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4) Faculty Support

A.

Distance Course Development. The following are important components of successful faculty support of distance course development:

Instructional design. The college provides assistance with distance course instructional design and technical issues and faculty are encouraged to use these resources.

Learning objects. The college supports the development of learning objects for use in distance courses and programs, provides assistance with creating them, and promotes methods and strategies for effectively incorporating them in distance learning.   

Preparation. The college supports the development of faculty creating distance courses. Opportunities are provided for faculty to learn and practice the skills needed to effectively create distance courses.

Technology support systems. The college supports distance course technologies by providing resources for new and emerging technologies and technical assistance with hardware and software.

Policies. The college’s distance education policies are clear concerning ownership of instructional materials, faculty compensation, copyright issues, and utilization of revenue derived from the creation and production of distance education courses and course components.

B.

Distance Course Delivery. The following are important components of successful faculty support of distance course delivery:

Preparation. Preparation addressing distance-related delivery of courses is available to faculty teaching these courses. Ideally, this preparation includes a series of innovative options such as online tutorials and learning objects available “anytime and anyplace.”

Experience. Faculty demonstrate mastery of competencies related to teaching in the specific delivery mode of the courses they are teaching and have participated in a distance course delivered in the mode they are teaching.

Transition Assistance. Faculty are assisted in the transition from classroom teaching to distance teaching.

Technical Assistance. Technical assistance is available to faculty teaching distance courses.

Communication technology. Technologies for enhancing faculty-student communication in distance courses are supported by the college and student-to-student and student-to-faculty interaction and feedback is facilitated and encouraged.

Class size. Determination of class size for distance learning courses should be based on best practice in adult learning theory to ensure student success.

C.

Distance Course Continuous Improvement. The following are important

components of continuous improvement of distance courses and programs:

Student feedback. A student feedback/course evaluation form is administered at least twice (mid-term and end-of-term) during distance courses and results are used to improve teaching and learning in the course.

Professional development. Faculty teaching distance courses participate with other distance faculty in professional development opportunities related to improving distance education.

WTCS Distance Learning Guidelines

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