Successful Practices in Supporting Students in Distributed ...library.athabascau.ca/files/projects/ecampusalberta/etoolkit/... · learning is a program or ... and the content to be

Successful Practices in Supporting Students in Distributed Learning

Meeting the Needs of Diverse Students

Engaging in e-Learning

LITERATURE REVIEW

Submitted to:

Alberta Advanced Education and Technology, Government of Alberta;

eCampusAlberta

Author:

Karen Fiege

Contact: Rena Shimoni, Ph.D.

Dean of the Office of Applied Research and Innovation Telephone: 403-410-1435; Fax: 403-441-1479 Email: [email protected]

Date: August 31, 2010

mailto:[email protected]

Office of Applied Research and Innovation

Literature Review: Successful Practices in Supporting Students in Distributed Learning; Meeting the Needs of Diverse Students Engaging in e-Learning. August 31, 2010

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Author Note

This project was funded by the Office of Applied Research and Innovation through an internal grant at Bow Valley College.

Karen Fiege Bow Valley College, Calgary, Alberta



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Table of Contents Introduction .................................................................................................................................................. 4 Definition of Terms ....................................................................................................................................... 5 Methodology ................................................................................................................................................. 8 Strategic Management of Distributed Learning ........................................................................................... 9 Support Services for Learners in Distributed Learning Environments ........................................................ 13 Models for Support Services ....................................................................................................................... 15 Learner Intake Phase .................................................................................................................................. 18 Learner Intervention Phase ........................................................................................................................ 23 Learner Support Phase ................................................................................................................................ 24 Learner Transition Phase ............................................................................................................................ 30 Measurement Phase ................................................................................................................................... 32 Recommendations for Bow Valley College (BVC) ....................................................................................... 34 Conclusion ................................................................................................................................................... 35 References .................................................................................................................................................. 36 Appendix A: Online Student Services Self-Assessment Tool (OLSS-SAT) .................................................... 40 Appendix B: Guidelines for Library Support of Distance and Distributed Learning in Canada ................... 44 Appendix C: Athabasca University’s Policy for Learners with Disabilities .................................................. 54 Appendix D: Example of a Distributed Learning Institutional Policy .......................................................... 57 Appendix E: Example of Distributed Learning Standards ........................................................................... 59 Appendix F: Example of Distributed Learner Support Charter (University of Ulster)................................. 67



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Introduction

Bill Gates said, “Never before in history has innovation offered promise of so much in so short of a time.” (n.d.). Adult learners are looking for more flexibility within learning opportunities. Distributed learning is gaining popularity because it provides learners with this flexibility – any time, in any place, and at any pace (Alberta Education, 2010). A major component of the successful delivery of distributed learning is providing innovative support services to the learners, who are often geographically dispersed. Traditional support services focus primarily on traditional learners (i.e., on-campus), but with ever-increasing demand and presence of distributed learning environments and learners, the innovative support services are needed. This literature review was part of an applied research project funded by the Office of Applied Research and Innovation at Bow Valley College at Bow Valley College, but also informed two larger projects: “Successful Practices in Supporting Students in Distributed Learning” and “Meeting the Needs of Diverse Students Engaging in e-Learning.” Empirical and descriptive research and theories pertaining to successful practices in the delivery of support for learners in distributed learning environments at post-secondary institutions were reviewed. The successful practices are categorized into the various stages within the matriculation process of a learner at a post-secondary institution. The categories are intake (e.g., registration), support (e.g., bookstore), transition (e.g., alumni), and evaluation/measurement. This research project purposefully takes the learner’s perspective towards support services as opposed to the more traditional perception of institutions towards support services. This approach compliments the growing trend of developing and delivering services that are learner and learning centered.



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Definition of Terms

Successful Practice The term successful practice asserts that a certain method or way of doing things (i.e., practice) has been tried, assessed, and deemed to be the effective by practitioner(s). This research project sought to examine the work of practitioners who published their empirical, descriptive, and applied research pertaining to support services for distributed learners. Successful practice, therefore, is any practice that reduces or eliminates barriers to learners’ access to services and academic success within a distributed learning environment. Learner The term learner can represent a variety of people: a student, a faculty or staff member, alumni, or a worker seeking new knowledge or the mastery of skills for the betterment of employment. For the purposes of this literature review, learner will be akin to a registered student accessing formal education opportunities from a post-secondary institution using distributed methods. Diverse and non-traditional populations are major groups within this definition of learner. Characteristics of diverse learners can include cultural, language, gender, and socioeconomic standing (Bray, Brown, & Green, 2004). According to the Council for Adult and Experiential Learning (CAEL) (2000), in the United States, over 60% of new enrolments in higher education are considered non-traditional. The National Centre for Education Statistics (NCES) (2006) identified characteristics of non-traditional learners as including delayed enrolment in post-secondary education, part-time attendance, financial independence from parents, working full-time while enrolled, having dependents other than a spouse, single parent, and lack of a standard high school diploma. “Distributed learning has emerged as a proven strategy for meeting demands and serving diverse learning populations” (Sigri, 2010, p.210). Distributed Learning Environment There are variations in defining and differentiating between the terms distributed and distance learning environments within the literature. Keegan (as cited in Bryant, Kahle, & Schafer, 2005) argued that distance education focuses more on learning and does not include the use of technology in private study or in on-campus programs, whereas distributed learning focuses more on the distribution of instruction. The Canadian Library Association (CLA) (2000) distinguished the two terms by stating that distance learning is a program or course of study that is undertaken away from the institution, whereas distributed learning is an instructional model that utilizes computer technologies that allow a learner, the instructor, and the content to be at different, non-centralized locations (i.e., instruction and learning occur independent of time and place). “The distributed learning model can be used in combination with traditional classroom-based courses, with traditional distance learning courses, or it can be used to create wholly virtual classrooms" (Saltzberg & Polyson, 1995, p. 10). Bates (2000) described distributed learning as learner-centered but it also provides instructors with flexibility in planning appropriate learning environments for their learners.

A distributed learning environment is a learner-centered approach to education, which integrates a number of technologies to enable opportunities for activities and interaction in both asynchronous



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and real-time modes. The model is based on blending a choice of appropriate technologies with aspects of campus-based delivery, open learning systems, and distance education. The approach gives instructors the flexibility to customize learning environments to meet the needs of diverse student populations, while providing both high quality and cost-effective learning. (Bates, 2000, p. 27)

Distributed learning can incorporate both asynchronous and synchronous technologies (e.g., web conferencing) into its delivery and can be distributed to learners through virtual/web-enabled classrooms (eLearning), blended formats (enhanced traditional classroom and/or hybrid), or by correspondence, broadcast, CD-ROM, commercial/interactive TV, or mobile learning (Bates, 2008). Distributed learning can be extremely effective if there are meaningful instructor and media interactions with the learners as well as carefully integrated asynchronous and synchronous communication strategies employed (Zhao, Lei, Yan, Lai, & Tan, 2005). The Bianchi, Stobbe, and Eva (2008) study showed that learners within a distributed learning environment did not suffer any academic disadvantages when compared to their traditional counterparts. Innovation According to the Centre for Innovative Studies (2008), innovation can be incremental (small), radical (medium), or general purpose (large). Radical innovation occurs when something totally new displaces the old (e.g., CDs to digital music); incremental innovations are small improvements (1 to 2% change). General-purpose innovation, the Centre for Innovative Studies would argue, represents significant innovations (e.g., electricity or the wheel). For the delivery of support services within distributed learning, innovation is usually incremental or radical. Incremental and radical innovations are evident by the application of new technologies, the creation of new roles or social linkages, and purposeful changes in types of social behaviour invoking greater client (i.e., learner) participation during the development and delivery of the service (Rumble, 2000). Support Services Traditional learner support services are the “assistance and guidance students are offered above and beyond learning materials” (LaPadula, 2003, p. 119). Traditionally, on-campus support services are offered through admissions, student records, financial aid, registration, library, bookstore, counseling, and learning areas (LaPadula, 2003). However, support services ought to address any learner’s overall practical, technical, academic, emotional, and wellness needs (Dearnley, 2003; Scheer & Lockee, 2003). Learning College Articulated by Terry O’Banion (1997), the Learning College is a philosophy for community colleges or other learning institutions that aims to create real connections between learners and learning. The Learning College model has six key principles:

The learning college creates substantive change in individual learners.

The learning college engages learners as full partners in the learning process, with learners assuming primary responsibility for their own choices.

The learning college creates and offers as many options for learning as possible.



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The learning college assists learners to form and participate in collaborative learning activities.

The learning college defines the roles of learning facilitators by the needs of the learners.

The learning college and its learning facilitators succeed only when improved and expanded learning can be documented for its learners.

The Learning College philosophy demonstrates a radical innovation in terms of where the focus on a post-secondary institution is positioned. Instead of viewing institutional and administrative needs towards support services, the focus shifts towards understanding and defining the needs of learners and their individual learning experiences. “If higher education is to take learning seriously, then each one of us, in whatever role we occupy, must take learning seriously” (Cross, 2005, p. 12). For delivering innovative support services, an institutional focus should be centered on a learner’s entire learning path. Questions that institutions could ask throughout the decision-making process are: What support services can we provide our learners in a distributed learning environment that will support their needs and their learning? How will our support services improve their learning? (Cross, 2005).



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Methodology

EBSCO Host (Academic Search Complete, Academic Search Elite), ERIC (Education Resources Information Center), ET/IT/Lib Digital Library, Google Scholar and Books, and other Internet resources were used to locate the literature used in this study. Key search words included: distan*, distributed, education, learning, support, services, student, learner, alternative, delivery, best practice, innovation, services, online, e-learning, virtual, post secondary, institution, higher education, and diverse. Criteria for selection centered on whether the service was innovative and could or had already demonstrated a reduction or elimination of barriers to learners’ access to services and academic success within a distributed learning environment (i.e., successful practice).



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Strategic Management of Distributed Learning

Bryant et al. (2005) outlined four main obstacles facing distributed learning: (1) labor intensity of administration, (2) high development cost, (3) need for faculty training and support, and (4) high attrition rates. Combine this with the fact that there are currently 12 million post-secondary learners in just the United States taking some or all of their classes online (Nagel, 2009). This number is expected to grow to 22 million in the next five years (Nagel, 2009). With these types of obstacles coupled with this type of reliance upon distributed learning and growth of distributed learning, an institutional strategy for the overall development and management of distributed learning is instrumental to its overall effectiveness and success. An effective strategy can have numerous benefits to diverse learners as well as the communities they reside in, such as Canada’s First Nations, Métis, and Inuit populations (Sisco, 2010). Hitt and Hartman (2002) published a report for the American Council on Education and EDUCAUSE, suggesting that institutional leaders, such as the president, should consider three questions before launching distributing learning:

1. Should “we” become involved in distributed learning?

2. What constituencies are we proposing to serve?

3. Should we reach out to off-campus students, or should we pursue technology to create

active learning situation for our on-campus students? Or does the nature of our mission

and/or our audience require us to do both?

Hitt and Hartman (2002) went on to caution against perceived reasons for engaging in distributed learning, such as perceived competition, revenue, faculty/student interest, and the “everyone else is doing it” notion. Institutional leaders must align institutional goals and directions with support. This support can be provided through faculty development, course development support, systemic faculty support, infrastructure, learner support services, institutional policies and practices (e.g., copyright), and assessment of program effectiveness. “The challenges for institutional leaders are to understand the potential of distributed learning, connect that potential to institutional goals, implement appropriate organizational structure and policies, and enable the institution to harness the potential of distributed learning to achieve success” (Hitt & Hartman, 2002, p. 21). Ako Aotearoa is New Zealand’s national centre for tertiary teaching excellence. They undertook a project to develop a set of resources and tools that would assist institutional leaders to plan and manage e-learning more strategically. These resources and tools were published in a report (Ako Aotearoa, 2010) pertaining to the strategic development and management of e-learning. Although their strategies are specific to e-learning, they can be broadened to encompass the development and management of distributed learning. The report (Ako Aotearoa, 2010) posed questions within thematic areas that institutional leaders should consider:

1) Institutional strategy, planning, and policies



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1.1 What are your objectives for e-learning?

Strategic directions in the e-learning strategy should be strongly reflected and supported in other strategic instruction of the organization (e.g., annual plans and reports, teaching and learning plans, long-term financial strategy) (p. 9).

Ensure strategy for e-learning is based on objectives rather than solutions (p. 12).

2) What is your intended market for e-learning?

2.1 Are you targeting new or existing students? 2.2 Are you targeting students studying primarily at a distance or primarily on campus? 2.3 Are you planning to offer this programme offshore? 2.4 What is the scope of your institution’s plans for e-learning? 2.5 Does your strategy actually require any e-learning to take place?

3) Organizational structure

3.1 How should e-learning be managed within the institution? Specifically, who should be responsible for what?

3.2 Where are decisions being made about what will be taught and how it will be taught?

3.3 How is leadership exercised over e-learning at an institutional level? 3.4 What is the role of middle managers (deans, heads of departments, programme

leaders) in e-learning? 4) Resourcing

4.1 How should e-learning be resourced within the institution? 4.2 What will it cost? 4.3 No, what will it really cost?

5) Collaboration

5.1 Why collaborate? 5.2 Why outsource e-learning services?

6) Staff development, instructional design, and course development

“The knowledge, skills, and attitudes of teaching staff are important to distance learning students. The instructor’s involvement with students in an online environment is critical to students’ success and satisfaction” (Owens, Hardcastle, & Richardson, 2009, p. 56).

6.1 What sort of expertise and training do teachers need for e-learning? 6.2 What does your institution have the capacity to train its teaching staff to develop

and teach with e-learning media? 6.3 What sort of IT support will teachers need? 6.4 What sort of guidelines should influence the development and delivery of courses

taught or supported by e-learning? 6.5 What systems and processes are in place for the planning, preparation, and

production of study materials?



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6.6 What systems are in place for monitoring the quality of study materials, including their periodic review and redevelopment?

6.7 What policies and systems are in place to ensure the uptake of e-learning by teaching staff?

7) Teaching and learning

7.1 What is the institutional (faculty, programme) vision for teaching and learning, and how does e-learning support this vision? Are you confident that this vision is shared by your teachers and students?

8) Student support

8.1 What support do students need for online study (e.g., helpdesk service, access to information about the online learning service, access to software, training)?

8.2 Does the institution collect information about student access, knowledge, and competence concerning e-learning?

8.3 What systems and standards are in place to ensure that students studying by the e-learning medium obtain adequate access to the range of support services available to campus-based students?

8.4 What level of commitment and progress has the institution made to extending its online services beyond e-learning to allow students to access more of their administrative, informational, and support services online?

9) Assessment and moderation

9.1 What are the key issues that institutional leaders need to be aware of with respect to online assessment and moderation?

10) Technological infrastructure

10.1 What sort of technological infrastructure does an institution require to support e-learning?

10.2 What does instructional standards compliance mean? And how important is it that your institution complies with these standards?

10.3 What sort of server environment will an institution need to support its growing use of e-learning?

10.4 What should a learning management system (LMS) be able to do? 10.5 What other IT support issues will you face? 10.6 Who should choose an LMS?

