These goals are reviewed annually in March, by the Distance and Distributed
Education Steering Committee, and revised as appropriate.
Goal 1. Plan and create distance learning
environments that encourage and support excellence in a personal environment.
Accomplishing this goal will ensure that:
o Student and faculty satisfaction with distance and distributed education
courses is high.
o Fall 2002 evaluations showed that 78% of distance students agreed
that their attitude toward online learning was positive at the end of
the term. 82% agreed in Spring 2002. 88% in Summer.
o 69% of students (Fall 2002) said they'd like to take more courses
in future mostly online. (Spring 2002 - 71%; Summer 2002 – 80%).
o 53% (Fall 2002) said they'd like to take courses in future completely
online. (Spring - 59%; Summer – 60%)
o 84% (Fall 2002) said that their instructor was positive about the
online component of their course. (81% in Spring 2002; 97% in summer).
o The number of faculty using distance technologies continues to increase.
FY02 totals were 265 faculty, compared to 208 in FY01, and 167 in FY00.
o Student retention in distance and distributed education is comparable
to that of traditional courses.
o Fall 2002 retention for Distance students was 88.8% for distance students,
compared to 88.4% for non-Distance students. Spring 2002 retention for
Distance students was 87.6% compared to 88.3% for non-Distance students.
Fall 2001 retention for Distance students was 90.3% compared to 88.5%
o Students enrolled in distance courses have access to student services.
o The UWG Online Connection (http://www.westga.edu/~online/)
provides easy web access for distance students to access student services.
o Spring 2002 Focus Group indicated overall satisfaction with availability
of student services for distance students.
o February 2003 phone survey indicated that less than 8% of students
felt there needed to be improvements for distance students in the areas
of advisement, registration process, and orientation.
o Student learning outcomes are comparable to those in traditional courses.
(ex. http://coe.westga.edu/mit/outcomes/index.html)
o These are generally the same as traditional, and are evaluated on
a departmental basis.
o Interaction among student-faculty, and student-student are at least
as high as in a traditional course.
o Open-ended responses from written surveys Fall 2002 and Summer 2002
surveys indicate that students appreciate the ability to interact at
flexible times with faculty and other students.
o Fall 2002 Focus group - "All students noted that the level of
interaction was high, and that their instructors were easy to reach
and quick to respond."
o February 2003 phone survey showed that 48% reported less interaction
in DL course with instructor and other students. Note: In future survey,
this should be split into two different questions. Also, survey more
students in evening – large percentage of CISM course students
because Education grad students not available during day. Nature of
CISM course is less interactive than typical DL course.
o Faculty demonstrate competence in developing distance courses whose
academic standards and student learning are the same as those for other
courses delivered.
o All faculty MUST complete technical and pedagogical training prior
to teaching a distance course.
o Academic standards and student learning are evaluated on a departmental
basis. The DDEC reviews student surveys, class by class, to assure that
overall student satisfaction with the faculty and the course are adequate.
Since 1998, there have only been two cases in which the faculty competence
seemed questionable based on student complaints. These were referred
to the appropriate department head and dean. Both faculty members have
since left the institution.
o The number of courses developed and offered through distance media
meets the demand of the region’s students.
o Probably not - several departments and the DDEC receive many phone
and emails from students requesting more distance courses.
o The phone survey of February 2003 indicates that more than 50% of
distance students believe there are not enough distance courses. (Data
added February 2003).
Assessment methods: Written student surveys at end of each term, annual
focus group with distance students, informal discussions with Distance
Learning Steering Committee and distance faculty. Student learning outcomes
are assessed by academic units offering instruction. See: http://www.westga.edu/~distance/data/eval/
Goal 2. Maintain the human and technical resources and network
infrastructure necessary to successfully support and deliver distance
and distributed learning. Accomplishing this goal will ensure that:
o Faculty are trained and prepared to teach distance and distributed
courses.
o All faculty MUST complete technical and pedagogical training prior
to teaching a distance course.
o Students are able to receive immediate technical assistance through
telephone or email.
o The DDEC staff provide immediate response to technical questions from
students weekdays from 8 am until 8 pm weekdays. Students may contact
a statewide support line after hours.
o Helpline satisfaction surveys indicate that all students in January
2003 – March 2003 ranked the amount of time it took them to get
help at least an 8 on a scale of 1 to 10. (The
o Students and faculty are able to receive assistance through a central
point-of-contact.
o The DDEC provides a central point of contact for support for all UWG
distance courses.
o A variety of delivery methods are available.
o In addition to the primary online mode of WebCT, distance courses
may also utilize GSAMS two-way videoconferencing, and Horizon Live for
synchronous or archived delivery of lectures featuring voice and visuals.
o Distance courses are easily accessible to a growing number of students
and potential students.
o All faculty MUST complete technical and pedagogical training prior
to teaching a distance course.
o Downtime for courses is non-existent or minimal, with backup plans
in place and utilized as needed.
o Except for scheduled maintenance, the WebCT system has functioned
without interruption since January 2002. Faculty use WebCT and Horizon
Live as a backup to GSAMS.
