Educational Policy Recommendations   Commission on Higher Education Middle States Association of Colleges and Schools (1997) Based on WICHE Principles (1995) Principles of Good Practice Although the Commission on Higher Education has affirmed that separate standards would not be established for distance learning programs, it is nonetheless important to acknowledge that there are issues unique to distance learning and the use of electronic delivery systems that require attention. Furthermore, there is a need to develop common benchmark principles of good practice that transcend regional or geographic boundaries regarding academic quality, outcomes, and program integrity. Within this context, the Middle States Commission on Higher Education endorses the Principles of Good Practice for Electronically Offered Academic Degree and Certificate Programs ("Principles") set forth below, developed by the Western Cooperative for Educational Telecommunications project of the Western Interstate Commission on Higher Education (WICHE) The Principles specifically address the provision of electronically offered programs, and even thought not all distance learning programs utilize technology to deliver instruction, it is nonetheless important to aid institutions as they begin to deal with this evolving aspect of "distance" learning. The Commission on Higher Education affirms that its standards, policies, procedures, guidelines and other requirements relevant to distance learning are consistent with and incorporate the Principles. Several Assumptions form the basis for these Principles: The electronically offered program is provided by or through an institution that is accredited by a nationally recognized accrediting body. The institution's programs holding specialized accreditation meet the same requirements when offered electronically. The institution may be a traditional higher education institution, a consortium of such institutions, or another type of organization or entity. These Principles address programs rather than individual courses. It is the institution's responsibility to review educational programs it provides via technology in terms of its own internally applied definitions of these Principles.   Principles of Good Practice for Electronically Offered Academic Degree and Certificate Programs Curriculum and Instruction Each program of study results in learning outcomes appropriate to the rigor and breadth of the degree or certificate awarded. An electronically offered degree or certificate program is coherent and complete. The program provides for appropriate real-time or delayed interaction between faculty and students and among students. Qualified faculty provide appropriate oversight of the program electronically offered. Institutional Context and Commitment Role and Mission The program is consistent with the institution's role and mission. Review and approval processes ensure the appropriateness of the technology being used to meet the program's objectives. Faculty Support The program provides faculty support services specifically related to teaching via an electronic system The program provides training for faculty who teach via the use of technology. Resources for Learning The program ensures that appropriate learning resources are available to students. Students and Student Services The program provides students with clear, complete, and timely information on the curriculum, course and degree requirements, nature of faculty/student interaction, assumptions about technology competence and skills, technical equipment requirements, availability of academic support services and financial aid resources, ad costs and payment policies. Enrolled students have reasonable and adequate access to the range of student services to support their learning. Accepted students have the background, knowledge, and technical skills needed to undertake the program. Advertising, recruiting, and admissions materials clearly and accurately represent the program and the services available. Commitment to Support Policies for faculty evaluation include appropriate consideration of teaching and scholarly activities related to electronically offered programs. The institution demonstrates a commitment to ongoing support, both financial and technical, and to continuation of the program for a period sufficient to enable students to complete a degree/certificate. Evaluation and Assessment The institution evaluates the program's educational effectiveness, including assessments of student learning outcomes, student retention, and student a d faculty satisfaction. Students have access to such program evaluation data. The institution provides for assessment and documentation of student achievement in each course and at completion of the program. (These Principles were adopted by WICHE June, 6, 1995)   Council of Chief State School Officers Policy Statement (1991) Improving Student Performance Through Learning Technologies Potential: Learning technologies have an enormous capacity to support and advance restructuring of teaching and learning. Our nation must use technology's potential to improve elementary and secondary education and to provide all learners with the knowledge, skills and experience they need to be responsible and caring family members, productive workers and informed global citizens. "Learning technologies" encompass a wide range of equipment and applications that directly or indirectly affect student performance. Learning technologies range from ordinary telephones, which connect parents with teachers to complex networks of satellites, cable and fiber optics, which deliver interactive, multimedia learning opportunities. Technologies are tools. Their power as learning instruments is not inherent; their effectiveness is derived from the teachers and students who use them. This effectiveness is measured by whether they improve student performance and help students reach their full potential. Technologies offer information in a variety of formats - text,video and audio - so students can use the medium most effective for their learning. General or standard transmission of information through the technologies enables teachers to focus their energies on coaching students with their individual growth. Teachers can give special attention to certain individuals without neglecting the progress of others who are successfully guiding their own learning. Technologies enable students working individually or in small groups to take advantage of vast sources of information and work with complex connections among varied disciplines. Technologies stimulate students as active learners controlling the pace and direction of content, questions and responses. Learning technologies can provide students and teachers equitable access to learning no matter the geographic location or fixed resources of the school. Telecommunications provide students and teachers with the information resources of distant libraries, museums and universities. Telecommunications offer courses, degree programs and career development. Learning technologies expand the opportunities of teachers, students and parents to connect learning activities in school with those in homes, community centers and other institutions. They provide access to colleagues and specialists around the world and connect student work to the problems and real work of other students and adults. Learning technologies are the tools for productive, high-performance workers in the 21st century. In the "Information Age," the work force must be prepared to manage substantial amounts of information, analyze complicated situations for decision making, and react rapidly in a well-informed manner. Equitable availability of learning technologies is essential to prepare students to be adults with access to productive employment and community and political power. To keep up with the tools of the future workplace and the technologies of the home, all students must have access to them and master their use. Technologies are productive tools for teachers and administrators to automate record-keeping, student information and data for accountability. They help provide convenient and timely access to essential information on student outcomes thereby helping teachers tailor instructional programs to meet specific student needs. State Action Most states, districts and schools have successfully used some technologies to develop effective, exciting and innovative learning environments. To stimulate systemic change and move beyond isolated model programs toward widespread integration of technology into learning, we must commit our efforts to these activities; planning at the state and local levels; funding; ensuring equitable access to technology; human resource training and support; expanding telecommunications networks; developing technology-based assessment tools; and establishing national leadership for learning technologies. To realize the potential for learning technologies, states must take action, both individually and together, as stated in the following "recommendations for Implementation." States are at different stages in the development and use of learning technologies. Some have made bold moves or are ready to make a quantum leap in their actions. Many have completed steps such as those recommended below. Where bold actions have been taken they are applauded as examples for other states to emulate. The comprehensive order of this papers is in no way intended to slow progress of any state to back-track or adjust the previous actions to the systemic approach suggested here. Quite the contrary, the intention is to encourage the leaders who have accomplished certain steps to maintain their leadership toward complete implementation. The recommendations that follow provide guidance for a comprehensive approach to incorporating technologies into the center of teaching and learning. These are generic proposals, intended for all states but not detailed to apply to any specific state. Each state must develop its own application, informed by this comprehensive design and cognizant that each of the components must be included in some form to ensure a complete and effective state strategy. Next   from "A Technical Guide to Teleconferencing and Distance Learning," 3rd edition