Bow Valley College, NorQuest College, Northern Lakes College, and Red Deer College undertook a project: Practical Nurse Education in Rural Settings: Promising Practices (2009). The goal was to address educational access in rural or undeserved areas. From that project, a website was developed (http://www.ruralpn.ca/index.html) to act as a guide to educational leaders and stakeholders when they design PN programs. For leadership and infrastructure, several questions parallel what was detailed above:

http://www.ruralpn.ca/index.html



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1) Do your mission, vision, and strategic plans take into account distributed learning? 2) Have you addressed the upfront considerations you need to take into account before

embarking on distributed delivery of your programs? 3) Do you have a technology infrastructure to support a distributed learning model? 4) Do faculty members have the support they need to develop skills in distributed learning? 5) Do you have support systems for students in programs using distributed learning? 6) Have you developed strategic relationships with key stakeholders? 7) Do you have a way for learners to access their success potential for learning through

distributed learning? 8) Do you have institution and program orientation for off-campus learners? 9) Have you considered how learners will have direct access to advising support, registrar and

bookstore, technology support, and library support? The development of a distributed learning strategy at an institutional level by institutional leaders provides the necessary framework for other services (i.e., support services, program planning) to be developed and delivered more strategically and more effectively. This type of planning and management will ensure that the proper level of services and supports are provided to the institutions’ employees and learners.



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Support Services for Learners in Distributed Learning Environments

Support services are essential to any learner's overall success within formal education (Cain & Lockee, 2002; Dearnley, 2003; Floyd & Casey-Powell, 2004; LaPadula, 2003). “Learners without support are likely to delay completion of a program or drop-out altogether” (Rumble, 2000, p. 221). For distributed learning, a learner’s experience is shaped by the presence as well as the quality of the support received throughout their entire learning process (LaPadula, 2003). Lack of or insufficient support services for distributed learners can result in decreases in learner achievement and satisfaction and can also contribute to an increase in attrition (Nelson, 2007). Unfortunately, learners within distributed learning environments often receive inferior support services compared to those of their on-campus peers (Compora, 2003; Hitch & MacBrayne, 2003; LaPadula, 2003; Rumble, 2000; Santovec, 2005; Shea & Armitage, 2002). “One of the biggest gaps in *distributed learning+ is institutions’ inability to provide time- and location-independent access to a complete array of student support services” (LaPadula, 2003, p. 120). Where should a post-secondary institution begin planning support services? What type of services should they consider providing? What is the best way to deliver these services? In answering the first question, Rumble (2000) proposed that institutions start their planning of support services to distributed learners by determining the needs of these learners as well as appreciating the true heterogeneous nature of this population. A one-shoe-fits-all approach to providing services may not be appropriate or effective. Both Rumble and Chambers (2004) argued that due diligence in market research into learners’ needs is essential, as is the articulation of the services required at each stage within a learner’s matriculation process. Institutional learners ought to consider what level of support they can feasibly provide. Not all services can be provided to all types of learners. Thus, the selection process can be ethically challenging. Kelly and Mills (2007) discussed the ethical dimensions of providing limited learner support from an institutional perspective in terms of the openness and fairness of admission policies and to what level an institution provides support. One conclusion was to provide clarity on this matter in an institution’s mission statement and policies. This measure could better ensure an institutional match with prospective learners as well as with new employees (Kelly & Mills, 2007). Reid (as cited in Rumble, 2000) contended that the type of services provided by an institution could depend on their perspective towards learner support. Institutions should reflect upon this question: Are learning support and learning services integral components of our teaching and learning system or are they compensatory? If the latter is true, then “compensatory services tend to be reactive, activated only when the institution feels they have to be” whereas “comprehensive services…tend to be more expensive because services are viable even for those who do not want or need them” (Rumble, 2000, p. 223). It could be reasoned that if an institution’s perspectives towards learner support are articulated, the process towards determining what and how many types of services required as well as what type of administrative model is needed may be easier to determine. A popular way of delivering many types of services to learners in distributed learning environments is online, primarily delivered by an institution’s official website or internal LMS (Davis, 2001; Rumble,



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2000). Providing services online or electronically is an effective way of increasing accessibility, ensuring quality control, and providing opportunities for collaboration and coordination between the various units and departments within an institution (Brigham, 2001; McCracken, 2005). For an institution, there are motivating factors to providing some types of support services online or electronically. It can positively affect an institution’s bottom line by increasing efficiencies; can lead to an increase in enrollments, retention, and accountability; can increase learner expectations; and can assist in staving off competition from other institutions, as well as demonstrating innovation in the application of new and emergent technologies (Abel, 2005; LaPadula, 2003; Shea & Armitage, 2002). For the learner, the provision of support services has its rewards. Ellis, Ginns, and Piggott (2009) found that concerted efforts towards improving learner’s perceptions and understanding of distributed learning in advance of their commencement of studies can lead to a positive effect on their achievement levels. “If we wish to improve the quality of the student experience online, addressing student perceptions about what the e-learning experience involves and how it can be useful for learning is essential” (ibid., p. 316). Scheer & Lockee (2003) maintained that the minimum support services required for learners in distributed learning environments should include: (a) an orientation to distance learning, (b) access to library resources, (c) academic advising, (d) online course registration, (e) personal counseling, (f) technical support, (g) financial aid, (h) mentoring, and (i) opportunities for social interaction. Rekkedal and Qvist-Eriksen (2004) argued that priority should be given to learners in the initial phases of their learning process (e.g., admissions), in orientation services, in the provision of high-quality and responsive tutoring services, as well in offering networking and social opportunities within courses between learners.



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Models for Support Services

Systems Design Model Post-secondary intuitions “must develop a process model for student support services that measures the effectiveness of programs and services for all types of students” (Floyd & Casey-Powell, 2004, p. 62). Similar to the need for an institutional strategy towards distributed learning as a whole, a systems design model is also required to ensure the effectiveness of developing and delivering distributed learning support services (Burich & Devlin, 2004; Thompson & Hills, 2005). A systems design model looks at how the service will be used as well as how it will be integrated into current or new structures within an organization. A system design model should also be aligned with an institution’s core values and goals (Aoki & Pogroszewski, 1998; Floyd & Casey-Powell, 2004; Stenerson, 1998).

If a successful system is designed to support the virtual campus, then the students will have the perception of being a part of an institution process leading to confirmation of studies that show learning styles in a virtual environment to be as good as those in a regular classroom. Course materials are mastered, satisfaction levels are high, and the feeling of group learning is achieved. (Stenerson, 1998, Need for System Design, para. 2)

Alignment can also assist in earlier adoption by faculty and staff. Hughes (2008) believed that aligning their model with the institution’s strategic objectives facilitated the overall adoption process. Compora (2003) proposed a systems design model, the Distance Education Administrative Model, to assist with the administrative approach to managing an e-learning program at a post-secondary institution. It consists of nine non-sequential steps that follow the first nine letters of the alphabet: A – Assessment, B – Budget, C – Coordination, D – Delivery Methods, E – Evaluation, F – Faculty Involvement and Training, G – Generate a Mission Statement, H – Hierarchical Approval System, and I – Implementation of Support Systems. This model can be applied to the implementation and administration of support services for learners within distributed learning environments. For assessment, Compora (2003) argued the need for formal and informal assessments to determine whether the learner’s needs were being met. Translating this idea to support services, similar assessments or analysis work could be conducted to determine what types of services are meeting the needs of the distributed learners and which services are deemed effective. Data could be pulled from surveys, interviews, or even questionnaires. Chambers (2004) encouraged post-secondary institutions to carefully examine their remote or distributed learners to determine if they are disadvantaged in terms of services they are provided with or receive. If they are disadvantaged, the institution should set in motion the development of policies to better ensure equity in the availability of services and dedicate monies to realizing more equity. For budget, Compora (2003) argued the need for dedicated monies to be set aside strictly for the advancement and support of distributed learning at an institution. Support services also require such dedicated monies. “An institution’s funding priorities must be aligned with their commitment to [distributed] learning student success” (Floyd & Casey-Powell, 2004, p. 62). If budgets are constrained, a suggestion may be in outsourcing services. Brigham (2001) conducted a study that saw reportable success in outsourcing some support services to vendors (e.g., bookstore services). Setting a budget for distributed learning and support services for distributed learners reaffirms an institution’s priorities and



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goals. It also adheres to the Learning College philosophy of placing the needs of the learner as well as the learning process paramount in the decision-making process. For delivery methods, Compora (2003) argued that the delivery methods of learning should be chosen based on a needs assessment. A needs assessment conducted throughout the various units within a post-secondary institution should also be conducted to determine what is appropriate. Learner support services in a distributed learning environment require coordination from “academic departments, faculty, learning and testing centers, sister schools, and in some cases, local high schools” (Floyd & Casey-Powell, 2004, Coordination, para. 1). They also require strategies on how services are delivered and evaluated. “Establish student service standards and conduct research focused on effectiveness of all these developments” (Davis, 2001, p. 14). For evaluation, Compora (2003) argued for the need for both summative and formative evaluations to be conducted on a regular basis for distributed learning courses. This same rationale is applicable to learner support services. Ongoing summative and formative evaluation is required to gauge their effectiveness and use. Data from these evaluations can greatly aid the decision-making process. Faculty involvement and training are required for the successful delivery of distributed learning (Compora, 2003; Floyd & Casey Powell, 2004). Nkonge and Gueldenzoph (2006) argued that faculty training should be an established and continual process. Training should include a variety of methods, including one-on-one, self-paced online tutorials, listservs, printed resources, and observations (Nkonge & Gueldenzoph, 2006, p. 49). The Southern Regional Education Board (SREB) (2004) created some principles of good practice that called for faculty training on required technology, training in how to teach in a distributed delivery environment, and the provision of adequate equipment, software, and communications. For support services, faculty is an invaluable resource; they often know what their learners require to succeed. Faculty are one of the main contact points with the learners and are usually the first to become aware of potential issues a learner may be facing. If faculty provides input into the types of support services being offered as well as how they are delivered, then they may more readily refer their learners to these services. Compora (2003) argued that generating a mission statement will better ensure that the stated goals and objectives of a distributed learning program are being met. For support services, a mission statement, along with goals and objectives, will document the path that the institution wishes to follow. It demonstrates to external observers and stakeholders that there is a commitment to meet the needs of their distributed learners. Compora (2003) argued that a hierarchical approval system for approving courses delivered by distributed means better ensures that faculty workload issues do not become problem areas and that faculty is available to teach courses once they are developed. This system can also ensure that curriculum is meeting the needs of the learners, as it is thoroughly reviewed throughout various stages within the hierarchical approval system. Likewise, for support services for learners in a distributed learning environment, a hierarchical approval system would be effective in planning and implementing innovative services. An influx of too many services at one time could be a workload issue for staff and faculty who have to offer these services, or there may not be enough staff and faculty to offer the services once they are available. Compora (2003) argued for implementation of support systems for distributed learning environments. Institutions cannot abandon the distant student! There must be resources to not only provide the



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software and at times the hardware, but also the training. Assumptions cannot be made that the distant student possesses the necessary skills required to survive in a virtual classroom (Compora, 2003, p. 13). Systems design models have to be reproducible. “Reproducibility depends on identifying the absolutely essential elements of the service and designing effective ways of controlling and reproducing those elements. These elements cannot be over-complex or unclear” (Rumble, 2000, p. 232). Rumble went on to say:

While service delivery may be capital as well as labour intensive, it is also personality intensive – that is, ‘the quality supplied to the customer is essentially a result of the way people perform in the specific situation that surrounds the moment of truth. Negative or positive performance by the service deliverer has an enormous impact on customer perceptions, and on the wider public’s perception of the provider. (p. 232)

Efforts by an institution and its employees need to be made to ensure that support services are of a high quality. Abel (2005) conducted a case study and collected data from 21 higher educational institutions trying to articulate the reasons for success in their distributed delivery of learning. The reasons for success included having a strong commitment to the initiative, learner and faculty received support, a programmatic approach with a commitment to fully online programs was taken, and evidence of a focus on achieving a better educational product rather than struggling with technical issues.

To successful institutions [distributed learning] is an opportunity to reconsider the intersection of mission and student service and to create an improved educational product. It is not about technology adoption. The successful institutions are addressing strategic, cultural, and process issues that will help them perform their mission more effectively in the future no matter what direction technology takes. (Abel, 2005, p. 2)

Inclusive Student Services Process Model Floyd and Casey-Powell (2004) articulated the Inclusive Student Services Process Model (ISSPM), which provides a “framework for designing processes and programs to support students in both traditional and online courses” (p. 58). The ISSPM model has five phases: learner intake, learner intervention, learner support, learner transition, and measurement of effectiveness. The Inclusive Student Services Process Model will be the framework in which literature pertaining to the successful practices in learner support services for distributed learning environments will be presented. The ISSPM is aligned with the Learning College philosophy and focuses primarily on meeting the needs of the learners through the delivery of support services rather than the focusing on the needs of an institution or its administration.



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Learner Intake Phase

In the Learner Intake Phase, learners assess readiness to participate in a distributed learning environment as well as begin the “intake” process into a post-secondary institution (Floyd & Casey-Powell, 2004; Nelson, 2007). Support services that could be provided within this phase include assessing a learner’s readiness, personal goal setting, admissions and registration, orientation, advising, financial aid, and homepage support. Successful practices and industry standards within these areas are listed under each of these categories in bulleted form for easy readability. Successful Practices in Assessing Learner Readiness Carefully designed self assessments can assist prospective as well as current learners in determining:

if their learning styles and study habits are congruent with a distributed learning environment;

if they have sufficient technical, reading comprehension, and literacy skills for learning within distributed learning environments;

if they have the financial means to support their distributed learning education; and

if they have the appropriate level of motivation as well as the support networks in place to undertake a distributed learning education (Nelson, 2007).

Hughes (2008) articulated some questions asked of potential learners at Athabasca University to gauge their readiness for distributed learning:

Am I ready for university/college?

Am I ready for studies in the English language (or other language of instruction)?

Am I ready for online learning?

What is my preferred learning style?

Am I ready for university-level mathematics?

Do I have the skills to be successful in my chosen program? This type of internal introspection encourages independent thought within the learner. Hughes (2008) also argued that it provides methods for post-secondary institutions for counselling and support remediation.

