Introduction
UCA is committed to providing the instructional, administrative, financial, technological, and student services support to serve learners, faculty, and staff engaged with online learning. The Center for Teaching Excellence (CTE) is part of Academic Affairs and is committed to providing the internal structure for the design and development of high-quality online courses.
The items within this webpage detail the processes and procedures for designing and developing online learning at the University of Central Arkansas (UCA).
Vision and Mission
UCA Online supports the mission, goals, and objectives of the University of Central Arkansas. UCA Online will expand access to courses, degrees, certificates, and student support services delivered using state-of-the-art distance technology and sound pedagogical methods for on and off campus students.
UCA Online provides leadership and support in the development, delivery, evaluation, and assessment of student-centered educational opportunities and ensures access to high- quality courses, degrees, certificates, and student support services delivered using state-of-the- art distance technology and sound pedagogical methods.
Definitions
The following are definitions utilized at UCA for teaching and learning delivered at a distance via web-based technologies to students separated from the instructor and that supports regular and substantive interaction between the instructor and the students, either synchronously or asynchronously.
Seat time is defined as any class meeting at a specified location and at a specific time.
Online Course
Any course that is delivered via web-based technologies and requires no seat time. In- person attendance may be required for certain activities such as clinical or field experience and internship hours. Proctored exams may be required but will not involve seat time. Online courses maintain regular and substantive interaction between the instructor and the students. Online courses are offered through UCA’s Learning Management System (e.g. Blackboard). Online courses are designated in Banner with the Instructional Method Distance Education Asynchronous (DEAS) and Distance Education Synchronous (DESY).
Online Courses Designated in Banner (DEAS and DESY)
If virtual synchronous sessions are required, the dates and times of each virtual session should be listed in the notes section of Banner and in the course syllabus. If any of the virtual synchronous sessions meeting dates and times are to be determined (TBD) after the start of the semester, TBD meeting dates and times should be released to enrolled students before the end of the drop/add period each semester.
Hybrid Course
Any course in which some portion of class seat time has been replaced by online academic activities. A hybrid course requires seat time (one or more class meeting) with the remaining activities occurring online. In-person attendance may be required for certain activities such as clinical or field experience and internship hours. Hybrid courses maintain regular and substantive interaction between the instructor and the students. Hybrid courses are offered through UCA’s Learning Management System (e.g. Blackboard). Hybrid courses are designated in Banner with the Instructional Method Hybrid (HYBR).
Hybrid Courses Designated in Banner (HYBR)
On-campus meeting dates and times should be listed in the notes section of Banner and in the course syllabus. If any of the on-campus class meeting dates and times are to be determined (TBD) after the start of the semester, TBD meeting dates and times should be released to enrolled students before the end of the drop/add period each semester.
Web-Enhanced Course (Traditional)
A web-enhanced course is any traditional face-to-face course that includes online student resources, but no seat time is being replaced by online activities. Adding content to UCA’s Learning Management System (e.g. Blackboard) to supplement a traditional face-to-face course does not require review and approval through the curriculum development process. Traditional face-to-face courses are designated in Banner with the Instructional Method Traditional (TRAD).
UCA Online Programs and Courses
Undergraduate Programs
Programs offered at the undergraduate level are designed as online degree completion programs covering the final 60 credits hours of the degree. These degree programs are open to undergraduate students seeking to complete their bachelor’s degree. Students may be considered for transfer admission if they meet the following criteria:
- Completed 24 or more semester transferable credit hours at an accredited college or university at time of application unless otherwise specified by the degree program.
- Minimum cumulative 2.0 grade point average (GPA) on all coursework from all previously attended colleges/universities.
Students with less than 60 transferable credit hours are advised to work with a UCA academic advisor after their transcripts have been evaluated by the Registrar and Transfer Services. UCA Online collaborates with the Director of Transfer Services to establish successful articulation agreements which will allow students completing associate degrees at two-year institutions to complete bachelor’s degrees at UCA.
Onboarding of New Online Programs – What is this process??
UCA does not require any academic course or program to move to the online format. The Director of Online Learning works in partnership with the academic deans and department chairs to identify potential programs for online delivery. In order for a program to be delivered online, the department chair must contact the Director of Online Learning and request a program analysis. During this process, the department chair, academic dean, Associate Provost for Academic Success, and the Director of Online Learning will assess the program to determine if it is a viable online endeavor. Some of the areas of focus in this assessment will include: a potential market of the degree program, feasibility for the development of online delivery, and faculty interest in converting courses to an online format. Once the analysis is completed, the department chair, academic dean, Associate Provost for Academic Success, and the Director of Online Learning will make a determination as to the viability of the program to convert to online delivery and establish a timeline for delivery of the program.
Academic Rigor
Online courses at UCA maintain the same level of quality and rigor as their face-to-face counterparts. The goal of UCA Online is to provide the same high-quality academic experience received by traditional UCA students. Online courses are designed and developed utilizing existing or new curriculum and learning outcomes. Courses and programs not previously approved to deliver online through the UCA curriculum approval process will be required to submit the proper form to receive approval.
