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ARTICLE III
Principles for Online Instruction
A. Student Support and Information
1. Online instruction provides opportunities for interaction between students and the
faculty member responsible for the course section, so that students can receive
prompt responses to their questions in a timely manner. Faculty should respond to
student queries and requests in a timely manner. Faculty teaching online are
required to hold “virtual” office hours (via the technological tools appropriate to the
course as a part of their instructional responsibilities); these virtual office hours may
be concurrent with face-to-face office hours. See the Faculty Office Hour Policy.
2. The CSU East Bay Class Listing/Schedule shall clearly, and in a uniform manner,
identify course sections which meet the definitions in Appendix A, through the use
of footnotes and symbols or in other appropriate ways so that students have access
to this information and the type of course before enrolling in a course or program. In
so doing, the institution must make clear in writing, at the time of enrollment or
registration, that it used processes that protect the student’s privacy, and must notify
students of any additional fees associated with the verification of student identity.
3. Student learning outcomes (SLOs) and assessment of student success in online and
hybrid courses and programs shall be as rigorous and comprehensive as those used
in classroom-based courses and these SLOs shall be clearly communicated to
students. Elements consistent with the QOLT or the Quality Matters Rubric shall be
included as a part of all online and hybrid courses. Critical course components shall
include: (1) Learning Objectives (2), Assessment and Measurement (3), Resources
and Materials (4), Learner Engagement (5), and Course Technology. When aligned,
each of these course components shall be directly tied to and support the learning
objectives.
4. Students enrolled in online or hybrid course sections are subject to the same
university policies and procedures applicable to students attending face-to-face
courses. Academic standards regarding cheating, plagiarism, and appropriate
behavior shall be clearly communicated to students in online instruction courses and
programs. [See Policy on Academic Dishonesty]
5. Student Services: Each student enrolled in an online or hybrid course section or
program shall be informed of available instructional support, student services,
library resources, and support services for students with disabilities. The university
should ensure that services staff provide appropriate access and training for online
students. These services include financial aid and advising in addition to technical
support and enrollment.
6. Technical support services adequate to the modality shall be made available to
students in online or hybrid course sections and programs. For example, students
may require support over a broader range of hours, including chat, phone, and email
support and resources. A 24/7 (24 hours/seven days-per-week) online student
technical support hotline and chat shall be established by Fall 2015.
7. In offering online courses, departments and programs should minimize the impact
on students who learn most effectively in a traditional format. Non-online programs
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should offer courses in a traditional or hybrid format frequently enough so that
requirements can reasonably be met by students graduating within the normal four
years without taking online courses. Students taking fully-online degree programs
should also expect that requirements can reasonably be met without taking face-to-
face courses.
B. Faculty Support Rights and Responsibilities
1. Faculty shall have the same control and ownership of the substantive and intellectual
content of their online instruction course-related materials that faculty have with
respect to classes offered in the traditional (on-ground) classroom format, at the time
of production, at any time during their use, and thereafter, in accordance with the
provisions of the CSU/CFA Collective Bargaining Agreement and CSU and CSUEB
policies.
2. Any course offered at CSUEB through a third-party contractor should be reviewed
by the College Curriculum Committee, Curriculum and Instruction Committee and
the President to ensure quality of instructional delivery. Faculty intellectual property
shall be protected in accordance with the provisions of the CSU/CFA Collective
Bargaining Agreement and CSU and CSUEB policies. See “Approval of Online
Instruction Courses and Programs” below.
3. The University shall make available appropriate technologies and resources (for
example through the Office of Faculty Development, Online and Hybrid Support
Center, and Media and Technology Services) to promote best practices in online
teaching and learning. The University shall periodically evaluate technologies and
update as needed.
a. Technical support services adequate to the modality shall be made available
to faculty teaching in online or hybrid course sections and programs. For
example, faculty may require support over a broader range of hours, including
chat, phone, and email support and resources. A 24/7 (24 hours/seven days-
per-week) online faculty technical support hotline and chat shall be
established by Fall 2015.
