Glossary of Terms
a. Instruction is taught in a combination of traditional face-to-face delivery + online delivery.
b. Delivery is 51% or more traditional and 49% or less online.
Traditional Face-to-Face Delivery
Instruction is delivered in-person, in a classroom or lecture hall.
a. Flipped learning is a pedagogical approach in which students gain first-exposure learning of course material outside of class, often through readings or lecture videos. Instructors then engage students during class meetings in more complex application, problem-solving or analysis.
b. Students do less complex cognitive work (memorization, comprehension) on their own time. They then participate in hands-on activities and discussions in class. This approach helps move students to higher levels of learning.
Distance Education (Distance Learning)
a. Videostreaming/Lecture Capture: Lectures that may be streamed and viewed live or recorded and viewed at any time by a student.
b. Two-way delivery – a faculty member is teaching live in a classroom with students present locally and in remote locations (other campuses, at home, etc.). Their lectures are streamed through either a one-way or a two-way camera system and may or not be recorded for viewing after class. A two-way audio/visual camera system allows for faculty and students to interact during the live class period.
c. Online (also referred to as e-Learning or web delivery): Courses on the web are taught using one or more Internet components such as streaming video or Blackboard Collaborate. Students must have access to the Internet. If the course is available by streaming video, students must have access to a high-speed Internet connection.
Instruction is delivered at one time and received at another.
Instruction is delivered and received simultaneously.
Distributed learning uses technology to facilitate learning, whether on- or off-campus, in real-time or at student discretion, through a variety of modalities.
Distributed Learning Quality Review
The Provost's Office instituted a Distributed Learning Quality Review process (DLQR) in 2013 as part of its commitment to ensuring high-quality distributed learning courses at the university. To successfully complete the review, each course must meet basic standards for design quality and ADA accessibility, which are spelled out in a review checklist approved by the Provost's Committee on Distributed Learning. The checklist is based on the Quality Matters™ Rubric, a nationally recognized quality benchmark.