Development of Standards for 
Enhanced Courses at APSU







Abstract: 
During the fall of 2004 semester, the APSU Online Committee saw that a need for enhanced course standards existed. A sub-committee, created by the Online Committee, investigated current research on standards for blended courses. They looked into what other institutes of higher education were doing using standards, pulled from the research those concepts that were applicable to APSU and suggested a set of standards for the Online Committee at APSU to follow when developing and implementing a blended course. The Committee chose which of the standards fit best with APSU and how they would implement the standards at the university. 
      
      
      
      
Samantha Penney
Center for Extended & 
Distance Education
Austin Peay State University
Instructional Technologist
PO Box 4717
Clarksville, TN 37044
(931) 221-6397
penneys@apsu.edu
      
In October of 2004, The Online Committee at Austin Peay State University met to discuss the needs of the university. One of the resulting discussions was on the "variety of permutations found in the APSU E-courses." The discussion also questioned what an E-course was and what policies should be used to determine an E-course. The Online Committee charged a subcommittee with investigating and developing these themes.
      Two main reasons for the Committees concerns were the increase in students for fall 2004 semester and the consternation of quality education at APSU. The committee members felt that with a 14% increase in enrollment for the fall and another projected increase in the spring that more students would be looking to online for educational opportunities. There was also discussion on how to maintain the standards or quality found in a face-to-face classroom as opposed to a classroom found online. 
      There is quite a bit of a difference between a face-to-face classroom and an online classroom. In a white paper written by Epic Group it describes online learning content as "in your face and has no where to hide." (Clark 2003) The description of the content in a face-to-face classroom differs a bit. It is described as "hidden behind a teacher as trainer who mediates the learning." Clark also stated that “good online content comes in a variety of guises from simple documents to fully immersive simulations. It must not be written off as irrelevant nor should it be written off on the grounds of some of it being of poor quality. “(Clark 2003)
      The next logical question is what to include in the content. Bersin and Associates found “a variety of methodologies” work best. (Associates 2003) They discovered that “the simplest approach is to create electronic content and ‘surround’ it with human interactive content.” The results of this approach is “e-learning with human enables you to create high interest, accountability, and real assessment of the results of the e-learning program.” (Associates 2003)
      Carnevale conducted a study that showed “that some aspects of distance-education instruction that were considered novelties a few years ago are now thought of as essentials for a good course…” (Carnevale 2000) The novelties that he speaks of are “regular interaction between instructors and students, a student-centered approach, and built-in opportunities for students to learn on their own.”  (Carnevale 2000)
He also learned from the study that “the instructor must be willing to field questions and engage students in group discussions,” (Carnevale 2000)
   After sifting through the research and examples from other universities, the subcommittee submitted some proposed definitions and policies. The Online Committee accepted and approved the definitions and policies. The definition for an APSU Enhanced Course is as follows:
I. APSU Enhanced Courses Definition
The definition of an enhanced course at APSU is an electronically supported instructional process that creates, fosters, delivers, assesses, or facilitates learning. An enhanced, or E-Course, should be used by instructors for other than the sole purpose of convenience, when it is appropriately necessary to use the tools of a course management system, and when it is used in accordance with the purpose of a course management system. The purpose of a course management system is defined as to protect the confidentiality of course content and documents, to provide an online community for enrolled students, and to provide protected, online access to fair use materials. 

II. APSU Web Courses Definition
The definition of a web course at APSU is an electronically supported instructional process that creates, fosters, delivers, assesses, and facilitates, student-centered interactive learning anytime and anyplace. This instructional process, or course, does not meet face to face as part of a regular schedule; is designed and developed with e-learning pedagogy; and is delivered through a Course Management System such as Blackboard or WebCT.

III. Creation/Copying Policy for Enhanced Courses
a. The Instructional Technologist will send out an email 4 weeks before the end of the semester.
b. The faculty must fill out and return, designating which web and enhanced courses should be copied into the new semester. 
i. The form will also designate which new course shells need to be created. 
ii. The form is to be returned 3 weeks before the end of the semester. 
c. It is expected that all course requests will be received by the Instructional Technologist before the first day of classes. 
i. After the first day of classes, course creation will be based on a case by case basis according to other considerations, such as workload. 
ii. After the 3rd week of the semester, no more courses will be created. 
iii. Shells may be created in advance of the current semester as requested by the instructor per email to the Instructional Technologist. 