4. Faculty shall avail themselves of campus resources (University Library, Bookstore
and content providers) for appropriate materials and shall also verify copyright
clearance for any online material. Copyrighted material shall be used according to
the principles of “fair use” and should be limited to enrolled students via learning
management systems such as Blackboard when appropriate.
http://fairuse.stanford.edu/overview/fair-use/four-factors/
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5. In courses in which classes are offered in online and in classroom sections, online
sections shall meet, in the broadest sense, all course outcomes normally covered within
the on-ground classroom-based sections, with special attention paid to articulation and
general education requirements.
6. Online or hybrid course sections will be evaluated by students in accordance with the
CBA and campus policy as with traditional courses.
7. The University shall provide appropriate training to faculty to support online teaching
(see Faculty Training and Support below).
8. Class size in hybrid/online classes affects faculty workload and student learning perhaps
more than it does in traditional classes. Size limits should reflect best practices in online
instruction. Programs are encouraged to observe the recommended class size for online
instruction, which is 25 to 30 maximum. As with traditional classes, the addition of
teaching assistants and graders can mitigate some of the extra load due to larger classes.
9. Reasonable safeguards should be in place to prevent academic dishonesty. The
University shall inform faculty involved in online and hybrid teaching about the variety
of assessment tools, the relative level of security of these tools, and methods for limiting
cheating and other forms of academic dishonesty. Refer to the Senate policy at:
http://www20.csueastbay.edu/faculty/senate/files/Policies/12-13-new-policy- page/acad-
dishonesty-policy-rev08-09-no-form.pdf
10. All online courses listed in the California State University, East Bay Class Schedule
shall be hosted on platforms approved by the Director of the Online Campus from OAA
and in consultation with the Chief Information Officer. External instructional materials
may be linked at the discretion of the faculty, however, student data (grades,
identification information) must reside only on University approved platforms.
11. Syllabi: Any course that uses online and hybrid instruction shall indicate so in the course
syllabus/outline. In addition to information specified in the Policy on Course Syllabus
Information, the following information shall be included in course syllabi for online
instruction courses.
a. How performance of and or participation in online activities will be assessed,
tracked and graded (e.g., participation in chat sessions, frequency of web access,
postings, collaboration, etc.);
b. How students may contact the instructor; how instructor will communicate with
students, and how students will communicate with each other;
c. Which technical competencies are expected or required of the students;
d. On-campus meeting requirements or synchronous online meetings, or other
formats;
e. Faculty expected response time to student communications.
12. Training and Support:
The University shall offer appropriate training and support services to
faculty in order to prepare and support them in ensuring that all online material
conform to the requirements of the CSU Accessible Technology Initiative. Faculty
shall incorporate accessible design into the creation and revision of all online or hybrid
courses.
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Teaching online requires different and additional skill-sets than those required for teaching a
course in a traditional format. It is in the interests of both the University and faculty to ensure
that faculty teaching online or hybrid courses have the appropriate skills.
Departments and programs seeking to offer online courses and programs should secure
and provide assistance for faculty as they create instructional materials and experiences
for online courses.
The Office of Faculty Development and The Office of the Online Campus shall maintain and
disseminate information and resources on best practices and course design. The faculty
should avail themselves of these services and training. The University shall similarly offer
appropriate support, training, and assigned time as required, for faculty and department chairs
with respect to online and hybrid courses. Such programs might include retreats, workshops,
boot camps, and online tutorials.
Any matter related to intellectual property of online and hybrid courses should comply with
Article 39 of the CBA.
13. Value of online instruction:
Online instruction requires significant investment of time and energy on the part of the
instructor and this investment should be valued and acknowledged in the faculty performance
evaluation process.
14. Involvement of tenure track faculty:
Tenure-track faculty should be involved in design and teaching of all aspects of the
curriculum and thus should likewise be represented in both online and traditional courses.