When students understand the requirements needed to reach their educational goals, they may strive toward success by improving their self-study skills and their computer skills, or they may opt out of [distributed] learning and try a more traditional program instead. (Milligan & Buckenmeyer, 2008, p. 451)

A self-assessment could be strategically positioned on an institution’s website and supported by admission counsellors. Pre-assessments also inform the institution and faculty of their target audience (Milligan & Buckenmeyer, 2008). Milligan and Buckenmeyer stated that pre-assessment at their institution (Purdue Calamet) included a test on basic technical skills, study skills, and disposition. Advisors asked learners about their ability to work independently, their time management skills, if they understood or knew their own learning style, if they could use computer technology effectively, and at what level their literacy and written communication skills were. “Rather than continuing to allow unprepared students



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to enter e-learning coursework and fail, [we] decided to take a proactive stance in guiding students down the best possible path” (Milligan & Buckenmeyer, 2008, p. 454). For remediation, Purdue Calamet offered support and training on LMS, online resources and tutorials, staffed computer labs with trained technical help personal, and basic computer classes for those with weaker technical skills (Milligan & Buckenmeyer, 2008). Results at Purdue Calamet for pre-assessment and remediation included a lower dropout rate. This drop-out rate was not statistically significant, but did point towards a growing and positive trend (Milligan & Buckenmeyer, 2008). Successful Practices in Personal Goal Setting Morisano, Hirsh, Peterson, Pihl, and Shore (2010) undertook a study on how a controlled intervention with learners through personal goal-setting exercises could positively affect early departures as well as poor academic progress (i.e., GPA below 3.0). The participants were 85 self-nominated students enrolled in four-year degree programs at McGill University who struggled academically. Each participant completed a personal goal-setting exercise online using a survey software program. The students who completed the goal-setting exercise experienced three benefits: a) increased GPA, b) higher probability of maintaining a full course load, and (c) reductions in self-reported negative affect (Morisano et al., 2010, p. 260).

An easily administered, standardized, and time-limited goal setting intervention produced improvements in academic success among struggling university students. This low-cost intervention could potentially be used by academic institutions to help 1st-year students establish goals and increase their academic prospects; it could also be used as a treatment for students on academic probation. (Morisano et al., 2010, p. 261)

This support service could be easily developed and managed by an institution. With such promising results, this support service could be repeated within other support areas (e.g., career counsellors). Successful Practices in Admissions and Registration Services The admission process is comprised of systematic steps allowing learners entrance into a post-secondary institution. The traditional steps are admittance, registration, and fee and tuition payment. Throughout all of these steps, an assortment of documents are created, submitted, reviewed, and ultimately stored by the institution (i.e., student records). Crowson (2006) outlined some issues within the admissions process that learners in distributed learning environments commonly encounter. These included inability to submit items within an admission file electronically, having an inefficient or inoperable electronic admissions process, an institution’s inability to secure a learner’s online forms and file structures, and lack of effective communication methods between prospective distributed learners and the institution. Gibbins, Sommerfeld, and Marcil (2010) determined some perceived and real barriers to accessing adult education it the Calgary regional community, including cost of classes, campus accessibility, available time for learning, admissions process, on-campus support services and negative educational experiences in the past. “One way to address barriers to education is to examine the potential of different learning delivery methods (e.g. online learning , classroom instruction on –campus) and the attitudes that individuals have toward them” (ibid., p. vi).



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Hardy Cox (2001) took the Western Cooperative recommendations (Krauth & Carbajal, 2001) and created the Online Student Services Self-Assessment Tool (OLSS-SAT) (Appendix A). The OLSS-SAT is intended as an assessment tool for learner support professionals at post-secondary institutions. For admissions, the OLSS-SAT suggests determining whether the following was included in an institution’s website:

information on whether or not to undertake study;

description of the admission process and admission requirements;

admission forms, applications, and stated deadlines;

information about courses and program easily identified, highly visible, and clearly organized; and

pre-admission – information available to students during campus visits as comprehensive as online information prior to admission.

The literature pertaining to admissions and registration promotes clear documentation of the various processes to learners, regardless of whether they are on or off campus. The literature also supported having electronic processes and documents for learners to complete. This can enable learners to complete the process from where they are located, rather than having them come to the institution. This is helpful for learners who reside at a distance from the main campus. Conducting an intake interview in real-time with prospective learners is one method that counsellors could employ (Ludwig-Hardman & Dunlap, 2003). An in-depth interview could be structured to ascertain the learner’s needs and to get a clearer understanding of their career goals. In doing so, counsellors can better ensure a proper match between program selection and the learner’s needs. Milligan and Buckenmeyer (2008) provided a learner assessment for registration as well as an academic advisor’s scoring key for assessment. Some questions asked of learners were: Do you have email address that you check at least three times a week? Do you have access to the Internet with a reasonably up-to-date computer? Do you consider yourself self-motivated when it comes to your studies? Based on learners’ results, an advisor, following a scoring key, could then advise learners on the appropriate delivery method for their learning. Some successful practices for addressing some of these issues from the literature include:

Clearly detail the admissions process and make it accessible for learners (Hardy Cox, 2001; Krauth & Carbajal, 2001).

Clearly state the admission requirements in advance (Krauth & Carbajal, 2001).

Ensure a consistent admissions process for all learners (i.e., on- and off-campus learners) (Krauth & Carbajal, 2001).

Identify and describe methods for obtaining and submitting an application electronically (Aoki & Pogroszewski, 1998; Krauth & Carbajal, 2001).

Provide an online application form with clear instructions (Krauth & Carbajal, 2001).

Prominently list all relevant deadlines (Krauth & Carbajal, 2001).

Offer options to save and reopen an admission application as well as track the application once it has been submitted (Krauth & Carbajal, 2001).

Provide multiple payment methods, including online credit card payment (Krauth & Carbajal, 2001).

Clearly describe the registration process (Krauth & Carbajal, 2001).

Identify and describe all registration methods (Krauth & Carbajal, 2001).



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Detail any relevant institutional policies (Krauth & Carbajal, 2001).

Provide an online schedule planner for learners (Krauth & Carbajal, 2001).

Provide an online registration form along with clear instructions (Krauth & Carbajal, 2001).

Ensure that admission and registration staff are knowledgeable and helpful, with positive attitudes (LaPadula, 2003).

Provide a virtual admission representative who can answer questions, accept applications, and complete orientations (Floyd & Casey-Powell, 2004).

Create a centralized system or a one-stop centre that addresses inquiries, requests, and transactions for admissions and registration for learners in distributed learning environments (Nkonge & Gueldenzoph, 2006).

Successful Practices in Orientation Services The provision of an online orientation to learners in distributed learning environments is one area within the literature that is congruent (e.g., Gaide, 2005; Nkonge & Gueldenzoph, 2006). Nkonge and Gueldenzoph recommended that all first-time learners in distributed learning should be required to successfully complete a mandatory orientation session. Gaide (2005) expanded on this by stating that institutions provide online orientation programs that assess the learner’s time-management skills, hardware and software skills, email skills, word processing skills, learning styles, LMS skills (e.g., BlackBoard), and Internet skills. Other successful practices in the orientation of learners in distributed learning environments presented in the literature included:

Provide a sense to learners of what it is like to be a distributed, blended, or online learner (Krauth & Carbajal, 2001).

Include “live” sessions for remote learners (Owens, Hardcastle, & Richardson, 2009).

Include student representatives (Owens, Hardcastle, & Richardson, 2009).

Increase learner knowledge of the full range of information and communication technologies available to them (Owens, Hardcastle, & Richardson, 2009).

Offer tips for success in a distributed learning environment (Krauth & Carbajal, 2001).

Describe or link to all requirements, important policies, cost information, learner services, and information on how to get help (Krauth & Carbajal, 2001).

Define technical knowledge needed and describe the steps for accessing courses (Krauth & Carbajal, 2001).

Provide links to all learner support services that are available (Krauth & Carbajal, 2001).

Host a “Weekend College” in which learners in distributed learning environments spend a weekend or couple of days physically on campus to receive information, meet faculty, and get to know other students (LaPadula, 2003).

Post the catalogue, calendar, student handbook, and academic policies on the institution’s website (Hardy Cox, 2001).

Provide a virtual tour of the campus on the website (Hardy Cox, 2001). The literature on orientation speaks to making meaningful connections with learners as well as providing vital information and resources. After orientation, the next step for learners is typically assessment and advising.



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Successful Practices in Intake Advising “Advice given during recruitment and enrolment affects later success or failure” (Rumble, 2000, p. 221). Hughes (2008) discussed the importance of knowing learners in order to identify and meet their needs.

In providing learner supports, we should focus on what the learner needs, not on what we want to or are able to supply…. Therefore, we must ask questions about the learner’s readiness for [distributed] learning, access to and familiarity with the technology required, proficiency in the language of instruction, individual learning style, and educational goals, as well as about how aspects of the individual’s culture can affect learning. (Hughes, 2008, p. 368)

Successful practices for intake advising (or enrolment counselling) for learners in distributed learning environments presented in the literature included:

Provide readily available access to an advisor (Hardy Cox, 2001).

Include an advising handbook for learners upon admittance (Hardy Cox, 201).

Include Frequently Asked Questions (FAQs) on costs, transferability, timing, and equipment related to online or other distributed learning offerings (Krauth & Carbajal, 2001).

From the literature, it can be deduced that accessible advising made available for learners in a distributed learning environment is important. Relevant information on costing and technical information before entering a course or program can better prepare learners for their experience. The next step after advising and assessment is financial aid services. Successful Practices in Financial Aid Services Financial aid services support learners in their acquisition of funding for payment of their studies. Successful practices in the literature regarding financial aid services included:

Provide general information about financial aid on the institution’s website (Krauth & Carbajal, 2001).

Describe the various types of financial aid available as well as deadlines for applying (Hardy Cox, 2001; Krauth & Carbajal, 2001).

On the institution’s website, detail the total costs involved (Krauth & Carbajal, 2001).

Describe the application process for funding (Krauth & Carbajal, 2001).

Include a listing of all financial aid policies of the institution (Hardy Cox, 2001; Krauth & Carbajal, 2001).

Link to related and relevant sites including other loan sites, government sites, and scholarship sites (Hardy Cox, 2001; Krauth & Carbajal, 2001).

Offer loan entrance and exit counseling (Krauth & Carbajal, 2001).

Include a fee schedule and payment policies (Krauth & Carbajal, 2001). The next step for learners in a distributed learning environment includes homepage support. Successful Practices in Homepage Support Hardy Cox (2001) recommended prominent placement of an area within an institution’s website where learners can click for information on support services. He also recommended a welcoming homepage that differentiates campus and alternative delivery learners and provides information on net etiquette as well as details on when the pages were last updated.



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Learner Intervention Phase

According to Floyd and Casey-Powell (2004), the Learner Intervention Phase includes technology training, online faculty advising, learner help desk support, and instruction on learner success strategies. The Learner Intervention Phase’s primary goal is to “assist students in self-development and independent learning…. Faculty advising and help desk support are integral to ensuring student success in the learner intervention phase” (Floyd & Casey-Powell, 2004, p. 59). Help desk support will be covered in this section and faculty advising will be covered in more detail in the next section. Technology is often a requirement within distributed learning environments. As such, support on how to use and troubleshoot technology is a crucial skill for learners to acquire. What is the value of technical support in relation to other types of learner support? A study by Rekkedal and Qvist-Eriksen (2004) found that learners did not deem technical support as very important in their distributed delivery learning experiences, but, overall, were satisfied with the prompt service they did received. Kondra, Huber, Michalczuk, and Woudstra (2008) promoted the idea of establishing a value-added call centre that would benefit all learners: traditional and distributed. Kondra et al. contended that call centers have particular significance in customer service, learner retention, direct marketing, and managing student information and feedback (p. 372). Hitch and MacBrayne (2003) also supported the notion of a call centre where learners can have their varying needs met anytime and anywhere. Other successful practices for help desk support presented in the literature included:

Provide a technical help desk for all learners, faculty, and staff (Floyd & Casey-Powell, 2004; Krauth & Carbajal, 2001).

Offer Successful Start Workshops for technology use (Floyd & Casey-Powell, 2004).

Provide links to problem-solving resources and troubleshooting resources and a FAQ sheet (Floyd & Casey-Powell, 2004; Heller, 2004).

Provide information and tools for assessing hardware and software capabilities (Krauth & Carbajal, 2001).

Describe the support services within the help desk (Krauth & Carbajal, 2001).

Post scheduled network downtimes and maintenance (Krauth & Carbajal, 2001).

Provide online tutorials and documents to assist learners (Krauth & Carbajal, 2001).

Provide self-help tools (Krauth & Carbajal, 2001).

Train help desk staff on the metrics of handle time and speed-to-answer ratios (Heller, 2004).

Train staff to triage calls as priority or non-priority (Heller, 2004).

Ensure that the institution boosts the morale of help desk personnel (Heller, 2004).

Develop a Total Incident Management philosophy in which staff takes ownership of the call until it is completed (Perceptis, n.d.).

Detailed attention to learners and their technological issues are seen as vital in providing innovative support services. Help desk support is the last area within the Learner Intervention Phase. Next is the Learner Support Phase.



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Learner Support Phase

Floyd and Casey-Powell (2004) argued that the Learner Support phase is when learners start accepting responsibility for developing their own skills. This phase includes fostering a sense of belonging, instructional support, library services, bookstore services, and disability services. Successful Practices in Providing a Sense of Belonging Creating a sense of belonging or welcoming climate has many benefits, including student retention (Schreiner, 2009). Feelings of isolation and student dissatisfaction are consistent issues within distributed learning environments (Ludwig-Hardman & Dunlap, 2003). The main way for post-secondary institutions to provide a sense of belonging for their learners and to provide opportunities for connections to be made is by providing networking avenues. “There must be a liaison between academic, professional, and social networks…institutions offering open and distance learning have a responsibility to do whatever they can to put students in contact with each other” (Dearnley, 2003, p. 11). Another way is through personalized communications. In a study by Owens et al. (2009), geographically remote students expressed the “need to feel that they ‘belonged’ to the university community. They stressed the need for a clear first point of contact” (p. 67). Other successful practices presented in the literature on providing learners with a sense of belonging included:

Allow and support online student governments; this is modeled by the British Open University, Washington State University Extended Degree Program, and Western Governor’s University (Aoki & Pogroszewski, 1998; Krauth & Carbajal, 2001; LaPadula, 2003).

Provide an electronic peer network and tutoring system (LaPadula, 2003; Van Rosmalen et al., 2006.

Create and support virtual chat rooms and realities for learners; Washington State University has the Speakeasy and StudioCafe (Jacobs, 2001).

Create visual and audio CD-ROM yearbooks, as done by Washington State University.

Develop a newsletter for distance students (Krauth & Carbajal, 2001).

Use your website for special announcements and to highlight chat rooms of special interest to off-campus learners (Krauth & Carbajal, 2001).

Establish a virtual community through a MOO (Multiuser Dimension Object-Oriented Technology or text-based, synchronous, network-accessible, multi-participant, virtual reality) (Krauth & Carbajal, 2001).

Develop online connected knowing groups for academic, professional, and social networking purposes (Dearnley, 2003).

Develop an electronic peer network on a website so students can get academic or emotional support from peers; through the EPN, learners can locate study partners; interact with staff, faculty, and other learners; get resources; and join online study groups (Brigham, 2001).

Support a student newspaper and campus radio station (Hardy Cox, 2001).

Create a virtual campus central bulletin board (Hardy Cox, 2001).

Provide links to learner groups, associations, and societies (Hardy Cox, 2001).

Provide overviews of leadership development programs (Hardy Cox, 2001).

Provide links to cultural and entertainment events in the communities where learners reside (Hardy Cox, 2001).



