Program Audit Standards

for

Online Courses and Degree Programs

I.                   INSTITUTIONAL COMMITMENT

1.       Mission statement

1. The Mission Statement states the purpose and goals of the organization. 

2. The Mission Statement places online learning in a broader institutional context.

3. The Mission Statement demonstrates a commitment to quality and quality assurance.

4. The Mission Statement is periodically reviewed and approved by key stakeholders as part of the institution’s governing process.

2.       Strategic Planning

1. Online Education is included in the institutional strategic planning process and documents.

2. Adequate long-term commitment to support and sustain online programs can be documented.

3. Goals for online education in institutional strategic plans are matched by resource commitments that support online instructors, online students and the infrastructure for online instructional delivery.

3.       Staffing

1. Sufficient professional, administrative and support staff are allocated to carry out the institution’s mission and goals for online education.

2. The institution is committed to providing staff and faculty engaged in online education with the skills and tools they need to ensure the Online Program is effective.

4.       Technology Support

1. A documented technology plan is in place and operational to ensure quality standards, adherence to FERPA, and the integrity of information.

2. The course delivery technology is considered a mission critical enterprise system and supported as such.

3. The technology delivery system are highly reliable measured against standards such as system down time tracking.

4. Faculty, students and staff are supported in the development and use of new technologies and skills.

5.       Commitments to Students and Other Stakeholders

1. Prospective and current students and stakeholders have access to accurate information relating to its mission, accreditation, courses and programs, services, policies, fees, recruitment processes and incentives, and other relevant information.

2. Contractual relationships and arrangements with consortial partners, if any, are clear and guarantee that the institution can exercise appropriate responsibility for the academic quality of all online learning offerings provided under its name.

3. Online Program offerings results in learning appropriate to the rigor and breadth of the course, program, or degree requirements.

4. The institution’s faculty have a role in the design and implementation of it’s online learning offerings.

6.       Accreditation and Governance

1. The Online Program is included in the institution’s regional accreditation and, if applicable, has appropriate professional accreditation.

2. The institution has put in place a governance structure to enable effective and comprehensive decision making related to distance learning.

7.       Institutional Policies

1. Policies are in place to authenticate that students enrolled in online courses and receiving college credit are indeed those completing the course work.

2. Policies for copyright and fair use are in place.

3. The institution’s policies on academic integrity are explicitly applied to online learning.

4. The institution’s accessibility policies for individuals with disabilities are applied to online learning.

5. The institution’s policies regarding student conduct are explicitly applied to online learning.

II.                TEACHING AND LEARNING STANDARDS

1.       Curriculum and Course Design

1. Curriculum and Course Design are coherent in their organization, have measurable learning objectives, and are benchmarked against on-ground courses and programs, if provided by the institution.

2. Curriculum and Course Design reflect consideration for time and place limitations of students.

3. Curriculum and Course Design accommodate different learning styles.

4. Curriculum and Course Design ensure ease of use and navigation ability in the course delivery platform.

5. The institution or program has established and enforces a policy on online learning course enrollments to ensure faculty capacity to work appropriately with students.

6. The online course site includes a syllabus which outlines course objectives, learning outcomes, evaluation methods, textbook information, and other related course information, making course requirements transparent at time of registration.

7. Activities, materials, and assessments are aligned with measurable learning objectives and outcomes.

8. The course design includes clearly stated instructions on how to meet the course learning objectives.

9. The program implements widely accepted standards for online course design, including opportunities for:

·         Interaction between faculty, learners, and among learners themselves.

·         Critical thinking, problem solving, analysis, integration, and synthesis abilities in learning activities.

10. Current, high-quality instructional materials and appropriate technology are utilized to enable and enrich student learning.

11. Embodies good practice in areas such as

·         Standards for instructor accessibility.

·         Effective feedback mechanisms.