Assessment methods: Written student surveys at end of each term, annual
focus group with distance students, informal discussions with Distance
Learning Steering Committee and distance faculty, departmental annual
self-review. See: http://www.westga.edu/~distance/data/eval/
Goal 3. Ensure that academic and student services are appropriate
to meet the needs of distance and distributed learners. Accomplishing
this goal will ensure that:
o Each distance course or program provides students with clear, complete
and timely information on the curriculum, course and degree requirements,
nature of faculty/student interaction, prerequisite technology competencies,
technical requirements, availability of academic support service, financial
aid resources and costs and payment policies. See: http://www.westga.edu/~distance/handbook.html
o Information available on web and syllabi for all distance courses
and programs.
o Information also available in online student handbook, and others
online points of access for students.
o Students express satisfaction with the level of academic and student
services received when taking distance and distributed courses.
o Fall 2003 phone survey students expressed general satisfaction. Complaints
primarily had to do with courses being closed when registering.
o 94% of distance students surveyed in Feb. 2003 phone survey reported
that they received prompt and courteous student support from West Georgia
as a distance learner.
o Students are aware of and utilize online resources available to them
for academic and student support.
o According to Fall 2002 and Summer 2002, most students were either
satisfied with support services, or said "did not apply."
"Did not apply" usually referred to financial aid or career
services, which are not needed by a large percentage of students.
o Forty-six percent of fall 2002 distance students (60% - summer 2002)
reported that they used library services, but 46% (both fall summer
2002) said they were unaware of library services available specifically
for distance students. Forty-six percent of Feb. 2003 phone survey students
also said they used library services.
o Phone survey indicated that as many as 44% of DL students get orientation
from instructor rather than DDEC or online information. DDEC has prepared
kit for instructors to use in orientation for those who choose, in order
to make sure that all services are explained.
o Enrolled students have reasonable and adequate access to the range
of student services and resources appropriate to support their learning.
o Distance students have access to the range of student services and
resources that traditional students do, and also special services such
as support from the DDEC, and special services from the library. Information
regarding services is available at www.westga.edu/~online
Assessment methods: Written student surveys at end of each term, annual
focus group with distance students, informal discussions with Distance
Learning Steering Committee and distance faculty, departmental annual
self-review. See: http://www.westga.edu/~distance/data/eval/
Goal 4. Conduct continuous evaluation of distance learning
and support services to ensure the advancement of the university's mission.
Accomplishing this goal will ensure that:
o Faculty use results of evaluations to improve courses.
o All distance faculty must complete the Distance Evaluation Summary
form, documenting what changes they will make in future distance courses
based on their student surveys.
o Distance learning staff uses results of evaluations to improve programs
and services as a whole.
o The DDEC staff reviews evaluations and completes an annual effectiveness
evaluation each June. A staff retreat is also held each December to
assess staff quality standards, issues and plan for the next year.
o The technologies selected are appropriate to meet course or program
objectives.
o The DDESC selects technologies for campus use and support based on
student need, recommendations from other institutions, and cost-benefit.
o Individual departments and instructors select from combinations of
the various institutional technologies (WebCT, GSAMS, Horizon Live)
based on the program and course objectives.
o Documentation of evaluations for each course and the overall distance
program is available and accessible.
o Overall evaluations for student written surveys, focus groups, phone
surveys, retention and other data is available at the DDEC website (www.westga.edu/~distance/data/eval/
o Raw survey data is also maintained by the DDEC and each department
offering distance courses.
Assessment methods: Faculty summary of evaluations each term, written
student surveys at end of each term, annual focus group with distance
students, informal discussions with Distance Learning Steering Committee
and distance faculty, departmental annual self-review. See: http://www.westga.edu/~distance/data/eval/
Goal 5. Support research, scholarship, and creative endeavors
which promote knowledge of distance learning: Accomplishing this goal
will ensure that:
o Our journal, conference, and certificate programs maintain excellent
reputations among distance learning administrators in the United States
and worldwide.
o The journal is required reading for many institutional programs, including
University of Nebraska's doctoral program in Higher Education, and is
referenced in many papers and books.
o The conference attracts a growing international audience of practitioners
in the field.
o Our Online
Journal of Distance Learning Administration continues to increase
in readership.
o The average edition had 12,000 hits in 2002, up from 8,000 in 2001,
and 3,500 in 2000.
o UWG faculty conduct research to enhance distance courses at UWG and
to provide scholarly information to their field.
o UWG faculty and staff regularly present research at the DLA Conference
and other conferences, including SITE, Educause, and other professional
meetings. Many UWG faculty articles and books on distance learning are
linked from the distance website.
Assessment methods: Certificate program and conference evaluations,
readership data of journal, feedback from readers and participants.