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Social networking is a tangible way in which learners in distributed learning environments can begin to feel a sense of belonging. The various examples of successful practices in this section would need to be assessed individually by an institution. Decisions on supporting these practices would depend in part on the result of a learner/institutional needs analysis of support services previously discussed. Successful Practices in Academic and Instructional Advising Floyd and Casey-Powell (2004) stated that “professional advice is critical in helping students meet their degree or certificate objectives…. Student services during the learner support phase must offer study tips, test-taking tips, and external instructional resources such as tutoring” (p. 60). Successful practices in academic and instructional advising found in the literature included:

Ensure instructional staff is aware of all support services available at the institution (Owens et al., 2009).

Establish a response time for faculty and staff for answering messages, integrating email with phone calls and faxes, and having a system for tracking and storing messages (Brigham, 2001).

Offer one-on-one access to advisors for all learners (Krauth & Carbajal, 2001).

Define all general education and major requirements clearly and concisely (Krauth & Carbajal, 2001).

Give self-help pointers (Krauth & Carbajal, 2001).

Provide links to automated transfer and articulation information (Krauth & Carbajal, 2001).

Make advising guides accessible online to faculty, students, and/or advisors (Krauth & Carbajal, 2001).

Provide learners with access to their own records (Krauth & Carbajal, 2001).

Use software (e.g., Lotus Notes) to allow learners to access an advising team via email (Brigham, 2001).

Provide communication with tutors and prompt, quality feedback (Rekkedal & Qvist-Eriksen, 2004).

Create an e-Writing Center, as done by the University of Toledo (Santovec, 2005), that is designed specifically for distance learning; similarly, create an online writing lab (Hardy Cox, 2001; Thompson & Hills, 2005) and provide instructional support for writing, such as offering information on the MLA and APA styles and technical support for all hardware and software from the institution.

Employ in-house tutors, which can controls institutional costs.

Provide online tutoring opportunities (Krauth & Carbajal, 2001).

Provide contact information to enable students to ask questions or seek assistance via the phone or fax (Krauth & Carbajal, 2001).

Link to external instructional resources and tutoring (Krauth & Carbajal, 2001).

Present tips for study skills and test taking (Krauth & Carbajal, 2001).

Balance the potential value of personalized tutor support with guidelines around the tutor’s time and the tutor’s role within the student learning process (Macdonald & Mcateer, 2003).

Articulate conception of tutoring within each discipline as well as the role of the tutor in learning (Jelfs, Richardson, & Price, 2009).



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Successful Practices in Bookstore Services Brigham (2001) contended that when Regents College provided online access to the bookstore for their learners, the number of complaints virtually disappeared and overall demands on staff decreased (p. 9). The successful practices in bookstore services presented in the literature included:

Display the merchandise online (Krauth & Carbajal, 2001).

State any relevant policies on the web page, such as return policies (Hardy Cox, 2001; Krauth & Carbajal, 2001).

Offer an online method of looking up course textbooks and materials (Aoki & Pogroszewski, 1998; Hardy Cox, 2001; Krauth & Carbajal, 2001).

Identify and describe each method available for ordering books (Krauth & Carbajal, 2001).

At a minimum, provide an order form to assist in placing orders via fax or phone (Hardy Cox, 2001; Krauth & Carbajal, 2001).

Accommodate online textbook orders (Krauth & Carbajal, 2001).

Deliver purchases to an off-campus address (Krauth & Carbajal, 2001).

Accommodate online payments (Krauth & Carbajal, 2001).

Accept online reservations (Krauth & Carbajal, 2001).

Provide order tracking (Krauth & Carbajal, 2001).

Provide 24/7 access (Brigham, 2001).

Provide book buy-back programs.

Host in-store and virtual events. Successful Practices in Library Services Johnson, Trabelise, and Fabbro (2008) contended that libraries need to move away from being information gatekeepers and move toward being information gateways (their italics); that is, they need to provide technical support and be more involved strategically throughout a learner’s learning process. In order to make this shift, it would be advisable to follow successful practices or guidelines already in common practice within this industry. The guidelines for providing library services and support for distributed learning are articulated in two documents produced by the Canadian Library Association, or, CLA (2000) (Appendix B) and the Association of Colleges and Research Libraries (ACRL) (2006). Both of these documents are held in high regard by this industry as exemplary guidelines. The CLA guidelines were modeled after the ACRL’s guidelines, but contain more Canadian content. There are eight headlines within the CLA’s guidelines: Finances, Administration, Personal, Facilities, Resources, Services, Publicity, and Professional Development. The complete guidelines are included in Appendix B, but a few key ones will be stated here.

Finances: “The originating institution must recognize that library services for distance and distributed learning programs have distinct costs that cannot easily be subsumed under the Library's regular operating budget” (CLA, 2000, Finances section).

Administration: “The Library should designate a librarian to coordinate the development and delivery of library services for the distance or distributed learning program” (CLA, 2000, Administration section).

Personnel: “The Library should ensure that distant learners and their instructors have access, as required, to the collective specialized reference staff of the originating institution” (CLA, 2000, Personnel section).



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Facilities: “Have a separate telephone line dedicated to the distance learning program” (CLA, 2000, Facilities section).

Resources: “Where there is a demonstrated need for reference and bibliographic resources at an off-campus location, the Library should be prepared to deposit relevant materials at an unaffiliated library or local centre through either a loan or purchase arrangement” (CLA, 2000, Resources section). In the findings of Owens et al. (2009), students in geographically remote locations appreciated library services and liked returning resources in a returned paid envelope that was provided. One area to note was that by the time the remote learners accessed the resources, many on-campus students had already culled them (Owens et al., 2009, p. 66).

Services: “All students and instructors in the distance or distributed learning program, regardless of location or country, should have a means to consult with a librarian from the originating institution either in person, or by telephone, fax, e-mail, or some other means of electronic-mediated communication” (CLA, 2000, Services section).

Publicity: “Access to library facilities, resources, and services should be clearly advertised and promoted in the distance or distributed learning program to ensure that all students, faculty, and instructors are well informed about how to obtain required information and materials” (CLA, 2000, Publicity section).

Professional Development: “The Library should provide a means for its professional staff to update their knowledge and skills in areas related to instruction and technology through participation in continuing education programs, workshops, and training sessions” (CLA, 2000, Professional Development section).

Other successful practices pertaining to library services presented in the literature included:

Provide information on how to contact a librarian with special expertise in servicing distance or distributed learners (Black, 2004; Hardy Cox, 2001; Krauth & Carbajal, 2001).

Provide information on how to get remote access to electronic resource document delivery services (Hardy Cox, 2001; Krauth & Carbajal, 2001).

Make electronic reserve materials available (Hardy Cox, 2001; Krauth & Carbajal, 2001).

Provide online tutorials on conducting library research.

Streamline document delivery methods, such as Library Express, in which learners seeking digital documents can initiate a request online, track it, and have it delivered to their desktop in a PDF by library staff (Behr, 2008).

Hold online library orientation for new students (Owens et al., 2009). The literature pertaining to library support services for distributed learning is vast. The guidelines of the CLA (2000) and the ACLR (2006) are beneficial to learners if adopted by an institution’s library. Successful Practices in Disability Services In 2003-2004, the National Center for Education Statistics (NCES) reported that over 11% of undergraduates at community colleges within the United States reported having a disability (2006). One-fourth of this population reported orthopedic conditions, 22% reported depression and/or mental illness of some kind, while 17% reported health impairments. With a significant learner population such as this, support issues are critical to their overall success. NorQuest College (2010) published a report for eCampusAlberta with the provision of strategies, guidelines, and standards for e-learning development and delivery for all learners, including those with



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disabilities (Accessibility to E-learning for Persons with Disabilities: Strategies, Guidelines, and Standards). This report espoused the importance of integrating the seven principles of Universal Design for Learning (UDL) in e-Learning design and development. UDL was mirrored after efforts within architecture and product development fields in a deliberate design process of integrating a multiple of approaches to meet the needs of “clients” or, in this case, diverse learners. Fichten et al. (2009) conducted an exploratory study gathering the problems and solutions from four groups of participants in eLearning: learners with disabilities, disability service providers, professors, and eLearning professionals within Canadian post-secondary institutions. The finding unique to the learners was that the most common disability presented was a learning disability, with a growing number of those with psychological/psychiatric and health/medical related impairments. Over half of the learners required more than one adaptive technology (e.g., screen reader, help with writing) to access eLearning effectively. The students also saw the benefits of eLearning and appreciated having course notes made available. Some common problems noted in the Fichten et al. (2009) study centered on accessibility of websites, Content Management Systems (CMS), such as BlackBoard, and video/audio materials within the eLearning course. Another problematic area was the use of PDF for course notes and course materials, which posed problems for adaptive technologies. eCampusAlberta (2010) funded a research study (Accessibility to eCampusAlberta for Persons with Disabilities: Systematic Challenges and Proposed Solutions) that sought to identify and recommend solutions to systematic challenges encountered by learners with disabilities within distributed learning. The overall conclusion was that eCampusAlberta will encounter more learners with disabilities and that a more collaborated effort on behalf of eCampusAlberta and its Partner Institutions needs to occur. The five main findings were:

1. “The present systemic structure and processes in eCampusAlberta make it difficult to identify in a timely manner students with disabilities who may require supports” (eCampusAlberta, 2010, p. 10).

2. “Support services available for students with disabilities enrolled in eCampusAlberta courses are similar across the province, but rural or smaller post-secondary institutions cannot offer the same levels of support available at some large urban institutions” (eCampusAlberta, 2010, p. 10).

3. “The roles and responsibilities of the Lead Institution and the Partner Institution require greater formalization when learners with disabilities who need specialized supports are enrolled in eCampusAlberta courses” (eCampusAlberta, 2010, p. 11).

4. “Although Lead and Partner institutions seem somewhat unclear on funding of supports for students with disabilities, the funders and the Duty to Accommodate provision in human rights legislation clearly indicate financial responsibilities” (eCampusAlberta, 2010, p. 11).

5. “There is a need to provide support for instructors who teach students with disabilities in their distance courses, and communication between disability service providers and instructors needs to be facilitated” (eCampusAlberta, 2010, p. 11).

Athabasca University (AU) (http://www.athabascau.ca) demonstrated the most advancement in providing information and services to their distributed learners with disabilities. AU offers support services in locating information, educational advising and counselling, assessment, funding, customizing



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assistive technologies, creating individualized education plans, academic support, exam accommodations, advocacy, liaison, and referrals. AU also developed a comprehensive policy that addresses learners with disabilities (Appendix C). “To overcome barriers and achieve success, these [distributed] learners require appropriate, individualized, disability-specific support services, and, when required, suitable assistive technology” (Moisey & Hughes, 2008, p. 423). Other successful practices found in the literature pertaining to disability services included:

1. Train instructors on making eLearning accessible and being sensitive to learners with disabilities (Fichten et al., 2009).

2. Adopt and/or create eLearning accessibility guidelines for in-house eLearning development (Fichten et al., 2009).

3. Proactively engage on-campus accessibility experts in the design and development of eLearning in-house (Fichten et al., 2009).

4. Ensure that web pages are accessible to users with disabilities (Krauth & Carbajal, 2001). 5. Clearly list eligibility and documentation requirements (Krauth & Carbajal, 2001). 6. Identify and describe available services to distributed learners with disabilities (Krauth &

Carbajal, 2001). 7. Offer assistance in determining assistive technology needs (Krauth & Carbajal, 2001). 8. Provide links to related sites (Krauth & Carbajal, 2001). 9. Provide a faculty/staff guide to referring or working with students with disabilities, and offer

career information specifically for students with disabilities. 10. Ensure that institutional web pages are readable by assistive technologies (Black, 2004). 11. Consult with specialists on disabilities within one’s institution on services that may assist

distributed learners. A good practice for a post-secondary institution to undertake would be to assume that a portion of distributed learners have disabilities. With this mindset, support services in all areas throughout the matriculation process will be better able to meet the needs of all types of learners.



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Learner Transition Phase

Floyd and Casey-Powell (2004) contended that the Learner Transition Phase transitions learners into future employees. “To be successful in this phase, *post-secondary institutions] must work collaboratively to coordinate resources and design programs that assist students in personal and professional transitions” (Floyd & Casey-Powell, 2004, p. 61). Successful Practices in Career Development Services and Counselling Access to career planning resources is a critical support for distributed learners (Moisey & Hughes, 2008). Career counselling assists students in identifying realistic career goals and in developing the level of self-esteem required to achieve these goals. One should not assume that distance learners, based on their age and experience, have better-developed career plans than do traditional on-campus students (LaPadula, 2003, p. 122). Successful practices presented in the literature included:

Promote learner development of an e-portfolio (O’Suilleabhain & Coughlan, n.d.).

Provide self-help career tools (Krauth & Carbajal, 2001).

Summarize opportunities for in-school career exploration (Krauth & Carbajal, 2001).

Offer assistance in education-to-career planning (Krauth & Carbajal, 2001).

Provide an area or link to local and national job listings (Krauth & Carbajal, 2001).

Provide an online, comprehensive job search handbook (Krauth & Carbajal, 2001).

Develop a moderated online forum and/or automatic direct email specifically for learners who register for the service (Krauth & Carbajal, 2001).

Establish a relationship with alumni and promote networking opportunities via the Web (Krauth & Carbajal, 2001).

Ensure that learners demonstrate college outcomes (Krauth & Carbajal, 2001).

Provide one-to-one access to career advisors (Krauth & Carbajal, as cited in LaPadula, 2003).

Provide self-help pointers (Krauth & Carbajal, as cited in LaPadula, 2003).

Provide advising guides that are accessible online to faculty, students, and advisers (Krauth & Carbajal, as cited in LaPadula, 2003).

Provide online career counselling (LaPadula, 2003).

Include an introduction to all counsellors (Hardy Cox, 2001).

Provide an overview of confidentiality issues (Hardy Cox, 2001).

Provide a forum for learners to discuss issues (Hardy Cox, 2001).

Provide a list of counselling services available (Hardy Cox, 2001).

Provide links to community resources on and off campus, as well as links to health insurance plans, peer support, leisure/recreation activities, and health clinics on/off campus, and to wellness issues (e.g., eating healthy) (Hardy Cox, 2001).

Provide protocols for mental health and other crises (Hardy Cox, 2001).



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Successful Practices in Assisting Learners in Dealing with Life Issues Distributed learners “have very limited access to counselling, even though it is a student service that is essential to a quality distance learning experience” (LaPadula, 2003 p. 122). A five-year study of counselling services at the University of Calgary reported that the number of learners presenting with severe mental illness, such as schizophrenia and bipolar disorder, has tripled (CBC News, 2010). The literature pointed out several ways that post-secondary institutions can provide assistance to their distributed learners who are experiencing life issues.

Describe as well as provide online or e-mail counselling services (Krauth & Carbajal, as cited in LaPadula, 2003; Krauth & Carbajal, 2001).

Provide self-help materials and public forums for issues of general concern (Krauth & Carbajal, as cited in LaPadula, 2003).

Provide online mental health information services where student can post questions on personal matters and receive prompt responses (LaPadula, 2003, p. 123).