ARTICLE IV
Approval of Online Instruction Courses and Programs
(Revised by 08-09 CIC 19 revised, revised again 2014)
An online program is defined, per WASC, as one in which 50% or more of the major
coursework occurs online. Thus, for the purposes of complying with WASC requirements,
any program in which half or more of the units in the major are, or may be, offered online
is considered an online program which must gain WASC approval. Hybrid courses are
counted as 50% online for the purposes of determining the numbers of units in a major that
are offered online. For example, a program in which all of the courses in the major are
approved to be offered via hybrid instruction will be considered to meet the WASC
definition of an online program and must gain WASC approval. Faculty developing new
online courses or converting existing courses are encouraged to consult the QOLT or QM
rubrics and adhere to Universal Design principles as outlined by ENACT.
A. New Online Programs
New online degree programs in which half or more of the courses in the major
required for the degree-will be offered online shall be reviewed in accordance with
procedures outlined in Chapters 3, 4 and 5 of the Curricular Procedures Manual and the
provisions of this document. In addition, the degree program should prepare the WASC
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Substantive Change Proposal for Distance Education. The Office of Academic Programs and
Graduate Studies will provide this proposal to the department. New online degree programs
shall be required to meet California State University (CSU) and Western Association of
Schools and Colleges (WASC) requirements. [See http://www.wascweb.org] The new
degree proposal and the WASC Substantive Change Proposal shall be submitted through the
regular process for new degrees (College Curricular Committee, CIC and CAPR, Senate).
B. Converting Existing Majors, Certificates, and Subject Matter Preparation Programs
Program modifications (including majors, certificates and subject matter preparation
programs) in which half or more of the courses required for the major, certificate or
subject matter preparation program will be offered online should prepare the WASC
Substantive Change Proposal for Distance Education. The Office of Academic Programs
and Graduate Studies will provide this proposal to the department. The WASC proposal
shall be submitted through the regular process for new degrees (College Curricular
Committee, CIC and CAPR, Senate).
C. New Online or Hybrid Courses
1. New online courses proposed for degree credit shall be reviewed in accordance with
procedures outlined in Chapter 2 of the Curricular Procedures Manual and the provisions
of this document. Programs submitting such proposals shall indicate how these courses
adhere to the principles of this policy.
2. New online courses proposed for general education credit shall be reviewed and
approved, in accordance with the policies and procedures outlined in Chapter 6 of the
Curricular Procedures Manual, by the General Education Subcommittee of the
Committee on Instruction and Curriculum (CIC) (the Critical Thinking and Cultural
Groups/Women G.E requirements have their own subcommittees which must first
approve), CIC itself, the Academic Senate, and the President. Programs submitting such
proposals shall indicate how these courses meet the relevant general education criteria
for approval and how these courses adhere to the principles of this policy.
3. Additional questions for the New Course Proposal (08-09 BEC 10):
The Executive Committee of the Academic Senate requested that the New Course
Proposal form be modified so that those with online format indicated would be required
to answer questions 3-6 on the form attached to 08-09 CIC 29, with wording
modifications appropriate to new courses.
D. Converting Existing Courses or Sections to an Online or Hybrid Format
1. When a course has been approved in accordance with the appropriate provisions of the
Curricular Procedures Manual and one or more sections of the course are redesigned
using an online format, the department proposing to offer the course through online
learning shall provide evidence to the college curriculum committee, including a Course
Modification Request and a revised course syllabus, that the objectives and content of
the course are comparable to the classroom-based course and adhere to the principles of
this policy. The college curriculum committee shall review the documentation and
forward a recommendation to the dean. (For existing courses see D.3. below.)
2. When a course has been approved for General Education credit and one or more sections
of the course are redesigned by replacing at least one class session/lab with an online
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component, the department shall submit a new request for general education approval, in
accordance with the policy and procedures outlined in Chapter 6 of the Curricular
Procedures Manual, by the General Education Subcommittee of the Committee on
Instruction and Curriculum (CIC) (the Critical Thinking, and Cultural Groups/Women
G.E requirements have their own subcommittees which must first approve), and then to
CIC for approval, as equivalent to the college curriculum committee approval for non-
GE courses.