1. Curriculum Form U2-O (Appendix A), Undergraduate Program or Course Conversion to Online or Hybrid Delivery (updated 2015-11-27).
2. Curriculum Form G2-O (Appendix B), Graduate Course or Program Conversion to Online or Hybrid Delivery (updated 2015-11-27).
Online delivery of 50% or more of a degree or certificate program requires notification to the UCA Board of Trustees and the Arkansas Higher Education Coordinating Board using ADHE Form LON-13 (Appendix C).
Course Loads
Online courses taught by faculty are considered part of their regular teaching load or as an overload. As such, if enrollment exceeds the available load of the department for online courses, the department is responsible for determining how best to deliver the additional sections.
Online Course Design and Development Process
The goal of the UCA Online Course Development Process (Appendix D) is to provide a collaborative approach to online course design and development that combines sound online pedagogy with the academic rigor and excellence expected of University of Central Arkansas courses. The process of creating a new online course or converting a face-to-face course to an online course can be time-consuming and demanding. To facilitate this process, faculty members are partnered with an Instructional Designer in the CTE who assists with the design and development of the online course using the UCA Online Course Development Process. The UCA Online Course Development Process is based on best practices and research in the field of distance education. During the design and development process, the course learning activities and interactions, the course resources and materials, the instructional technologies, and the course assessments are adapted, if necessary, to accommodate online delivery of the content.
Course Planning Grid
The Course Planning Grid (Appendix E) is an integral part of the Online Course Development Process. The Course Planning Grid allows faculty to establish module level learning outcomes and align them with the course learning activities and interactions, the course resources and materials, the instructional technologies, and the course assessments. Establishing learning outcomes before the course is developed helps to clarify learning expectations and content for the students.
Checklist for Online Courses
This checklist (Appendix F) is completed by an instructional designer and shared with the faculty member after a course is developed and before the course is taught for the first time. Many of the components from the checklist are pre-designed into the UCA Online Interface. The checklist is one step in the quality assurance process being developed for online courses.
Online Interface
The UCA Online Interface enables faculty to construct courses in conjunction with the UCA Online Course Development Process that is easily customized without requiring advanced web design/development or technology skills. The UCA Online Interface is built into Blackboard Learn, UCA’s Course Management System. The Online Interface provides consistency in both navigation and structure while offering continuity for learners regardless of the course discipline. This approach empowers faculty to focus on the content, the learning outcomes, and the instructional strategies rather than being concerned about graphic design elements, layout, navigation, typography, and usability.
Faculty Guidelines for Regular and Substantive Interaction
The US Department of Education and the Higher Learning Commission (HLC) have defined the difference between “distance education” and “correspondence education” based on the “regular and substantive interaction between the students and the instructor.” A distance education course contains regular and substantive interaction between the students and the instructor while a correspondence course does not. The definition also makes clear that the interaction cannot be primarily initiated by the student. UCA is not authorized to offer correspondence courses. Consequently, regular and substantive interaction (Appendix G) is required in all online and hybrid course sections taught at UCA to distinguish UCA’s online and hybrid courses from correspondence courses.
Distance Education
US Department of Education Definition for Distance Education:
Education that uses one or more technologies listed below to deliver instruction to students who are separated from the instructor(s), and to support regular and substantive interaction between the students and the instructor(s), either synchronously or asynchronously.
- Technologies used for instruction may include the following:
- Internet;
- One-way and two-way transmissions through open broadcasts, closed circuit, cable, microwave, broadband lines, fiber optics, satellite or wireless communication devices;
- Audio conferencing; or
- Other media used in a course in conjunction with any of the technologies listed above.
- For the purposes of this definition, an instructor is an individual responsible for delivering course content and who meets the qualifications for instruction established by the institutions’ accrediting agency.
- For the purposes of this definition, substantive interaction is engaging students in teaching, learning, and assessment, consistent with the content under discussion, and also includes at least two of the following:
- Providing direct instruction;
- Assessing or providing feedback on a student’s coursework;
- Providing information or responding to questions about the content of a course or competency;
- Facilitating a group discussion regarding the content or competency;
- Other instructional activities approved by the institution’s or program’s accrediting agency.
- An institution ensures regular interaction between a student and an instructor(s) by, prior to the student’s completion of a course or competency-
- Providing the opportunity for substantive interactions with the student on a predictable and scheduled basis commensurate with the length of time and the amount of content in the course or competency; and
- Monitoring the student’s academic engagement and success and ensuring that an instructor is responsible for promptly and proactively engaging in substantive interaction with the student when needed, on the basis of such monitoring, or upon request by the student.
HLC Definition for Distance Education:
Education that uses one or more of the technologies listed below to deliver instruction to students who are separated from the instructor and to support regular and substantive interaction between the students and the instructor, either synchronously or asynchronously. The technologies may include:
- Internet.
