QUALITY DISTRIBUTED LEARNING
Honolulu Community College offers a number of Internet-delivered classes that are fully online as well as web-supported classes and classes taught via videoconferencing to meet the different learning styles and educational needs of our undergraduate and graduate students. The Distributed Learning program is dedicated to following the guidelines, principles, and best practices promoted by WASC and The Institute for Higher Education Policy.

Benchmarks of Quality
Honolulu Community College Distributed Learning program is dedicated to ensuring that all elements of a quality education program are included. A recent report published by The Institute for Higher Education Policy and commissioned by the National Education Association and Blackboard Inc. titled "Quality On the Line: Benchmarks for Success in Internet-Based Distance Education," identified benchmarks considered essential to ensuring excellence in Internet-based distance learning. "The benchmarks distill the best strategies used by colleges and universities that are actively engaged in online learning, ensuring quality for the students and faculty who use it. This area of study is particularly important considering the breakneck pace of growth in Internet-based distance learning."

Institutional Support Benchmarks

1. A documented technology plan that includes electronic security measures to ensure both quality standards and the integrity and validity of information.
2. The reliability of the technology delivery system is as failsafe as possible.
3. A centralized system provides support for building and maintaining the distance education infrastructure.

Course Development Benchmarks

1. Guidelines regarding minimum standards are used for course development, design, and delivery.
2. Learning outcomes determine the technology being used to deliver course content.
3. Instructional materials are reviewed periodically to ensure they meet program standards.
4. Courses are designed to require students to engage in higher-order thinking skills (analysis, synthesis, and evaluation) as part of their course and program requirements.
5. All courses are clearly and consistently linked to HCC's academic standards.

Teaching/Learning Benchmarks

1. Student interaction with faculty and with other students is an essential characteristic and is facilitated through a variety of ways, include voice-mail and/or e-mail.
2. Feedback to student questions and assignments is constructive and provided in a timely manner.
3. Students are instructed in the proper methods of effective research, including assessment of the validity of resources.

Course Structure Benchmarks

1. Before starting an online course, students are advised about the course to determine if f they possess the self-motivation and commitment to learn at a distance and if they have access to the technology required by the course design.
2. Students are provided with supplemental course information, including course objectives, concepts, and ideas; and learning outcomes for each course are summarized in a clearly written, straightforward statement.
3. Students have access to sufficient library resources that may include a "virtual library" accessible through the World Wide Web.
4. Faculty and students agree upon expectations regarding times for student assignment completion and faculty response.

Student Support Benchmarks

1. Students receive information about the course and/or program, including admission requirements, tuition and fees, books and supplies, technical and proctoring requirements, and student support services.
2. Students are provided with hands-on training and information to aid them in securing material through electronic databases, interlibrary loans, government archives, new services, and other sources.
3. Students have access to technical assistance and convenient access to technical support staff.
4. Questions directed to student service personnel are answered quickly and accurately, with a structured system in place to address student complaints.

Faculty Support Benchmarks

1. Technical assistance in course development is available to faculty, who are encouraged to use it.
2. Faculty members are assisted in the transition from classroom teaching to online instruction and are assessed throughout the process.
3. Faculty training and assistance, including peer monitoring, continues through the progression of the online course.
4. Faculty are provided with resources to deal with issues arising from student use of electronically-accessed data.

Evaluation and Assessment Benchmarks

1. The educational effectiveness and the teaching and learning process for all online courses is assessed through an evaluation process that uses several methods and applies specific standards.
2. Data on enrollment, costs, and successful/innovative uses of technology are used to evaluate program effectiveness.
3. Intended learning outcomes are reviewed regularly to ensure clarity, utility, and appropriateness.

WASC Best Practices for Electronically Offered Degree and Certificate Programs
The WASC Report on Best Practices is divided into five areas of institutional activity relevant to distance education:

1. Institutional Context and Commitment
2. Curriculum and Instruction
3. Faculty Support
4. Student Support
5. Evaluation and Assessment

BEST PRACTICES/ ACCREDITATION
Accreditation and Assuring Quality in Distance Learning Council for Higher Education Accreditation CHEA Monograph 2002 PDF

Good Practices For Electronically Offered Degree and Certificate Programs These Good Practices have been developed by the eight regional accrediting commissions in response to the emergence of technologically mediated instruction offered at a distance as an important component of higher education. WICHE Monograph 2001 PDF

EDUCAUSE Information Technology and Accreditation in the United States EDUCAUSE Monograph 2002 PDF

GENERAL INFORMATION
Section 508 is a part of the Rehabilitation Act of 1973, which requires that electronic and information technology developed, procured, maintained or used by the Federal government be accessible to people with disabilities. States which were recipients of Federal funds under the State Tech Act Grant must also comply with the Access Board standards for Electronic and Information Technology. California was a recipient of such funds. http://www.section508.gov/

Distance Education Guidelines for Students with Disabilities (California Community College System) http://www.htctu.fhda.edu/publications/guidelines/distance_ed/disted.htm

Creating Video and Multimedia Products that are Accessible to People with Sensory Impairments
http://www.washington.edu/doit/Brochures/Technology/vid_sensory.html

http://www.csun.edu/~comp508/

TELECOURSES (closed/open captioning)
Captioning Defined: http://en.wikipedia.org/wiki/Closed_captioning

Federal Communications Commission http://www.fcc.gov/cgb/dro/caption.html

Captioning FAQ http://robson.org/capfaq/

WEBSITE REQUIREMENTS
These provisions of the standards provide the requirements that must be followed by Federal agencies when producing web pages. These provisions apply unless doing so would impose an undue burden.

http://www.access-board.gov/sec508/guide/1194.22.htm

Captioning video on the world wide web:
http://www.firstmonday.dk/issues/issue3/freed/

Web Content Accessibility Guidelines Working Group (WCAG WG) http://www.w3.org/WAI/GL/

Web Accessibility and Individuals with Disabilities in Postsecondary Education: The Legal Issues
http://www.washington.edu/accessit/webpslegal.html
Does the information on public websites, intranets, and distance learning courses at postsecondary institutions (colleges, universities, and vocational technical schools) have to be accessible to individuals with disabilities? The short answer to this is yes. The Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973 (§504) prohibit postsecondary institutions from discriminating against individuals with disabilities. The Office for Civil Rights (OCR) in the U.S. Department of Education has indicated through complaint resolution agreements and other documents that institutions covered by the ADA and §504 that use the Internet for communication regarding their programs, goods, or services, must make that information accessible. In an OCR settlement agreement, the federal agency stated that whether the communication is via media, print, or the Internet, postsecondary institutions must "effectively communicate" with individuals with disabilities including students, faculty, staff and the wider community. (OCR 09-95-2206.RES)