Provide a virtual pamphlet collection for learners (LaPadula, 2003; Krauth & Carbajal, 2001).

List and introduce the counselling staff in a prominent location on a website (Krauth & Carbajal, 2001).

Link to self-help materials developed by other college and university counselling centers (Krauth & Carbajal, 2001).

Address confidentially issues (Krauth & Carbajal, 2001).

Provide faculty and staff with a guide to referring or working with distressed learners (Krauth & Carbajal, 2001).

Offer referrals to off-campus counselling resources (Krauth & Carbajal, 2001). Successful Practices in Alumni Services Alumni consist of former learners or graduates of a post-secondary institution. For alumni affairs, it seems that how learning is accessed (e.g., distributed pr traditionally) is not as important as ensuring that alumni stay connected to the institution. “Alumni are potential mentors for current students, motivators for prospective students, prospective graduate students, and sponsors of college scholarships and activities” (Brigham, 2001, p. 10). As such, alumni should be included in every aspect of campus life. This includes a virtual campus. The literature showed that post-secondary institutions should foster real and ongoing connections with their alumni. Examples of this include sending out information-rich mailings such as a magazine or newsletters (Hughes, 2008), employing social networking sites such as LinkedIn or Twitter to provide ongoing updates of events and issues, and providing relevant services that are accessible from of the institution’s website (e.g., career counselling).



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Measurement Phase

The measurement phase is the final phase (Floyd & Casey-Powell, 2004). Data is generated to determine the effectiveness of delivered programs and services. “This phase is important because it ensures that institutions focus on accountability and use feedback about student services program in order to continually improve” (Floyd & Casey-Powell, 2004, p. 61). Successful practices in this phase are under the areas of retention, graduation, and persistence rates and course evaluations. For this literature review, successful practices with learner retention are discussed. Learner retention is an area that affects traditional and distributed learning alike. Learners leave their studies at various stages and for various complex reasons. It is often very difficult to ascertain the true reasons (Hughes, 2007; Nichols, 2010). The more common reasons include lack of support networks, employment demands, personal reasons, organizational issues, needs of dependents, financial problems, and poor course design (Hughes, 2007; Nichols, 2010). There are some successful practices that an institution can employ to assist with curbing retention rates, with the most utilized being targeted intervention. “Institutions should base their interventions on four points:

1. develop and implement a comprehensive set of support services that meet student needs;

2. align the academic environment so that it is congruent with the academic and non-academic needs of students;

3. implement a monitoring system looking at key student characteristics linked to likelihood of success and continue to update profiles of students at risk of dropping out;

4. determine the cost–benefit of retention activities to assist with decision making relating to interventions. (ACT, 2004, pp. 21-24 as cited in Nichols, 2010, p. 98).

Williams (2010) suggested that the top 10 most effective retention practices for a two-year public institution were:

faculty development and support in online technology and online teaching pedagogy,

academic support program or services,

surveys or interviews to determine students’ level of satisfaction,

institution-wide emphasis on the teaching of undergraduates and undergraduate writing,

use of Web-based course engagement tools such as Blackboard or WebCT,

surveys or interviews to determine students’ level of engagement,

Title III or Title V funding,

technical support to address online connection issues,

programs designed specifically for at-risk students, and

programs designed specifically for first-year students. Other successful practices for retention in the literature include the following.

Develop and maintain learners’ sense of belonging within a community climate (Hughes, 2007; Quaterman, 2008; Schreiner, 2009).

Develop a deliberate and targeted retention policy and programs (Nichols, 2010).

Consider funding for retention programs (Quaterman, 2008).

Institute a tracking system with the Virtual Learning Environments (VLEs). It can be used as early warning mechanism for at-risk learners so that appropriate remediation and support are provided (Hughes, 2007).

Try blended learning models with online tutor support (Hughes, 2007).



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Have visible transactional presence consisting of peer, teacher, and institutional availability and connectedness (Nichols, 2010).

Provide proactive and reactive tutor support (Hughes, 2007).

Provide advice on technical matters, process, writing assignments, as well as administrative, social, and personal support (Hughes, 2007).

Assess learner skill level and characteristics prior to admission (Nichols, 2010).

Analyze retention characteristics, spot problem areas, and then provide targeted intervention (e.g., motivational contact with a learner) (Nichols, 2010).

Consider academic preparedness interventions (Quaterman, 2008).

Ensure appropriate dissemination of information to diverse learner populations (Quaterman, 2008).

Recruit academically prepared and diverse learners with the assistance of faculty and current learners (Quaterman, 2008).



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Recommendations for Bow Valley College (BVC)

The following is a list of recommendations for BVC’s consideration:

Determine if successful practices outlined in this literature review are current practice within the college.

Develop a strategic management plan for distributed learning. o Develop a policy and/or standards for distributed learning and support services

at BVC (example provided in appendices D and E). o Generate a mission statement for distributed delivery learning with specific

goals and objectives. o Consider developing a distributed learner support charter (example provided in

Appendix F). A charter outlines academic and support services available to prospective learners as well as details what the institution expects of its learners.

o Investigate the application of a hierarchical approval system by which distributed courses and programs are developed and delivered.

o Work with industry experts on developing support systems and perhaps a policy for diverse learners, especially those with disabilities.

Determine an appropriate systems design model for distributed learning support services.

Generate and promote the use of common language around distributed learning terms.

Assess the current BVC website to determine whether it meets the needs of distributed and diverse learners.

Collect data regarding the needs of BVC’s distributed learners.

Assess the feasibility of a centralized model for delivering distributed learner support services across the college.

Conduct a needs assessment to determine if a fixed budget is necessary for the promotion and support of distributed learning.

Ensure that the BVC library is aligned with the ACRL and CLA guidelines.

Generate ideas around fostering a sense of community for learners within a distributed environment.

Develop training programs for staff and faculty around support needs for diverse populations within distributed learning environments.

Consider the recommendations of Accessibility to eCampusAlberta for Persons with Disabilities: Systematic Challenges and Solutions (eCampusAlberta, 2010).

Develop learner self-assessments and personal goal-setting exercises.



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Conclusion

“The key to implementing successful student support services for distance learners in the twenty-first century is for faculty and staff to pragmatically and systematically redefine traditional student support services to ensure success for all learners” (Floyd & Casey-Powell, 2004, p. 61). The same is true of an institution. The needs of the learners and their learning process should be paramount in the decision-making process. Budgets and policies should reflect this Learning College approach. The literature reviewed for this report presented numerous successful practices on innovative support services in distributed learning environments. In applying these practices to one’s own institution one has to be sensitive to the institution’s own culture and needs of its learners. Conducting research and delivery support services using a systems design model is an effective way to meet the needs of learners.



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Appendix A: Online Student Services Self-Assessment Tool (OLSS-SAT)

D. Hardy Cox, Ed. D, 2001 The Online Student Services Self-Assessment Tool (OLSS-SAT) is designed to assist student services professionals to assess the online student services at their respective institution. To commence the assessment, open the Internet to the Home Page of your Institution. Part 1 - Home Page Assessment

Does your home institution clearly indicate where students can "click" for student services information?

Does this home page differentiate between distance and on campus learners? Does it indicate the last time this page was updated? Does it educate students on net etiquette?

Overall, does this page welcome you (as a student) to explore the web site further?

Part 2 -Student Services Check List

Does the institution provide technical and computer support to students?

Are there links/information which celebrate and recognize the similarities and diversity among people?

Are there clear links between institutional student services and academic web pages?

Are services provided online to enhance student competence in utilizing online student services?

Are there clear links between institutional student services and distance learning web pages?

Admissions - Are the following provided online?

Information to make decisions about whether to undertake study

Description of the admission process Admission requirements

Admission forms/applications Deadlines stated

Is information about courses and programs easily identified and highly visible and clearly organized on web pages?

Pre-admission - Is the information available to students during campus visits as comprehensive as online information prior to admission?

Registration - Are the following provided online?

Description of the registration process

Registration policies?

Schedule planner?

Registration form? Orientation - Are the following documents available online?

Catalogue?

Calendar?

Student handbook



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Academic policies (e.g., honesty) Virtual tour of the campus

Orientation program information Academic advising information Academic success tips

Financial - Are the following provided online?

Fee schedule for institution

Financial aid/Fee payment policies

Deadlines for financial aid applications

Links to scholarships

Links to government loans

Links to other loan sites

Academic Advising - Are the following provided online?

Access to an academic advisor

Links to transfer/articulation materials Advising handbook.

Career - Are the following provided online?

Career planning links

Job search links

Campus employment

Self-help modules on resume writing, job interview, career aptitude

Service Learning/Volunteer opportunities, Internship information

Cooperative education links

Forum/list serve to receive current career info

Library - Are the following provided online? Orientation to services

How to contact a librarian

How to get remote access to electronic resources document delivery service

Electronic reserve materials

Online tutorials on conducting library research

Instructional Support & Tutoring - Are the following provided online?

Links to external instructional resources, Online writing lab

Information/tips for study skills, test taking

Disabilities - Are the following provided online?

Identification and description of services

Copy of the institution disability policy

Links and references on disabilities

Physical accessibility guide of campus

Faculty/staff guide for students with disabilities

Type of technology available

Links to student support groups

Counseling/Wellness - Are the following provided online?

Introduction to counsellors

Self help materials

Overview of confidentiality issues

Forum to discuss college student issues



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List of counselling services available on campus

Links to community resources on and off campus

Protocols for mental health and other crisis

Link to student health insurance plans

Links for peer support

Links to leisure/recreational activities

Link to health clinics on/off campus

Link to wellness issues (e.g., eating healthy)

Bookstore - Are the following provided online?

Method to look up course materials/text books

Method to purchase books and goods

Return policies and hours of operation

Order form(s) Order tracking

Campus Communication - Are the following online?

Student newspaper(s)

Campus radio station

Campus central bulletin board

Designated sources to get urgent campus information

Student Involvement - Are the following online?

Link to student/course unions/societies

Overview of leadership development programs

Links to cultural and entertainment events

Online Student Services Support - Do you have the following resources to develop and maintain online student services?

Computer equipment

Technical staff

Financial resources

Professional development for all Staff on online services/technology

Student Help Desk

Tutorials on operation of hard/soft ware

Mechanism to monitor staff responses to student inquiries

Are students who access online services aware of the limits of confidentiality, if they

Make an inquiry on line (e.g., suicide)?

Are departmental email addresses (as opposed to personal addresses) used for student inquiries?

Does your institution educate staff and students about current and changing legislation and liabilities relative to the provision of online student services?

Do you have a mechanism in place to ensure that online student services avoid discrimination?



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Best Practices Summary: The Big Picture - Overall does your institutional web page…

Conform with Internet Accessibility Guidelines

Post information on courses

Post information on curriculum

Post information on student services

Create links to campus based services

Create links from campus based services

Create links to external web-based resources

Provide web-based applications for admissions

Provide web-based applications for registration

Provide web-based applications for student access to individual records

(Adapted from: Western Cooperative for Educational Telecommunications Online Student Services Provision: A Guide for Good Practice and the Council for the Advancement of Standards and Guidelines.)



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Appendix B: Guidelines for Library Support of Distance and Distributed Learning in Canada

The Canadian Library Association (CLA) - Approved by Executive Council ~ February, 1993; Revised November 24, 2000 Introduction

There has been tremendous growth in the size and importance of the distance education/distributed

learning market, both at academic institutions and in the private sector. Many Canadian universities and

colleges offer courses and programs for students located away from their institutional campuses.

Advancements in communications technologies and distance education delivery methods have

facilitated the growth of these academic programs. Indeed, cooperative ventures in offering distance

education programs are being created between institutions due to these advancements. Distance

learning continues to be an attractive option for individuals who wish to continue or upgrade their

education on a part-time basis without coming on campus.

Yet, these same advances in technologies have been accompanied by sky-rocketing costs of library

resources, especially journal subscriptions and electronic databases. This is also a time when libraries

have had to cut back collections budgets and staff. There is a danger that inconsistencies in library

support for Canadian distance learning programs will be increased as smaller institutions struggle even

to maintain on-campus service. It is now more crucial than ever that the planning process for distance

learning library services in Canada be developed in order to ensure equitable access to library resources

between students and institutions.

The following guidelines were developed by a committee of the Services for Distance Learning Interest

Group of the Canadian Library Association. The guidelines were modeled on the ACRL Guidelines for

Distance Learning Library Services (Association of College and Research Libraries, 1998) but are

narrower in scope, reflecting issues and recommendations that are more appropriate to the Canadian

context. The purpose of the guidelines is to emphasize the importance of planning and delivering

effective library services to support Canadian distance and distributed learning programs.

Some sections of the guidelines will be more applicable to certain institutions than to others. Each

institution is encouraged to review the guidelines in relation to its unique circumstances and to use this

document to ensure that the issue of library support for distance and distributed learning programs is an

integral part of the institutional planning process.

Definitions

Originating Institution: The corporate entity or body, usually a university or college, responsible for

offering and funding post-secondary level courses and programs delivered in a distance or distributed

learning mode. This credit -granting body may be singular or collective, and may or may not have a

physical campus.

The Library: The library or library system of the originating institution.



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Main Campus: The primary campus or location of the originating institution where the majority of its

library resources are concentrated, or which serves as the base for library operations.

Branch Campus: A secondary campus of the originating institution that usually has its own library.

Unaffiliated Library: A library not organizationally associated with or funded by the originating

institution.

Distance Learning Program: An organized program of post-secondary course work or independent study

which can be undertaken away from the main and branch campuses or headquarters of the originating

institution. Note: In the context of this document, "distance learning program" refers to the offerings of

the originating institution as a whole, including all programs and courses designated as off-campus or

distance education.

Distributed Learning: An instructional model that utilizes computer technology and allows instructor,

students, and content to be located in different, non-centralized locations so that instruction and

learning occur independent of time and place. The distributed learning model can be used in

combination with traditional classroom-based courses, with traditional distance learning courses, or it

can be used to create wholly virtual classrooms.

Distant Learners: Students enrolled in a distance or distributed learning program or completing formal

course work off-campus. Guideline Parameters

1. These guidelines are concerned with library support for distance and distributed learning courses and programs and for distant learners who are unable or choose not to use the libraries of the originating institution in person on a regular basis.

2. The guidelines do not pertain to services and support for libraries of branch campuses. The guidelines do not, however, preclude services and support for small collections or informal libraries at off-campus teaching sites.

3. The guidelines are concerned with support for credit, certificate, and diploma programs. While non-credit programs are excluded from the scope of this document, the library administration of the originating institution may choose to extend the guidelines to these types of programs.

4. The guidelines include library services for distant learners registered at the originating institution who are:

attending university and college classes at locations distant from the main and

branch campuses;

taking courses through distance education delivery methods, including traditional

correspondence programs and televised, online or computer-mediated and

independent study courses utilizing a range or combination of print, audio, visual, or

computer/Internet based materials;

on field practicums or work-study terms;

completing academic programs on an independent basis at locations away from the

main and branch campuses.