3. Online and Hybrid Course Modification Form for Existing Courses (approved by the
Senate on 08-09 CIC 29 and revised by 08-09 BEC 10)
This form [provided in the Curricular Procedures manual] is for existing courses that
have not specifically been approved to be offered in an online or hybrid format even
though they previously may have been taught as an online or hybrid course. Once a
course has been approved by a College Curricular Committee to be offered in an online
or hybrid format, the approval becomes effective upon the signature of the Curriculum
Committee/Dean.
E. Compliance of Existing Courses and Sections
Existing courses or sections that fit the definition of an online or hybrid course as
delineated in Section II shall not be offered if they do not comply with this policy
and have not received the appropriate approvals required by this policy, including
approval for General Education credit where applicable. Each college curriculum
committee shall be responsible for ensuring compliance.
ARTICLE V
Online Evaluation of Online Courses
(latest revision 08-09 FAC 4 revised)
A. When online classes are evaluated by students they will be evaluated online.
B. Departments are encouraged to conduct peer evaluations of course design, delivery, and
materials just as they evaluate traditional courses.
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CALIFORNIA STATE UNIVERSITY, EAST BAY
This form is for existing courses that have not specifically been approved to be offered in an online or hybrid format
even though they previously may have been taught as an online or hybrid course. Once a course has been approved
by a College Curricular Committee to be offered in an online or hybrid format, the approval becomes effective upon
the signature of the Curriculum Committee/Dean.
First Quarter/Year of Modification Quarter:
Year:
ONLINE AND HYBRID
COURSE MODIFICATION REQUEST FOR EXISTING COURSES
1.
DEPARTMENT [Name of department or program which will offer the course or courses.]
2.
COURSE OR COURSES TO BE OFFERED IN ONLINE OR HYBRID FORMAT.
(List Prefix, Number, Full Title, Units, and specify for each if request is for course to be offered in online,
hybrid or both format(s))
3.
DESCRIBE THE STRATEGIES FOR PROVIDING THE COURSE(S) IN AN ONLINE OR
HYBRID FORMAT.
(Discuss the instructional methods for offering the course(s) content in an online or hybrid format)
4.
DESCRIBE THE EXPERIENCE, SUPPORT AND/OR TRAINING AVAILABLE FOR THE
FACULTY MEMBERS WHO WILL TEACH THIS ONLINE OR HYBRID COURSE(S).
(Discuss how you will ensure that faculty will know how to teach online or in a hybrid format.)
5.
ASSESSMENT OF ONLINE AND HYBRID COURSES.
(Discuss how your department will assess the quality of the online and/or hybrid instruction to ensure it is
equal or superior to your on-ground instruction). Departments shall encourage faculty to complete “Applying
the QM Rubric” or “Applying the QOLT Rubric” training.
6.
DO ANY OF THE LISTED COURSE(S) MEET GENERAL EDUCATION-BREADTH
REQUIRMENT(S), U.S. HISTORY-INSTITUTIONS REQUIRMENT OR THE UNIVERSITY
WRITING SKILLS REQUIRMENT? IF SO, THEY MUST BE SUBMITTED TO THE GE
SUBCOMMITTEE FOR APPROVAL TO BE OFFERED ONLINE OR IN A HYBRID FORMAT.
(List course(s) approved for an area of GE (state which category), the Code Requirement, or the University
Writing Skills Requirement.)
7.
RESOURCE IMPLICATIONS
[With the modification of this course(s), is there a need for additional student fees or other resources such
as faculty, facilities, equipment, and/or library resources that will not be covered by the department
budget.]
8.
CONSULTATION WITH OTHER AFFECTED DEPARTMENTS AND PROGRAM COMMITTEE:
a) The following department(s) has (have) been consulted and raise no objections:
[If no out-of-college departments or programs needed to be consulted and there were no objections
by the departments and/or programs in your college, type in the following: “All Departments in
the College of were consulted and there were no objections.”]
b) The following department(s) has (have) been consulted and raise concerns:
Department:
Concern:
9.