IV. Creation/Copying Policy for Contracted Web Courses
a. The Instructional Technologist or a representative will send out an email 4 weeks before the end of the semester.
b. The faculty must fill out and return designating which web and enhanced courses should be copied into the new semester. 
i. The form will also designate which new course shells need to be created. 
ii. The form is to be returned 3 weeks before the end of the semester.
c. It is expected that all course requests will be received by the Instructional Technologist before the first day of classes. 
i. After the first day of classes, course creation will be based on a case by case basis according to other considerations, such as workload. 
ii. After the 1st week of the semester, no more courses will be created. 
iii. Shells may be created in advance of the current semester as requested by the instructor per email to the instructional technologist. 

V. Creation Policy for New Web Courses
The Center for Extended and Distance Education will upon completion of course development and after the first semester the course is taught, pay the developer up to $2500 for an instructor originated developed course. For a course that uses a course content developed by another company or individual, pay will be determined by amount of instructor originated material added to the cartridge. You will need to fill out the following forms and submit them to the Dean of Extended and Distance Education, P.O. Box 4678:
a. APSU Online Contract Samples, you may select the most appropriate of the five options.  This form must be printed, completed, and submitted. 
b. Distance Education Course Proposal Sheet, print this form, complete it and forward the completed proposal with the appropriate contract.  
c. Distance Education Course Adaptation Form, print this form, complete it and forward along with other forms. The proposal sheet and contract will be reviewed by the Dean of Extended and Distance Education and the Instructional Technologist.  
d. Evaluation of Course by Course Developer (Self Evaluation), please fill out and submit this form to the Dean of Extended and Distance Education and the Instructional Technologist, after the course is developed and before the beginning of the semester in which it will be taught. 
e. Evaluation of Course by Peer (Peer Review Evaluation), please have a peer chosen by the department fill out and submit this form to the Dean of Extended and Distance Education and the Instructional Technologist, after the course is developed and before the beginning of the semester in which it will be taught.
f. Evaluation of Course by Chair (Chair Evaluation), please have your Department Chair fill out and submit this form to the Dean of Extended and Distance Education and the Instructional Technologist, after the course is developed and before the beginning of the semester in which it will be taught.
VI. Web Course Administration Policy
It is the responsibility of the contracted course developer to administer the course during the contract duration. Thus the course developer is responsible for maintaining and updating the course content and calendars every semester the course is taught. The instructor who teaches the course is responsible for daily maintenance of the course in regards to the instructional aspects of the course, including updating staff contact information and communication with students.  

VII. Enhanced Course Administration Policy
The individual instructors are responsible for maintaining and updating the course content and information in their courses each semester the course is used. They are also responsible for notifying the Instructional Technologist when they wish to remove, copy or create a course. 

VIII. Enhanced Course Delivery Policy
a. An enhanced course should consist of using 3 or more of the following items:
i. Discussion board
ii. Virtual whiteboard
iii. Online chat session
iv. Course document section
v. Course information section
vi. Assignment section
vii. Test manager
viii. Grade book 
ix. Digital drop box
x. E-mail
xi. Syllabus
b. It is recommended that the instructor log in to the course several times a week to address emails, respond to students’ concerns or questions, and update course information. 

IX. Web Course Delivery Policy
a. A web course should consist of using all of the following items:
i. Discussion board
ii. Course document section
iii. Course information section
iv. Assignment section
v. Grade book 
vi. E-mail
b. A web course may consist of using more than one of the following items:
i. Virtual whiteboard
ii. Online chat session
iii. Test manager
iv. Digital drop box
v. Course Calendar
vi. External links
c. The instructor is required to log into the course at least once every 24 to 48 hours to update course information, check on email, review discussion questions or respond to student questions or concerns. 

      “Learning is rarely end in itself. The goal is usually the acquisition of knowledge or a skill. This is why content matters.” (Clark 2003) By creating a definition and policies for what e-learning is at APSU, we have created a process for managing the content that students and faculty will use on a daily basis. This process will aid the acquisition of knowledge by the students and increase the skill of the faculty. E-Learning is here to stay and APSU wants to continue to be a part of learning in all capacities. 

References
Associates, B. a. (2003). Blended Learning: What works?
	
Carnevale, D. (2000). What Makes an Online Course Succed? Not Everyone Agrees, a Study Finds. The Chronicle of Higher Education http://chronicle.com/free/2000/10/2000101201u.htm. 
	
Clark, D. (2003). "Content and context in e-learning." An Epic White Paper: 1-43.