Colorado Department of Education
Office of Adult Education Initiatives
Distance Learning Policy
Rationale
To best align with instructional priorities outlined in the Workforce Innovation and Opportunity
Act and the needs of adult learners across the state, the Office of Adult Education Initiatives
(AEI) has drafted the following distance learning policy based upon National Reporting System
guidelines.
Distance learning provides an opportunity for programs to increase their capacity to serve
learners; however, it is also sufficiently different from traditional classroom instruction and
requires instructors to develop new skills. Therefore, it is recommended that instructors and
administrators attend training before the implementation of distance learning activities.
Ongoing professional development and training opportunities available from the Office of
Adult Education Initiatives will consist of face-to-face workshops and webinars.
The adoption of a statewide distance learning policy is intended to allow adult literacy
programs a means to accurately document and deliver services to learners using flexible
instructional models and diverse media. The purpose of this policy is to provide guidance to
AEFLA-funded programs on how to classify, track, and report acceptable hours for distance
learning activities.
Definitions
Distance Learning
Distance learning is formal learning activity where students and instructors are separated by
geography, time, or both for the majority of the instructional period. Distance learning
materials are delivered through a variety of media including, but not limited to, print, audio
recording, videotape, television broadcasts, computer software, web-based interaction, and
other online technologies. Instructors support distance learners through communication via
telephone, e- mail, or other web-based technologies or software.
1
Traditional Learners
Students who receive the majority of their instruction through face-to-face instruction are
considered traditional learners.
Distance Learners
For federal reporting purposes, a student is classified as a distance learner only if the
majority of attendance hours credited to the student are considered proxy hours as
opposed to face-to-face contact hours. Face-to-face contact hours and proxy hours will be
recorded separately. The determination of the student’s status as a Traditional or Distance
Learner will be made at the end of the year and will be based on which category of hours is
over 50% of the student’s total attendance time. The student’s hours in both traditional and
distance situations will be included in the NRS report, according to the NRS Guidelines for
Distance Education Learners.
Blended or Hybrid Learners
Blended or Hybrid Learning is an instructional delivery model that incorporates a distance
learning component with traditional face-to-face classroom instruction. Teachers must
monitor progress on an approved online curriculum in addition to the face-to-face class.
Instructors may support their learners both in and outside of class via virtual learning
communities, telephone, e-mail, instant messaging, or other technologies and software.
*A student who participates in Hybrid Learning will be considered a Distance Learner
for NRS purposes only if the majority of attendance hours credited to the student are
considered proxy hours as opposed to face-to-face contact hours.
Contact Hours
Synchronous time spent interacting with the learner. Contact hours for distance learners
typically include two-way interaction between instructor/staff and learner. Contact hours
can be a combination of face-to-face contact and contact by telephone, video,
teleconference, or other online communication where student and program staff are able
to interact and through which learner identity is verifiable. Face-to-face interaction
includes student intake, orientation, assessment, goal setting, career counseling, and
classroom instruction.
2
Proxy Hours
Time a learner spends independently engaged with distance education activities, such as
using an approved distance learning platform or approved instructional tool. Proxy hours
for distance education are reported independently of other contact hours. Proxy hours
can include approved independent instructional activities in a computer lab, assigned out
of class, or as supplemental assignments. Local programs are required to use approved
distance learning platforms.
General Distance Learning Requirements
Assessment of Distance Learners
Distance learners should be post-tested after the same amount of instructional time as other
students, according to the state assessment policy. Programs must administer all pre- and postassessments used to measure educational gain of distance education students for NRS
reporting in person, at a proctored program site within the state. Assessments not conducted
through face-to-face interaction with a trained test administrator in a secure setting are not
allowed for NRS reporting.
Measuring Hours for Learners in Distance Education
Students in distance education must have at least 12 hours of contact with the program before
they can be counted for federal reporting purposes. Hours for distance learners can be a
combination of contact and proxy hours. Homework does not count as reportable proxy hours.
Measuring Proxy Hours for Learners in Distance Education
Proxy hours are tracked depending on the model approved for each distance learning platform
or instructional tool. Two models for tracking proxy hours are available:
1. Clock Time Model
a. Proxy hours are assigned based on the elapsed time that a learner is connected
to, or engaged in an online or stand-alone software program that tracks time.
2. Learner Mastery Model
a. Proxy hours are assigned based on the learner passing a test on the content of
each lesson. Learners work with the materials and take a test when they are
prepared. A high percentage of correct answers (typically 75%-80%) earns the
credit hours attached to the material.
3
Refer to Appendix A for the currently approved distance learning platforms and proxy
hour models associated with them. If a program would like to request a new distance
learning platform or instructional tool, the Distance Learning Request Form found in
Appendix B must be used.
Classifying Learners for Reporting
Traditional contact hours and distance learning proxy hours for each student will be
recorded as separate courses in the state data system. Programs can identify
distance/proxy hour courses by developing an independent class listing the title of the
approved instructional tool and subject in the subject line.
