLFSs, who:

Develop and teach distance courses

Serve as a liaison to faculty in their discipline

Consult with DDE staff on emerging issues

Advise distance students

Mentor colleagues

Identify resource faculty

Identify outstanding distance courses

Assist in offering existing degree programs at a distance
A DLFS is appointed in high-demand subject areas; each DLFS receives a stipend or
credit toward his or her teaching load. DLFSs are required to meet as a group on a
quarterly basis.
Strengths of the DLFS model include increased credibility with colleagues, a less
adversarial and more collaborative relationship, and efficient allocation of scarce
resources.
The DLFS model helps DDE to serve students nationally and internationally as well as
within EOU's sprawling service area (46,000 square mi.).
Evidence of Effectiveness (or plan to obtain evidence):
EOU's DDE program has experienced 25-30% annual growth the past three years.
The DLFS model has increased the availability and variety of distance learning
courses. The DLFS model has enabled EOU to develop programs effectively in a
number of subject areas, including business, English, gender studies, biology (online
minor available), chemistry (online minor near completion), and mathematics.
However, some disciplines are still resistant to offer courses at a distance.
Anecdotal evidence also indicates that the DLFS model has increased the institutional
value of distance education within EOU's institutional culture.
There has also been exceptional (60%) participation in the distance education
program by on-campus faculty.
Estimated costs associated with this practice:
Low -- $2000 stipend for each faculty member/semester
Relation to other pillars:
Faculty satisfaction: Although no formal survey results are available, results and
other anecdotal evidence suggest that this practice promotes faculty satisfaction.
Cost effectiveness: This appears to be a relatively low-cost way to achieve faculty
buy-in for participating in distance/online education.
References, supporting documents:
None
Useful links:
URL/Web Address
Link Description
http://www.eou.edu/dde/
Eastern Oregon Univ. Division of
Distance Education home page


Summer Online Courses
James Madison University's(JMU) Center for Instructional Technology
developed fully online summer courses that have increased the number of
online course being offered by the university, as well as increase revenues.
Additionally, through the creation of a Faculty Summer Institute Program that
is the catalyst for the development of these summer online courses, JMU
faculty have enhanced their online teaching skills. -- more

Professional Design Education and Opt-in Hybrid Course Migration
Model
Boston Architectural Center has utilized various innovative approaches to
incorporating online delivery into the core work of studio-based learning. -more