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5. The guidelines include library services for faculty, part-time instructors, course designers, and

tutors who are involved with distance or distributed learning and off-campus credit, certificate,

and diploma programs. Philosophy

The following assumptions underpin this document:

1. Access to library resources is essential for quality in post-secondary education regardless of

where the learners and programs are located.

2. Registered students and course instructors who are located away from the campuses of the

originating institution are entitled to library and computer-based services as open and equitable

as those provided for students and instructors on campus.

3. Because distant learners are often disadvantaged in terms of library access, equitable library

services in this context may involve more personalized services than would be expected on

campus. It cannot be assumed that traditional library services, designed to support on-campus

users, will meet the information needs of individuals involved in distance learning.

4. The originating institution is responsible for ensuring that its distant learners have access to

appropriate library resources, including resources associated with the Internet and World Wide

Web.

5. Distant learners may choose to use local libraries for their academic needs, but if those libraries

are unable or unwilling to provide the necessary support, the originating institution must be

prepared to offer or arrange that support so the distant learner can acquire relevant resources

or information.

6. Distant learners lacking local access to relevant library resources or trained library staff require a

means to obtain library materials and support services directly from the originating institution.

7. Effective library support for a distance or distributed learning program requires advance

planning by the Library in consultation with faculty, program administrators and other

appropriate campus personnel, and with librarians at unaffiliated libraries.

Finances

The originating institution should provide appropriate, separately designated funding to ensure that its

distant learners receive library support which is as equivalent as possible to that provided for on-campus

library users.

1. The Library should demonstrate leadership in developing a budget to address the library needs

of the institution's distance or distributed learning program. The development of this budget

should take the following factors into consideration:

the size of the distance or distributed learning program;

the degree to which distant learners are disadvantaged in terms of access to relevant

resources at local libraries;

the willingness of unaffiliated libraries to serve students in the distance or distributed

learning program;



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the need to acknowledge the support provided by unaffiliated libraries and to

provide appropriate compensation to those libraries as required;

the type and number of library services that must be provided from the originating

institution to adequately support courses in the distance or distributed learning

program;

the need for enhanced library, technical, financial or instructional support

demonstrated by students, faculty and instructors involved in distance or distributed

learning.

2. The originating institution must recognize that library services for distance and distributed

learning programs have distinct costs that cannot easily be subsumed under the Library's regular

operating budget. The institution should provide a means for adding appropriate funding to the

Library's budget in order to subsidize these services. This means may involve cost sharing with

the campus agencies responsible for administering the various distance or distributed learning

courses and programs.

3. Management of the budget for library services for the distance or distributed learning program

should be assumed by the Library in cases where costs are shared with or heavily subsidized by

other campus agencies.

The budget for library services should reflect real costs based on the formally defined needs and

the changing demands of the distance or distributed learning program.

4. Financial support for distance learning library services must be identified as a recurring item in

the budgeting process of the originating institution.

5. Funds should be allocated on a schedule that matches the budgeting cycle of the Library or at a

time when they can be expended by library staff in a manner that best meets the needs of the

distance learning program.

Administration

1. Leadership in developing relationships and methodologies to address the library needs of the

institution's distance or distributed learning program should come from all levels of the

institutional administration, but particularly from the Library.

This leadership should involve initiating dialogue, collaboration, and developing

cooperative partnerships with agencies on or off campus which administer the

various distance or distributed learning courses and programs.

This leadership may involve fostering informal or formal agreements with

unaffiliated libraries to support the library needs of distant learners.

The Library should designate a librarian to coordinate the development and

delivery of library services for the distance or distributed learning program.

2. The Library should designate a librarian to coordinate the development and delivery of library

services for the distance or distributed learning program.

3. In collaboration with the library administration and other appropriate campus agencies, the

librarian designated to coordinate distance learning library services should be responsible for

performing the following administrative functions:



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assessing the library needs of students, instructors, and other personnel involved in

the distance or distributed learning program;

assessing existing library support for the distance or distributed learning program,

including the availability of relevant resources at local libraries;

preparing a written profile of the library needs of the distance or distributed

learning program;

developing a written statement of immediate and long-term goals and objectives

that address the needs and outline methods by which progress can be measured;

involving students and instructors and other relevant personnel in the distance or

distributed learning program in the development of objectives and in the regular

evaluation of their achievement;

participating, or identifying library subject specialists to participate, with

administrators, faculty, and instructors in the curriculum development process and

in course planning to ensure appropriate library resources and services are

available in the distance or distributed learning program;

preparing or modifying collections development and acquisitions policies to

support the resource needs of the distance or distributed learning program;

developing methodologies, as appropriate, for providing library services to distant

learners from the main campus, branch campuses, remote teaching centres, and

unaffiliated libraries;

investigating and promoting the use of automated and innovative technologies or

communications systems appropriate for meeting the library resource and service

needs of distant learners;

developing partnerships with computing services departments to provide the

necessary technical support to distant learners who access electronic resources

from off-campus locations;

promoting library services to students and instructors in the distance or distributed

learning program;

planning and developing library instruction programs for distant learners to assist

in improving their research skills in using print and electronic resources at off-

campus locations;

determining, in consultation with computing services staff, a means to provide

distant learners with training in basic computer operating skills equivalent to what

might be available for on-campus users;

collaborating with other library staff to coordinate programs and services for the

mutual benefit of on-campus students and distant learners;

developing a methodology for evaluating the library and information services

provided to distant learners.

4. Where it appears that cooperation with selected unaffiliated libraries could enhance service to

distant learners, the designated librarian should enter into discussions with the librarians at

those institutions. These discussions should examine the ability and willingness of these libraries

to work cooperatively to support the originating institution's distant learners. Wherever



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appropriate, such collaboration should result in formal or informal agreements for the provision

of library services to distant learners. In order to minimize disparity between institutions with

differing levels of technology and resources, such agreements may include but are not limited

to:

the loan of library materials on a temporary basis from the originating institution to

the unaffiliated library;

assistance from the originating institution towards the purchase or sharing of

library resource materials and/or equipment so that the unaffiliated library can

support the distance or distributed learning program;

a fee for service;

reciprocal library services;

access to networked databases and electronic resources available through the

Library.

5. The goals and objectives developed for the distance or distributed learning program should be

incorporated, together with statements of mission, mandate, and policy, into the Library's

strategic planning process and reflected in the broader institutional mission.

Personnel

1. In addition to the librarian designated to coordinate services for the distance or distributed

learning program, the Library should ensure that adequate professional and support staff are

available to respond effectively to the library needs of distant learners.

2. Where direct library support is to be provided to distant learners from the originating

institution, at least one support staff member should be assigned to assist the designated

librarian with the processing of library requests.

3. The Library should ensure that distant learners and their instructors have access, as required, to

the collective specialized reference staff of the originating institution.

4. In institutions offering bilingual programming, it is essential that distant learners have access to

bilingual staff at all times.

Facilities

Where direct library support is to be provided to distant learners from the originating institution, the

Library should provide adequate space and equipment to enable the designated staff to operate

effectively as a service unit. Examples of suitable arrangements may include but are not limited to:

a separate office area for staff;

shelving space to hold library materials intended for use in the distance learning

program;

a separate telephone line dedicated to the distance learning program;

a telephone answering machine or similar technology to record messages from

distant learners;



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filing and storage facilities to organize and maintain transaction records, office files,

correspondence, etc.

access to a photocopier and telefacsimile machine;

access to mail room services such as parcel wrapping and postage;

access to appropriate computer and telecommunications facilities and networks

along with the appropriate training in the use of such hardware and software;

a separate e-mail account and web site for the service.

Resources

1. Through either an unaffiliated library or a direct service from the originating institution, print

and electronic resources should be made available to the distance or distributed learning

program in appropriate number, scope, and format in order to:

support the curriculum;

assist distant learners in completing course assignments, projects, and theses;

supply copies of recommended or supplementary readings or audio-visual

materials to distant learners;

support the library needs of faculty and instructors for course preparation or

teaching;

satisfy the need for reference and bibliographic information.

2. When two or more institutions enter into a partnership to offer a specific program, they must

cooperate to provide library resources to support the program. Distant learners should have

access to the library resources for a specific course from the institution offering that course,

regardless of whether the student is registered at that institution. Institutions participating in

the program should work together to standardize library services to distant learners so that the

students will encounter the same costs and services for library materials for every course

associated with the program. The standard of library service for these cooperative programs

may differ from the general service policy of an individual institution.

3. The Library should be prepared to lend monographs from its circulating collections to distant

learners. Such loans may involve special loan periods to accommodate the time for delivery to

and from off-campus locations. In cases where distant learners reside in other countries where

it is impractical to send monographs, appropriate substitute material should be provided in

photocopy or electronic format in compliance with Canadian copyright law.

4. In cases where there is high demand from distant learners for specific library items, the Library

should arrange for the purchase of additional copies of the required material.

5. Where there is a demonstrated need for reference and bibliographic resources at an off-campus

location, the Library should be prepared to deposit relevant materials at an unaffiliated library

or local centre through either a loan or purchase arrangement.

6. With the advent of the Internet and the World Wide Web as well as the rapid proliferation of

personal computers, resources are more widely available in an electronic format. Such

electronic or digitized resources may include but not be limited to:

CD-ROM or online full-text, image, audio, video or audio-visual files;



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descriptive or numeric datasets or databases accessible online or through

electronic networks including the Internet/World Wide Web;

other online or networked resources such as FTP (file transfer protocol), listservs,

NewsNets, the World Wide Web, and electronic chat rooms. As these electronic

resources are more commonly accepted as legitimate resource materials, the

Library should work to promote equitable access to these resources for the distant

learner by means such as:

o providing access to the appropriate computer technology and software at

off-campus sites;

o training users how to effectively locate electronic information on remote

servers and how to download this information for local use;

o instructing users in managing electronic information, including the

appropriate style for citing electronic resources;

o developing policies on adherence to copyright and appropriate computer

usage;

o supplying electronic documents in print format, in compliance with

copyright law, to distant learners who are unable to access the appropriate

technology.

Services

In order to meet the information needs of the distance or distributed learning program, a wide range of

services may be necessary. All students and instructors in the distance or distributed learning program,

regardless of location or country, should have a means to:

consult with a librarian from the originating institution either in person, or by

telephone, fax, e-mail, or some other means of electronic-mediated communication;

conduct subject and literature searches on course topics, either in person or through

the services of a librarian acting as an intermediary at the originating institution;

request general reference assistance;

borrow or obtain access to recommended or supplementary readings or audio-visual

materials;

borrow specific monographs for course purposes or receive equivalent material in

photocopy format in compliance with Canadian copyright law;

obtain copies of specific articles for course purposes in compliance with Canadian

copyright law;

access, from remote locations, the online catalogue of the originating institution and

any bibliographic or full-text databases which may be mounted on the system or

otherwise available through the originating institution;

access interlibrary loan services as required, in accordance with the regular library

policies of the originating institution;



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request the prompt delivery of library materials from the originating institution in

cases where that material cannot be obtained easily and quickly through an

unaffiliated library or by electronic means;

receive instruction or orientation in the use of libraries, library resources, or in

automated library systems which are used for course-related research;

acquire basic information literacy skills to fulfill course requirements;

access other library facilities, resources, specialized reference staff, and services as

required for the distance or distributed learning program;

provide feedback and comments to the originating institution regarding library

services and resources.

Certain services to distant learners may exceed the limits of the subsidy from the originating institution

and require some cost recovery from the users. Individual institutions may choose to charge distant

learners for specific services such as mailing or faxing material to foreign countries.

Publicity

Access to library facilities, resources, and services should be clearly advertised and promoted in the

distance or distributed learning program to ensure that all students, faculty, and instructors are well

informed about how to obtain required information and materials. Examples of publicity in this context

may include but are not restricted to:

separate handouts or brochures;

inserts in handbooks, guides, calendars, and other material describing the distance or

distributed learning program;

announcements in general publicity about the distance or distributed learning

program;

a site on the World Wide Web;

personal visits by the designated librarian to off-campus sites;

library instruction sessions for distant learners conducted either in person, through

print or audio-visual materials, on the World Wide Web, or by computer-, audio- or

teleconferencing methods.

Professional Development To enable its librarians to provide effective services for distance and distributed learning programs and to support lifelong learning in general, the Library should provide a means for its professional staff to update their knowledge and skills in areas related to instruction and technology through participation in continuing education programs, workshops, and training sessions.



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References

Aguilar, William, & Kascus, Marie. (1991). Introduction [to Off-campus library programs in higher

education]. Library Trends 39 (4), 367-74.

Association of College and Research Libraries. Distance Learning Section. (1998). Guidelines for distance

learning library services: The final version, approved July 1998. College & Research Libraries News

59 (9), 689-94. Also online.

Available: http://www.ala.org/acrl/guides/distlrng.html

Association of College and Research Libraries. Task Force to Review the Guidelines for Extended Campus

Library Services. (1990). Guidelines for extended campus library services. College & Research

Libraries News 51 (4), 353-55.

Canadian Association for University Continuing Education. (1992). Canadian university distance

education directory, 1992. Ottawa: Association of Universities and Colleges of Canada.

Crocker, Christine. (1982). Guidelines for library services to external students. Ultimo, N.S.W.: Library

Association of Australia.

Daniel, John S. (1986). Preface. In I. Mugridge & D. Kaufman (Eds.), Distance education in Canada (pp. iii-

vi). London: Croom Helm.

Haughey, Margaret. (1989). Involvement with distance education: Issues for the university. In R. Sweet

(Ed.), Post-secondary distance education in Canada: Policies, practices and priorities (pp. 161-69).

Athabasca, AB: Athabasca University and Canadian Society for Studies in Education.

Latham, Sheila. (1991). Sixty years of research on off-campus library services. In C. J. Jacob (Ed.), The

fifth off-campus library services conference proceedings, Albuquerque, New Mexico, October 30 -

November 1, 1991 (pp. 155-63). Mount Pleasant, MI: Central Michigan University.

Slade, Alexander L. (1991). A librarian-centered model for developing and implementing an off-campus

library support system: Establishing a proactive process. In C. J. Jacob (Ed.), The fifth off-campus

library services conference proceedings, Albuquerque, New Mexico, October 30 - November 1,

1991 (pp. 255-72). Mount Pleasant, MI: Central Michigan University.

Slade, Alexander L. (1988). The second Canadian off-campus library services survey, 1988: Final report.