2.       Delivery of Instruction

1. The delivery of Instruction is grounded in the program’s mission, beliefs, and expectations for student learning

2. The delivery of Instruction is supported by research and best practice.

3. The delivery of Instruction is continually refined based on assessment of stakeholders’ needs.

4. The delivery of Instruction is adaptable to best serve different student learning styles.

5. The delivery of instruction is sensitive to the cultural differences of students.

6. The delivery of instruction includes provisions for students with disabilities.

7. The delivery of Instruction includes frequent faculty to student interaction and fosters student-to-student interaction.

8. The delivery of Instruction is sensitive to time and place limitations of students.

9. Includes a secure process to monitor that the coursework and assessments are completed by the student registered for the course.

3.       Assessment of Student Performance

1. Assessment of Student Performance is evidence based.

2. Assessment of student performance is aligned with course and program objectives.

3. Assessment of student performance accurately measures student attainment of the course’s educational goals.

4. Assessment strategies enable students to monitor their own learning progress.

5. Assessment of student performance enables faculty to measure and adjust the effectiveness of their teaching methods.

6. Multiple methods to assess student performance are used to measure different aspects of student performance.

7. Assessment strategies use formative assessments to inform instructional practice.

8. Assessment strategies provides for timely and frequent feedback about student progress.

III.             LEARNER SUPPORT STANDARDS

1.       Support ensures learner access to the technologies required in the course.

2.       Accurate and complete information about skills needed to succeed in an online course is provided.

3.       Information about required face-to-face elements of the course, if any, is provided.

4.       Information about instructor or course policies, including the course grading policy is provided.

5.       Before starting an online program, students are advised about the program to determine if they possess the self-motivation, time and commitment to learn at a distance. 

6.       Students have access to timely, effective technical support.

7.       Students have access to academic and administrative services, including tutoring, to address their academic and developmental needs.

8.       Students using online learning have electronic access to learning resources, including library, and services.

9.       Accomodations for learning disabilities are provided.

10.   Counseling services for individual learner needs.

11.   Student complaint processes are clearly defined and can be used electronically.

12.   Information about institutional policies with which the student is expected to comply.

IV.              FACULTY  SUPPORT STANDARDS

1.       Instructors are prepared to teach online courses. The institution requires faculty training, and/or participation in mentoring programs for both online instruction and the use of the learning management system.

2.       The institution provides timely and effective technical support.

3.       Availability of up-to-date learning management tools.

4.       Faculty receive training and/or tutorial materials related to College policies, e.g. Fair Use, plagiarism, student conduct and other relevant legal concepts.

5.       Regular feedback protocols regarding faculty performance are in place.

6.       Faculty are provided with access to professional development opportunities related to online teaching and learning.

V.                 EVALUATION STANDARDS

1.       The institution/program regularly collect and analyze data based on national, state, and/or program metrics and principles of good practice.

2.       Enrollment and retention are examined and reviewed on a regular basis.

3.       The institution/program use clearly articulated measures to evaluate its learners.

4.       The institution/program measure student achievement and satisfaction based on valid and reliable assessment techniques.

5.       The institution/program evaluate faculty to assure instructional quality, using clear, consistent policies, measures and procedures.

6.       The institution/program periodically evaluate courses to ensure quality, consistency with the curriculum, currency, and advancement of the student learning outcomes.

7.       Periodic evaluation of the effectiveness of the course learning management system.

8.       Regular evaluation of any externally developed components of the online program.

9.       The online program uses strategic, long-range and operational planning and evaluation to continuously improve its educational programs and services.

10.   Evaluation results are shared with program stakeholders.

11.   The online program establishes a culture of continual program improvement that is based on:

1. Advancement of the program’s vision and mission
2. Student achievement
3. Current scholarship in the relevant academic disciplines as well as in teaching and learning practice

12.   The online program establishes a culture of continual program improvement that includes provisions for:

1. Satisfaction surveys by students
2. Evaluation of curriculum and instruction as it relates to student achievement
3. Regular online faculty performance evaluations
4. Reviewing and updating policies and procedures
5. Reviewing appropriateness, effectiveness and quality of teaching and learning technologies
6. Regular online course reviews

13.   The online program uses data effectively to drive instructional and management decision making