- One-way and two-way transmissions through open broadcast, closed circuit, cable, microwave, broadband lines, fiber optics, satellite or wireless communications devices.
- Audio conferencing.
- Video cassettes, DVDs and CD-ROMs, if the cassettes, DVDs or CD-ROMs are used in a course in conjunction with any of the technologies listed above.
HLC Definition for Correspondence Education:
- Education provided through one or more courses by an institution under which the institution provides instructional materials by mail or electronic transmission, including examinations on the materials, to students who are separated from the instructor.
- Interaction between the instructor and the student is limited, is not regular and substantive, and is primarily initiated by the student.
- Correspondence courses are typically self-paced.
- Correspondence education is not distance education.
Faculty Rights
University of Central Arkansas Board Policy 409 Intellectual Property Rights for Online and Hybrid Course Content
Board Policy 409 (Appendix H) addresses the usage of and rights associated with online and hybrid course content and materials developed for UCA. The purpose of this policy is to protect the rights of faculty, students, and the university, and to ensure the development of quality online and hybrid courses.
University of Central Arkansas Board Policy 409 Electronic/Digital Course Materials for Online Courses Work for Hire Agreement
In accordance with University of Central Arkansas Board Policy 409, UCA shall have the absolute, unrestricted right to use electronic/digital course materials developed for online courses and hybrid courses created by faculty as a “Work for Hire.” The Electronic/Digital Course Materials for Online Courses Work for Hire Agreement (Appendix I) stipulates the services and considerations for the work to be created.
Security of Online Programs and Courses
Verification of the Identity of Student in Distance Education
In compliance with the Higher Education Opportunity Act (HEOA) of 2008 and Higher Learning Commission Policy 3.12, University of Central Arkansas (UCA) has established and will periodically review a process to determine that the student who originally enrolled in a distance education course or program is the same student submitting assignments, taking exams and receiving the academic credit. UCA meets or exceeds the standards through the following procedures:
- Every student enrolled at UCA is given a secure login and personal identification passcode to access their MyUCA account.
- To enroll in courses, students must utilize their secure MyUCA student login and passcode.
- The use of a secure login and passcode is required to access all distance education courses offered through UCA’s course management system. The login and passcode system provides security and privacy for all course work and exams.
- Video recording capability during non-proctored online exams is available.
- Writing style software for anti-plagiarism can be utilized.
- A custom browser that locks down the online testing environment within UCA’s course management system.
UCA will implement new or other technologies and practices that are effective in verifying student identification in accordance with federal and state regulations when financially feasible and available. UCA will make every possible attempt to protect student privacy and will report students who falsify their identity on any UCA documentation. Incidents will be reported to the Office of the Inspector General of the U.S. Department of Education.
Academic Integrity and Student Policies
Online students are held to same standards for academic integrity and adhering to student policies as any student attending UCA. All students should read and be familiar with the requisite policies of their degree program in the current Academic Bulletin and the policies of the UCA Student Handbook, including the Academic Integrity policy (Board Policy 709) and the Sexual Misconduct policy (Board Policy 511).
Test Security
A valid concern for any instructor teaching an online course is the integrity of the assessment process. UCA has several options available to assist with test security in online courses:
- Respondus LockDown Browser (LDB) protects the integrity of a test by locking down the student’s computer allowing nothing to be done except completing the exam (no print, save/capture, web-browse, or software).
- Respondus Monitor works in conjunction with LDB to use a student’s webcam to record the video/audio during exam completion. A specific startup sequence requires a student photo with ID card, an environment check, and acceptance of academic integrity policy.
UCA Online Course Proctor Policy
The purpose of the UCA Online Course Proctor Policy (Appendix J) is to comply with federal regulations (Chapter 34, §602.17(g)(2)) and provide clear and consistent guidelines for the University of Central Arkansas faculty regarding remote proctoring for online course exams.
Plagiarism
SafeAssign is a service that checks student papers against the Internet, ProQuest ABI/Inform database, institutional document archives (papers submitted at UCA), and SafeAssign’s Global Reference Database (Blackboard students’ voluntarily submitted work).
As new technologies become available and cost-effective, UCA Online will evaluate these technologies with input from faculty, students, and the campus community.
Appendices
Appendix A – Undergraduate Curriculum Change: Conversion or Hybrid Delivery
Appendix B – Graduate Curriculum Change: Conversion to Online or Hybrid Delivery
Appendix C – Letter of Notification 13: Existing Certificate or Degree Offered via Distance Technology
Appendix D – Online Course Development Process (this will be rewritten)
Appendix E – Online Planning Grid
Appendix F – Checklist for Online_Courses
Appendix G – Regular and Substantiative Interaction
Appendix H – UCA Board Policy 409
Appendix I – Board Policy 409 – Work for hire agreement
Appendix J – UCA Online Course Proctor Policy