Victoria, B.C.: University of Victoria Library. (ERIC Document ED 305 074)

Statistics Canada. (1992). Education in Canada: A statistical review for 1990-91. Ottawa: Minister of

Industry, Science and Technology.

http://www.ala.org/acrl/guides/distlrng.html



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Appendix C: Athabasca University’s Policy for Learners with Disabilities

Effective Date: November 1, 1989 Revised: November 1996 Revised: November 1, 2000 Purpose Athabasca University has a long-standing tradition of encouraging individuals with disabilities to seek admission to courses and programs. In keeping with our mission statement, Athabasca University is committed to provide students who have sensory, learning, cognitive, physical, neurological, psychological, and temporary disabilities with reasonable accommodations and support services to attempt to facilitate complete access to University services and facilities and the successful completion of programs and courses. In assisting students with disabilities, the University's criteria for academic excellence will not be compromised. Definitions For the purpose of defining the parameters of the population that this policy seeks to serve: Students with disabilities refer to those individuals who are disadvantaged by reason of any verifiable and persistent physical, learning, cognitive, sensory, psychological, neurological, or temporary impairment that may affect their academic progress. (Modified from current definitions of the World Health Organization) Policy To achieve its goal of attracting and retaining qualified students with disabilities, Athabasca University will:

1. Make all reasonable efforts to ensure that persons with disabilities are considered for admission to any programs or courses for which they possess any identified prerequisites; and will take reasonable steps to ensure that admission protocol and policy reflects a willingness to mitigate criteria and procedural barriers to courses or programs providing the University’s criteria for academic excellence are not compromised.

2. To take reasonable steps where appropriate to modify program course load (number of credits a student is enrolled in within a semester), examination procedures, course and other academic requirements to permit students with disabilities to complete their studies without compromising academic standards by establishing alternative routes or methods by which learning objectives or core program requirements can be achieved. In determining any special circumstances that warrant the modification of a requirement, consultation will take place between Access to Students with Disabilities (ASD) and the Office of the Registrar, Program Directors or Centre Chairs, Course Coordinators, Academics or their designates (The level at which consultation occurs may be dependent upon the nature of the modification required). In the event of any outstanding concerns regarding accommodation or service, the Vice-President Academic and the Vice-President of Student Services will be requested to render a final decision in regard to any such matter.



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3. Where appropriate, individuals and committees responsible for appeal decisions will take disability related factors into account. A student with a disability who is making an appeal may request advocacy from ASD.

4. Take reasonable steps to remove barriers that affect the wide range of students with disabilities. Where parking is available to all students, special parking may be made available to students with disabilities at AU facilities in keeping with city and provincial standards.

5. Any or all information gathered under this policy will fall under the protection of the FOIP.

ASD will make other such recommendations to the University and its staff and carry out such other initiatives as may be appropriate to ensure the goals and objectives of the Policy are met.

Regulations Although the primary responsibility for the provision of services rests with Access to Students with Disabilities (ASD), the provision of a supportive and responsive academic, social and physical environment is the responsibility of the entire University. Such commitment on behalf of the University, however, does not defer students with disabilities from being active participants in their ultimate success. Students with disabilities must take the initiative to inform the institution of their needs; pursue their studies with the same diligence required of all students; and accept responsibility for the role that they play in their success or failure. Within this context, ASD will necessarily assume responsibility to adjudicate the identified needs and concerns of individual students with disabilities to ensure an academic environment that is fair to all students and Athabasca University. Procedure Students who request accommodations or services will be required to provide verification of their impairment from a medical, educational, psychological/psychiatric professional or other appropriate individual. AU’s responsibility to provide accommodation and support services will begin when a student has provided the ASD office with verification of the presence of a permanent or temporary disability or condition. Those individuals who identify themselves as having a learning disability or cognitive impairment due to an acquired or traumatic brain injury, or neurological disorder will be requested or required (in accordance with documentation requirements for Government assistance programs to fund support services) to provide or obtain a current (within government, sponsorship, educational or medical guidelines) neuro-psychological or learning disability assessment that is appropriate for the educational environment. Such documentation helps to ensure the appropriate delivery of accommodations and services necessary to facilitate an individual student’s success.

In consultation with appropriate University Programs and Services, Student Funding Programs, Community Agencies and contracted service providers, ASD will provide the following:

information

assessment of academic and technological accommodations and support requirements educational and career counselling as it pertains to disability referrals to additional services or agencies program planning as it pertains to disability time management assistance (respective to disability) monitoring of progress in course work registration assistance information and assistance with applications for funding assistance to obtain alternate format materials if materials cannot be produced on campus



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support service (tutoring, academic strategist, interpreting, aide, reader, scribe, etc.) arrangements

exam accommodations time extensions for courses advocacy liaison with departments and faculties available volunteer assistance including: note taking, exam writing assistance, mobility

assistance, taping of readings, library research help, study help, tutoring, special project help assistance and consultation to University staff who have a disability

To ensure the resources are available to provide support services, ASD will establish a fee structure for specific services that either have to be contracted or demand extensive time from the staff of ASD. Such service fees are commonplace and are included in student funding or grant applications. Services will be extended in whole or in part, when financially feasible, to students with disabilities who do not have the economic resources or funding sponsorship. If future evidence supports the need to modify or amplify the aforementioned services, such changes will be assessed and acted upon within the parameters posed by the University’s available resources. Approved By Athabasca University Academic Council, October 26, 1989 - Motion No. 76.3 Amended Date/Motion No., November 1996 - Terminology Updated Athabasca University Academic Council, November 1, 2000 - Motion No. 159-8 Related References, Policies, and Procedures 1989 Policy Title - Disabled Student Policy 1996 Policy Title - Students With Disabilities Policy Applicable Legislation/Regulation Alberta Freedom of Information and Protection of Privacy Act (1995) Alberta Human Rights, Citizenship, and Multiculturalism Act (1996) Canadian Charter of Rights and Freedoms (1982) United Nations Standard Rules on Equalization of Opportunities for Persons with Disabilities (1993)



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Appendix D: Example of a Distributed Learning Institutional Policy

The Commission on Colleges Southern Association of Colleges and Schools

1866 Southern Lane Decatur, Georgia 30033-4097

DISTANCE EDUCATION

- Policy Statement -

Definition of Distance Education

For the purposes of the Commission’s accreditation review, distance education is defined as a formal educational process in which the majority of the instruction (interaction between students and instructors and among students) in a course occurs when students and instructors are not in the same place. Instruction may be synchronous or asynchronous. A distance education course may employ correspondence study, or audio, video, or computer technologies. Policy

Institutions must ensure that their distance education courses and programs comply with the Principles of Accreditation. The referencing of the particular requirements listed in this policy does not imply that they are the only requirements of the Principles that apply to distance education. This policy applies to degree and certificate programs and their courses. Curriculum and Instruction Programs and courses provide for timely and appropriate interaction between students and faculty and among students. (CS 3.4.5)* The faculty assumes responsibility for and exercises oversight of distance education, ensuring both the rigor of programs and the quality of instruction. (CS 3.4.1 and CS 3.4.12) The technology used is appropriate to the nature and objectives of the programs and courses and expectations concerning the use of such technology are clearly communicated to students. (CS 3.4.12) There is currency of materials, programs, and courses. (CS 3.5.3 and CS 3.6.4) Distance education policies are clear concerning ownership of materials, faculty compensation, copyright issues, and the use of revenue derived from the creation and production of software, telecourses, or other media products. (CS 3.2.14) Faculty support services are appropriate and specifically related to distance education. (CS 3.4.9)



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Faculty who teach in distance education programs and courses receive appropriate training. (CS 3.7.3) Admission and recruitment policies and decisions take into account the capability of students to succeed in distance education programs. (CS 3.4.3) Comparability of distance education programs to campus-based programs and courses is ensured by the evaluation of educational effectiveness, including assessments of student learning outcomes, student retention, and student satisfaction. (CS 3.3.1) The integrity of student work and the credibility of degrees and credits are ensured. (PI 1.1, CS 3.4.6, CS 3.5.3, and CS 3.6.4) Library and Learning Resources

Students have access to and can effectively use appropriate library resources. (CS 3.8.2 and CR 2.9) Course requirements ensure that students make appropriate use of learning resources. (CS 3.8.2) Access is provided to laboratories, facilities, and equipment appropriate to the courses or programs. (CS 3.8.1 and CS 3.8.2) Student Services

Students have adequate access to the range of services appropriate to support the programs, including admissions, financial aid, academic advising, and delivery of course materials, and placement and counselling. (CR 2.10) Students have an adequate procedure for resolving their complaints. (CS 4.5) Advertising, recruiting, and admissions information adequately and accurately represent the programs, requirements, and services available to students. (PI 1.1 and FR 4.6) Students enrolled in distance education courses are able to use the technology employed, have the equipment necessary to succeed, and are provided assistance in using the technology employed. (CS 3.4.12) Facilities and Finances

Equipment and technical expertise required for distance education are available. (CS 3.4.12) Long-range planning, budgeting, and policy development processes reflect the facilities, staffing, equipment and other resources essential to the viability and effectiveness of the distance education program. (CS 3.3.1, CS 3.8.3, and CS 3.11.3) *Citations refer to the Principles of Accreditation: Principle of Integrity (PI), Core Requirements (CR), Comprehensive Standards (CS), and Federal Requirements (FR).

Adopted: Commission on Colleges, June 1997 Updated in accord with the revised Principles, December 2006



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Appendix E: Example of Distributed Learning Standards

Distance Education Standards for Academic and Student Support Services; Guidelines for Distance Education Credit

Program Array and Approval BOARD OF REGENTS Resolution: That the board approves Standards for Academic and Student Support Services in Distance Education Credit Courses, Degree and Certificate Programs and Guidelines for Distance Education Credit Program Array and Approval. STANDARDS FOR ACADEMIC AND STUDENT SUPPORT SERVICES IN DISTANCE EDUCATION CREDIT COURSES, DEGREE AND CERTIFICATE PROGRAMS GUIDELINES FOR DISTANCE EDUCATION CREDIT PROGRAM ARRAY AND APPROVAL

EXECUTIVE SUMMARY BACKGROUND In June 1999 the Board of Regents approved Principles for Pricing Distance Education Credit Courses, Degree and Certificate Programs. Besides providing the foundation for a new tuition model for distance education courses and programs, these principles called for the development of system-wide standards to assure quality distance education programming. To develop these standards, a task force consisting of chancellors, vice chancellors, chief information officers, business officers, faculty, students and representative from UW System Administration developed Standards for Academic and Student Support Services in Distance Education Credit Courses, Degree and Certificate Programs. While these standards are consistent with Guidelines for Distance Education in the NCA-CIHE Handbook of Accreditation (2nd

ed. 9/97), they also exceed and supplement NCA guidelines. The need to address distance education program array and approval within the UW System has been addressed by the second policy document: Guidelines for Distance Education Credit Program Array and Approval. That document provides a supplement to ACIS-1 (Academic Planning and Program Review). The same task force that developed the Standards for Academic and Student Support Services in Distance Education Credit Courses, Degree and Certificate Programs developed these supplemental guidelines and procedures. These guidelines provide procedures for the approval of proposals to offer (a) new distance education degree programs, and (b) existing degree programs that will be offered via distance education. The intent is to make these additional processes expedient and efficient to facilitate distance education program development, while providing a mechanism to avoid unnecessary duplication and redundancy. For the purposes of these policies, distance education is defined as follows: Distance education is a planned teaching/learning experience in which teacher and students are separated by physical distance. In distance education courses and programs, student-teacher interaction may occur and course materials may be delivered in an asynchronous or synchronous mode over a wide spectrum of existing and evolving media.



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REQUESTED ACTION The UW System Administration requests approval of Resolution III, approving Guidelines for Distance Education Credit Program Array and Approval, and Standards for Academic and Student Support Services in Distance Education Credit Courses, Degree and Certificate Programs. RELATED REGENT POLICIES ACIS-1, Guidelines for Distance Education Credit Program Array and Approval. ACIS 5.4, Credit Outreach in the University of Wisconsin System, the Board of Regents Study of the UW System in the 21st Century. FPPP 44, Tuition and Fee Policies for Credit Instruction. G27, Copyrightable Instruction Materials Ownership, Use and Control), Principles for Pricing Distance Education Credit Courses, Degree and Certificate Programs (June 1999) 97-2, University Information Technology Resources. STANDARDS FOR ACADEMIC AND STUDENT SUPPORT SERVICES IN DISTANCE EDUCATION CREDIT COURSES, DEGREE AND CERTIFICATE PROGRAMS 1. Introduction This policy will govern distance education courses and programs in the University of Wisconsin System. This policy has been developed in response to the Principles for Pricing Distance Education Credit Courses, Degree and Certificate Programs (approved by Board of Regents in June 1999). One of those principles stated, “Academic and student support services for distance education courses should adhere to system-wide standards to assure high quality distance education programming.” These Standards build upon and supplement the Guidelines for Distance Education in the NCA-CIHE Handbook of Accreditation (2nd ed. 9/97). For the purposes of this policy, distance education is defined as follows: Distance education is a planned teaching/learning experience in which teacher and students are separated by physical distance. In distance education courses and programs student-teacher interaction may occur and course materials may be delivered in an asynchronous or synchronous mode over a wide spectrum of existing and evolving media. A degree or certificate program is considered distance education when a substantial number of credit hours (fifty percent or more of the courses for the program) will be delivered through distance education. A course is considered distance education when the majority of instruction is delivered through distance education.



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2. Standards for Academic and Student Support Services

A. Curriculum and Instruction

1. The institution's faculty assumes responsibility for and exercises oversight over distance education, ensuring both the rigor of programs and the quality of instruction. The quality of instruction and of the curriculum will be assured with distance education as it is with the traditional curriculum. Faculty members, departments, schools/colleges, and ultimately the institution itself are responsible for maintaining quality in the areas listed below. 2. The institution ensures that materials, programs, and courses are current. 3. The institution ensures that the technology used is appropriate to the nature and objectives of the programs. Programs provide for instructional design appropriate to the technology employed. 4. The institution provides appropriate training for faculty who teach in distance education programs. 5. The institution provides appropriate faculty support services specifically related to distance education. 6. Programs provide timely and appropriate interaction between students and faculty, and among students. 7. The institution is responsible for quality assurance for all aspects of the program. If the institution is using "third party" products, ad hoc instructors, purchased modules, specialized software or outsourcing aspects of the program, the institution must ensure the integrity of the program and the performance of the "subcontracted" agents or products. 8. The institution's distance education policies must be clear concerning ownership of materials, faculty compensation, copyright issues, and the utilization of revenue derived from the creation and production of software, telecourses, or other media products (See G27: Copyrightable Instruction Materials Ownership, Use and Control.) 9. The institution provides a statement to students of its commitment to offer the course sequence advertised. Students need to know at the time that they are admitted what stipulations or conditions exist regarding the offering of courses in the program so that they can make an informed decision about enrolling. 10. The institution must address the needs of individuals with disabilities when planning for and developing distance education programs and courses. (See the Report of the Committee on Access to Technology for Individuals with Disabilities, December 1999, for additional guidelines and recommendations.)



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B. Evaluation and Assessment

1. The institution will provide students with information about the expectations of the program. It is preferable to offer an orientation for students, which helps them assess their readiness for a distance education course/program. This may include an assessment, which evaluates such characteristics as attitude, motivation, and time management skills. Information about program requirements should also include technical requirements that students must meet in order to participate in the course and have access to services. The institution will provide each student with a statement outlining the parameters of support. 2. The institution evaluates the educational effectiveness of its distance education programs (including assessment of student learning outcomes, student retention, and student satisfaction) to ensure comparability to campus-based programs. Course evaluation includes questions regarding student satisfaction with such things as faculty accessibility, access to advising, computing services, library services, etc. For some distance education students a sense of "connectedness" to the campus and/or being part of a "community of learners" is important to their success. Campuses may wish to address these aspects in their evaluation instruments. 3. The institution ensures the integrity of student work and the credibility of the degrees and credits it awards. Distance education programs undergo program reviews in a comparable fashion to traditional programs. This may include an external review by specialists or UW colleagues. Courses offered by distance education that are part of a traditional program will be evaluated in the same manner as courses in the curriculum offered in the traditional manner. 4. The institution is responsible for ensuring that all distance education programs and courses meet the UW Standards for Academic and Student Support Services Distance Education Credit Courses, Degree and Certificate Programs.