The learner can be reported only once as either a distance learner or traditional learner. This
classification is determined by the end of the reporting period and is based on which
category of hours (contact or proxy) is 50% or more of the student’s total attendance time.
Proxy hours earned using one of the Approved Distance Learning Platforms found in
Appendix A are allowed to be reported. Proxy hours earned using an instructional tool
approved by the AEI office through submittal of the Distance Learning Request Form found in
Appendix B may also be reported.
Application and Approval Procedures to Operate a Distance Learning Program
Programs must designate which distance learning methods they will implement at the
beginning of each fiscal year and thereafter if additions are requested. Please use the
Distance Learning Request Form found in Appendix B to describe each platform you plan to
use.
For students who are served entirely at a distance, not blended or hybrid, the following
two assurances are mandatory:
1. The distance learning courses are identical traditional courses at the program in terms
of the quality, rigor, and breadth of academic and technical standards.
2. The program ensures timeliness of its responses (synchronously or asynchronously) to
learners’ requests by placing a requirement on response time of no more than 24 hours
within the program’s operational schedule.
It is recommended that each program interested in offering distance learning follow these
procedures to be prepared for implementation:
1. Review distance learning webinar series with appropriate staff.
Policy overview: https://enetlearning.adobeconnect.com/p5f0fc14c5n/. Other
4
webinars: Planning and Organizing Distance Learning, and Teaching Distance Learning,
will be available on the CDE website very soon.
•
2. Select an individual to become the lead distance learning instructor for the program.
3. Provide in-house staff training on distance learning platforms/instructional tools in use
at local program as needed.
4. Maintain communication with state staff via e-mail or telephone if challenges arise.
Approved Distance Learning Platforms
Distance learning platforms that are approved are those that monitor student progress and
participation by means such as course management systems that provide learner time online,
frequency of logins, percentage of course completed, and mastery of content through
assessment. The following platforms are approved for distance learning instruction: ALEKS,
Aztec, Burlington English, Core Skills Mastery, EdReady, PLATO, Rosetta Stone, and USA Learns
(see table in Appendix A for descriptions). PLEASE NOTE: All of the above must be purchased for
use by the local program with the exception of Core Skills Mastery and USA Learns which are
free.
If a program wishes to use a distance learning platform or instructional tool not listed above
to report proxy hours, then the local provider must submit a written request for approval to
the Adult Education Initiatives office at the Colorado Department of Education (see
Appendix B, Distance Learning Request Form). This request must include a detailed
description of the instructional tool, as well as any evidence that it is research-based or
evidence that demonstrate it is appropriate for use with adults and is effective. There must
be a mechanism to track proxy hours based upon the Clock Time Model or the Learner
Mastery Model.
Upon approval the Colorado Department of Education will revise its distance learning policy
and add the platform or instructional tool as an approved option that all AEFLA-funded
programs can use. The Colorado Department of Education may reject any requests for
approvals if the description or evidence is deemed insufficient.
5
Appendix A: Approved Distance Learning Platforms
Curriculum
ALEKS
Model
Recorded time in
system
Management
System
Clock
System tracks time-on- task
& logs out student after
preset period of inactivity
Recorded time in
system
Management
System
Clock
System tracks time-on- task &
logs out student after preset
period of inactivity
Recorded time in
system
Management
System
Clock
System tracks time-on- task
& logs out student after
preset period of inactivity
Recorded time in
system
Management
System
Clock
System tracks time-on- task
& logs out student after
preset period of inactivity
Recorded time in
system
Management
System
Clock
System tracks time-on- task
& logs out student after
preset period of inactivity
Recorded time in
system
Management
System
Clock
System tracks time-on- task
& logs out student after
preset period of inactivity
Recorded time in
system
Management
System
Mastery
Course 1: 70% proficiency or
higher
Course 1: 20 units;
3 hours/unit
Course 2: 70% proficiency or
higher
Course 2: 20 units;
3 hours/unit
California
Department
of Education
Course 3: 70% proficiency or
higher
Course 3: 42 units;
1 hour/unit
(purchase)
Core Skills
Mastery
(free)
EdReady
(purchase)
PLATO
(purchase)
Rosetta
Stone
(purchase)
USA Learns
(free)
Validation by
System tracks time-on- task
& logs out student after
preset period of inactivity
(purchase)
Burlington
English
Tracking Hours
Clock
(requires
purchase)
Aztec
Proxy Hour Criteria
6
Appendix B: Distance Learning Request Form
Program:
Date:
Name:
Email Address:
Phone:
Instructional Tool Information
Name of instructional tool requested:
Delivery mode: online, print, cd/dvd, etc.
Proxy hour model: clock time or
learner mastery
Criteria for reporting hours: include
criteria for learner mastery models
Target population: (ABE, ASE, ELA, etc.)
Publisher information: include both
postal and electronic contact info
Description: Describe the main features of
the instructional tool and why you
recommend it for approval. Include such
features as pre-and post-tests, prescriptive
lesson assignment, feedback systems, and
interface method. Use additional pages if
necessary.
7