Learning Design


  • The institution's distance learning programs are designed to fit the specific context for learning.


  • All programs the institution offers in a distance learning format must have quality, integrity, and consistency, and must fit the specific context for learning. That context includes the nature of the subject matter, the intended learning outcomes, the needs and goals of the learner, the learner’s environment, and the instructional technologies and methods.

Operational Criteria

  1. The same academic standards and requirements are applied to programs offered on campus and through distance learning.
  2. Distance learning programs are coherent, complete, and offered in a sequence or configuration that allows timely completion of requirements.
  3. The same faculty qualifications are applied to distance education programs as all other academic programs.
  4. Faculty are responsible for the initial and ongoing development and delivery of instruction in distance programs.
  5. Distance learning programs provide clear statements of learner responsibilities and expectations of student participation and learning.
  6. Distance learning programs provide for appropriate and flexible interaction between faculty and students and among students.
  7. The technologies selected for a specific distance learning opportunity are appropriate for the intended learning outcomes, content, relevant characteristics of the learning and the learner, and student cost.
  8. Distance learning programs include adequate verification of learners' work.
  9. Faculty and program administrators determine the appropriate enrollment that can be supported in the distance learning program and in individual courses based upon the content and learning activities, the nature of the learners, the technologies used, and the support available to faculty.
Last Updated: October 22, 2009