C. Library and Learning Resources

1. The institution ensures that students have access to and can effectively use appropriate library resources. This includes but is not limited to:

a. Authentication process for validation and identification b. Interlibrary loan and document delivery service c. Access to electronic resources in the Libraries collection d. Electronic reference services, direct reference service via email and telephone e. World Wide Web Distance Education Home Page with direct linkage to library services, self help modules, and appropriate electronic request forms f. Facilitating instruction to enhance student's information-seeking skills g. Provides an "800" number for library assistance

2. The institution monitors whether students make appropriate use of learning resources. 3. The institution provides laboratories, facilities, and equipment appropriate to the courses or programs.



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D. Student Services 1. The institution provides adequate access to the range of student services appropriate to support the programs, including admissions, financial aid, academic advising, delivery of course materials, and placement and counselling. 2. The institution provides an adequate means for resolving student complaints. 3. The institution provides to students advertising, recruiting and admissions information that adequately and accurately represents the programs, requirements, and services available. 4. The institution provides timely and complete information for students on the equipment and knowledge required to use the technology employed in the program. 5. The institution provides "help desk" services that meet the needs of students in the program. Consideration will be given to providing timely assistance for technical problems, academic questions, billing questions, library research, textbooks, degree audit. While many programs will not require twenty-four hour services seven days a week, evening and/or weekend service will be needed by most students, especially out-of-state or international students who reside in different time-zones. The campus will establish response time standards for responding to student inquiries and inform students of the standards.

E. Facilities and Finances

1. The institution ensures that the appropriate equipment, facilities, technical expertise and financial planning exist to design and make the program sustainable over a period of time. Campuses must have the depth and breadth of faculty to maintain continuity of the program, and the support of the faculty in the program to make it successful. Faculty teaching distance education programs will have access to instructional design support to ensure the quality of the student learning experience. 2. The institution's long range planning, budgeting, and policy development processes reflect the facilities, staffing, equipment, and other resources essential to the viability and effectiveness of the distance education program. 3. Responsibility for Addressing Standards for Academic and Student Support Services for Distance Education Credit Courses, Degree and Certificate Programs. The provosts at the UW System institutions are responsible for ensuring that their institutions adhere to these standards. Moreover, when institutions submit requests to UW System Administration for approval (a) to deliver an existing degree program via distance education, or(b) to request an entitlement to plan a new distance education degree program, they will address how they are meeting these standards. (See Program Array and Approval Guidelines and ACIS-1, Academic Planning and Program Review.) It is expected that institutions’ ability to meet these standards will be operational when the program or course is actually implemented; all standards do not have to be operational at the time the institution submits a request to plan a distance education program.



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GUIDELINES FOR DISTANCE EDUCATION CREDIT PROGRAM ARRAY AND APPROVAL Introduction This policy will govern distance education credit program array and approval in the University of Wisconsin System. For the purposes of this policy, distance education is defined as follows: Distance education is a planned teaching/learning experience in which teacher and students are separated by physical distance. In distance education courses and programs, student-teacher interaction may occur and course materials may be delivered in an asynchronous or synchronous mode over a wide spectrum of existing and evolving media. A degree program is considered distance education when a substantial number of credit hours (fifty percent or more of the courses for the program) will be delivered through distance education. Program Review Guidelines

A. This policy applies to all technologies, synchronous and asynchronous. B. Policy concerning program approval and oversight will be consistent with ACIS-1 (Academic Planning and Program Review). That is, System Administration and Board of Regents approval will be necessary for distance education degree programs. Distance education certificate programs, concentrations, submajors, and other academic programs covered in ACIS-1 do not require System or Board of Regents approval. However, institutions will need to inform System Administration of their plans for distance education certificate programs, concentrations, submajors, and other academic programs covered in ACIS-1. C. Requests to offer new distance education degree programs will follow the program approval guidelines outlined in ACIS-1 that apply to the development of all new programs. All steps of new program approval will proceed as they currently do except that there will be the additional review by the standing committee on distance education (described below). The additional procedure for approval of a distance education degree program will be as follows:

1. Institutions seeking a Request for Entitlement to Plan a new distance education degree program will note in a requesting proposal to the Senior Vice President for Academic Affairs/Chief Academic Officer (SVP/CAO) that the program is distance education and what efforts have been made to collaborate with other UW institutions. 2. The SVP/CAO will refer the proposal to the standing committee on distance education (see below). 3. In requests for Authorization to Implement new distance education degree programs, institutions will address all program components (e.g. need, evaluation, facilities, academic and student support services) in the ACIS-1 sample format and follow all procedures for developing the proposal, including a Program Review Committee and external evaluation. 4. Institutions will explain how they plan to address the Standards for Academic and



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Student Support Services in Distance Education Credit Courses, Degree and Certificate Programs. 5. Institutions will demonstrate need (such as market data) for offering the program via distance. 6. Finance (Section 8 of the ACIS-1 sample format) will be adjusted for distance education, taking into account programs offered at a distance that are cost recovery and the utilization of common cost methodologies. * 7. When new distance education degree programs undertake the Joint Review, institutions will address the same relevant distance education components identified above (collaboration, standards, and costing methodologies).

D. Existing degree programs (i.e. when institutions have an existing program authorization and decide to offer the degree via distance education) will undergo an abbreviated and accelerated distance education program approval process. No Board of Regents action will be required for existing degree programs. The following procedure will be implemented:

1. Institutions will submit a proposal to the SVP/CAO requesting that the existing program be offered at a distance. 2. The SVP/CAO will refer the proposal to the standing committee on distance education (see below). 3. The proposal must address the following components: (a) institutional plans to adhere to the Standards for Academic and Student Support Services in Distance Education Credit Courses, Degree and Certificate Programs; (b) efforts to collaborate with UW institutions or institutions and organizations outside the state; and (c) the costing methodologies employed to determine any distance education fees or tuition adjustments.

4. Institutions will cite market data to justify offering the program at a distance. 5. Once institutions have been authorized to adapt an existing degree program to distance education, review of that program will occur during the regular institutional review cycle.

E. Although this policy does not apply to individual distance education courses, institutions will be expected to ensure that distance education courses adhere to the Standards for Academic and Student Support Services in Distance Education Credit Courses, Degree and Certificate Programs in their regular, internal course development and review processes.



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Responsibility for Distance Education Program Approval and Array

A. The office of Academic Affairs at UW System Administration is charged with the oversight of distance education program approval and array. To facilitate that oversight, and to encourage interinstitutional communication and collaboration, a standing committee on distance education will be formed. The committee should be composed primarily of provosts and will include appropriate administrative officers and staff appointed by the Senior Vice President for Academic Affairs/Chief Academic Officer. The committee will advise the SVP/CAO.

1. The committee will consider institutional requests (a) to deliver an existing degree program via distance education, and (b) entitlements to plan a new distance education degree program. The committee will make recommendations to the SVP/CAO on the disposition of institutional requests to offer distance education degree programs. 2. The committee will serve as a forum to facilitate discussion about potential collaboration among UW institutions offering similar distance education degree programs. 3. The committee will be mindful of Regent policy concerning program approval and array (see ACIS-1, Section 1: Planning and Review Principles), including (a) relevance of the distance education program to institutional mission; (b) the efficient and effective use of resources; (c) interinstitutional planning; and (d) the need to avoid unnecessary duplication. In addition, the committee will ensure that institutional plans for distance education programs address Academic and Student Support Services for Distance Education Students. 4. In its deliberations, the committee will consider how an existing degree program proposed to be offered at a distance or a new distance education degree program is comparable to other UW System programs. The committee will consider how these proposed programs would impact program array throughout the System.

B. Institutions will have the option of appealing any final determination by the Senior Vice President for Academic Affairs/Chief Academic Officer by requesting a review by the President and the Chancellors of the respective institutions.

_______________________________________________

* UW System is developing a common methodology to assist institutions in identifying the different types of costs involved in offering distance education, and in setting tuition levels to recoup those costs. The model takes into account the time spent by faculty, teaching assistants, curricular designers and support staff to offer courses/programs at a distance, in addition to the institution’s overhead. Development costs, which largely occur in the first year, are amortized over a five-year period so that institutions can spread those costs over a period of time. Projected enrollment levels are also built into the methodology so that institutions can develop a cost per student. Institutions have the option to add on a market/demand factor in order to take advantage of market opportunities, as well as the option to reduce the tuition charged in order to meet their missions.



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Appendix F: Example of Distributed Learner Support Charter (University of Ulster)

Introduction This Charter explains the academic and other services available to you whether you are considering becoming a student, applying for a course or are currently studying with the University.

For the purposes of this Charter, an e-learning student is a student normally on a fully online (distance education) course of study. The University is committed to aiming for the highest quality possible in its e-learning provision and this Charter is one way of outlining that commitment to you. This Charter should be read in conjunction with the main Student Charter (http://www.ulster.ac.uk/studentcharter/).

This Charter also explains what the University expects of you. The quality of the services that we believe you are entitled to is balanced with responsibilities placed on you: both are intended to ensure that you gain maximum benefit from your time with us. The ethos of a University is different from that of educational institutions at secondary level, further education or other training, and this Charter seeks to explain how you can make the most of the opportunities that the University of Ulster student experience has to offer. This Charter applies to all applicants, students or alumni of the University of Ulster. It is not a legal document and does not affect your legal rights.

Access & Distributed Learning The department of Access and Distributed Learning hosts Campus One, the e-learning campus of the University. It has responsibilities for the creation of e-learning programmes and courses, the Campus One website and the University’s Virtual Learning Environment (VLE) - WebCT. These activities are carried out in partnership with Faculties of the University.

Consultation This Charter was developed in consultation with e-learning students. This was achieved by a series of questionnaires made available to all e-learning students in the University. The results of which enabled the identification of three key areas for inclusion in the Charter:

• When considering applying for a course • Applying for a course • Support during study

The Charter was produced in conjunction with the University’s Charter Review Group and has been approved by the Senate of the University.

When considering applying for a course What potential students can expect from the University:

1. Clear information on structure and content of courses, including appropriate academic contacts. 2. Clear guidance on what students are expected to commit to in terms of learning. 3. Information on appropriate computer requirements and the IT skills required to undertake an e-

learning course. 4. A helpful and courteous service at all times, when you contact Campus One, or a member of the

course team. 5. Detailed information on course costs and payment methods.



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As a potential e-learning student we expect you to:

Consider carefully whether online distance learning is suitable for your needs and learning style.

Familiarise yourself with what you are expected to commit to.

Consider whether you have an appropriate level of IT skills to undertake an e-learning course (see: http://campusone.ulster.ac.uk/potential/).

We measure our performance against many standards such as: We aim to ensure:

85% of students we survey, who participate in an e-learning course, are either satisfied or very satisfied with the information provided on the Campus One website or Faculty publications.

85% of students we survey are satisfied or very satisfied with the level of service provided pre-application by either Campus One or Faculties.

Applying for a course

What students can expect from the University: 1. Timely consideration of applications. 2. Timely communication by e-mail about your application. 3. A choice of application formats.

As a potential e-learning student we expect you to: 1. Provide clear, accurate and up to date information about your academic qualifications

and relevant work experience during your application. 2. Maintain a working e-mail address and check it regularly. 3. Advise us if you have any specific additional requirements in relation to disability to

enable us to discuss these with you. We measure our performance against many standards such as: We aim to ensure: 85% of students we survey are satisfied or very satisfied with their application experience.

Support during study The University aims to provide a range of quality resources and services to support your learning. What students can expect from the University:

1. Access to a quality Virtual Learning Environment (VLE). 2. Remote access to an appropriate range of e-resources, including e-journals and articles,

to support your learning. 3. Appropriate and flexible opportunities for engagement with course materials, course

directors, teaching staff, other University support staff and other students during your course of study.

4. Flexible access to appropriate studies advice. 5. Detailed guidance on appropriate software requirements for your course. 6. A comprehensive pre-start induction to online learning at the University. 7. Access to appropriate technical support.

As an e-learning student we expect you to: 1. Engage fully with course materials, staff and students during your course of study. 2. Take part in any pre-start induction courses and note course requirements such as

participation in online discussions and assignment deadlines. 3. Keep your computer up to date in terms of appropriate software such as anti-virus

programmes.



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4. Pay all appropriate tuition fees in accordance with the University’s Tuition Fee Payment Policy.

We measure our performance against many standards such as: We aim to ensure: 85% of students we survey are satisfied or very satisfied with the support they receive during study. In addition to the performance indicators detailed above, student feedback has indicated that students on online courses would welcome an opportunity to comment on their e-learning experience on an ongoing basis. As a result we will invite comments via

http://www.campusone.ulster.ac.uk/forms/studentfeedback/ and provide this feedback to appropriate course teams, Faculties and Departments on a regular basis.

What if things go wrong? We hope you will find little to complain about our services, but if you do bring concerns to our attention you can be sure that they will be treated seriously and that every effort will be made to resolve them. Most problems can be resolved by contacting either your course director or Campus One. Further details on the complaints procedure can be found in the main Student Charter http://www.ulster.ac.uk/studentcharter/. If you do have a complaint in connection with the key performance indicators relating to this support charter, or with any other aspect of your student experience as an eLearning student, it should be addressed to the Director of Access & Distributed Learning in the first instance. The Director of Access & Distributed Learning will raise your complaint with the relevant school, department or member of staff. The University also has a student complaints procedure for dealing with most complaints about any aspect of the academic or other services provided by the University. Details are available at: http://www.ulster.ac.uk/quality/qmau/complaints.html

Where can I find further information on…? Campus One

[email protected] +44 (0)28 9036 8686 www.campusone.ulster.ac.uk

Director of Access & Distributed Learning [email protected] +44 (0)28 9036 8027

Students’ Union Offices at each campus

[email protected] +44 (0)28 7032 4373 www.uusu.org

Career Development Centre Career Development Centres on each campus

[email protected] +44 (0)28 9036 6247 http://careers.ulster.ac.uk

Student Support Student Support Offices on each campus

+44 (0)28 7032 4397 www.ulster.ac.uk/studentsupport

IT User Services ITUS Helpdesk

[email protected] +44 (0)28 9036 6777 www.ulster.ac.uk/isd/itus

Library 24 hour information line

+44 (0)28 90368530 www.ulster.ac.uk/library

Student Fees Office [email protected] +44 (0)8700 400 702 www.ulster.ac.uk/finance/fees/

http://www.ulster.ac.uk/quality/qmau/complaints.html

Documents

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