CERTIFICATION OF DEPARTMENT APPROVAL BY THE CHAIR AND FACULTY.
Chair:
Date:
[Have the Department Chair sign a hard copy for the College Office files and type in the person’s name here.]
10. CERTIFICATION OF COLLEGE APPROVAL BY THE DEAN AND COLLEGE CURRICULUM
COMMITTEE.
Dean/Associate Dean:
Date:
[Have the Dean or Associate Dean sign a hard copy for the College Office files and type in the person’s name here.]
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Appendix A: Definitions of Learning Modes and Class Note
(taken from CSU Online EducationWhite Paper, p. 22, and CSU Learning Modes for APDB
Reporting) Note: All coding is internal, in accordance with WASC policy related to online and hybrid
course identifiers.
A . (LM09) Traditional Instruction – Face-to-Face
Courses offered in the traditional mode with an instructor holding scheduled class sessions where
students are expected to be physically present. Traditional instruction is also synchronous, with both
instructor and students engaging in activities simultaneously.
Campuses may wish to specify a maximum percentage of such classes (e.g. 10%) that can be taught in
an online fashion without the course becoming hybrid or fully online. (Course that have online
components that do not replace on-ground meetings are still considered traditional.)
B. (LM02) Synchronous Instruction - Online Defined
Instructional activities where both instructor and students are engaging in activities at the same time.
Synchronous instructional course section can be offered anywhere (no campus meetings) – AB386
C. Asynchronous Instruction Defined
Instructional activities where the instructor and/or some or all students engage in activities that are not
necessarily occurring simultaneously.
D. Technology Mediated Instruction Defined
A course that uses some form of technology in its delivery. This could be an online course (see below)
or a traditional course that uses a learning management system.
E. (LM04) Distance or Distributed or Online Learning
• Instruction delivered via broadcasted lecture. Synchronous instructional course section can be offered
anywhere (no campus meetings) (orientation, mid-term, final campus meetings allowed) – federal
Distance Education
F. (LM01) Fully Online Instruction
Instruction delivered via the internet. Asynchronous instructional course section can be offered
anywhere (no campus meetings) – AB386
G. (LM05) Blended Hybrid Instruction
Asynchronous instructional course section segment with face-to-face course section segment (regular
face-to-face meetings from every day to four or more times in the term) Courses offered with a blend of
traditional and electronically mediated instruction. Typically these courses are a mixture of online and
physical class sessions.While the physical class sessions obviously are synchronous, some online
sessions may be asynchronous in nature. The campus may wish to define the percentage of class time
that is devoted to online learning in a hybrid class [typically the range between “traditional” and “fully
online”]. These courses may be called “blended” or “multi-modal” on some campuses.
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H. (LM03) Hybrid Instruction
Asynchronous instructional course section (orientation, mid-term, final campus meetings allowed)
I (LM06) FullySynchronous Online Instruction
Synchronous instructional course section segment with face-to-face course section segment (regular
face-to-face meetings from every day to four or more times in the term) Courses in which nearly all
student learning occurs in an online setting. Note that while such courses normally do not require
students to be in a specific location, some fully online courses may require synchronous course sessions
for an introductory lecture or for class examinations. Campus policies should be clear about the
possibility of required introductory or exam sessions that require physical presence and, if so, the
method(s) by which students will be made aware of this prior to registration.
J. (LM10) Fully Hybrid Instruction
Asynchronous online instructional course section can be offered anywhere (no campus meetings) with
synchronous online instructional course section can be offered anywhere (no campus meetings) -
AB386
K. (LM11) Asynchronous/Synchronous Hybrid Instruction
Asynchronous instructional course section can be offered anywhere (orientation, mid-term, final
campus meetings allowed) with synchronous instructional course section can be offered anywhere
(orientation, mid-term, final campus meetings allowed) – federal Distance Education
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