Module 2 District policies

Distance Education Guidelines

In this module, we will take a closer look at online instruction - the regulations and guidelines. This module provides the foundation for quality online courses that meet State, Federal, and ACCJC Accreditation requirements. Modules 3-6 will prepare you for implementing these requirements into your online instruction.

As you can see when you read the report (Links to an external site.)released by the Instructional Technology Council, throughout the U.S. and the world, Distance Education continues to grow at all levels, including K-12.

At SDCCD, we enroll over 12,000 (unduplicated) students in online courses each semester. With this increased growth comes increased scrutiny of the quality of Distance Education. Faculty are becoming more aware of the need to consider questions such as:

• Who are my students? Do any of them have any special needs and/or challenges?
• What kinds of material can I include in my courses? Do I have to create everything, or can I use material created by others? Do I need permission to do so?
• When my students are online, how do I know who is doing their work? How can I prevent my students from cheating?
• What can I do to improve the success and retention rates in my online classes?

You may have even more questions as you start to consider these issues. Throughout this module, we'll take a look at the guidelines that answer these questions and their impact on online course design and delivery.

A Friendly Warning: On the pages that follow we'll be covering several guidelines, and what they mean for the online instructors at our District. Please don't get bogged down in the legalese. We'll do our best to explain what the regulations mean to you and your online course design. We promise this is the only "rules & regulations" module, and we'll be sharing several interesting ideas for ways to implement these guidelines throughout the other modules of the training course.

Learning Outcomes

After completing this module, you will be able to:

• Describe ACCJC's definition of distance education courses
• Identify strategies to promote academic integrity in online classes
• Identify communication strategies that fulfill the requirement of "regular effective contact" in an online class
• Describe the accessibility guidelines of Section 508 of the Rehabilitation Act
• Describe the SDCCD Copyright Guidelines
• Explain how student participation is accounted for in the online setting
• Describe the responsibilities of instructors who choose to use publisher resources
• Locate the resources available to online faculty at SDCCD

Quicklinks

Some of you may want a compiled list of the resources that we'll be using in this module. Feel free to access them here, or use the links as they are presented to you in the subsequent pages of this module.

• Guide To Evaluating Distance Education and Correspondence Education (Links to an external site.)(WASC/ACCJC Guidelines)
• Distance Education Guidelines - Chancellor's Office, California Community Colleges (Links to an external site.) (Academic Integrity, Regular Effective Contact)
• CCC OEI Online Course Design Rubric (Links to an external site.)
• Higher Education Opportunity Act of 2008 (Links to an external site.) (Academic Integrity & Student Authentication)
• CCC OEI Online Accessibility Resource DocumentsLinks to an external site. (Accessibility)
• 2011 Distance Education Accessibility Guidelines (Links to an external site.) (Accessibility)
• Accessibility of Distance Learning Courses (Links to an external site.) (Accessibility)
• SDCCD Copyright Guidelines (Links to an external site.) (Copyright)
• CCC OEI Open Educational Resources (Links to an external site.)
• Financial Aid and Distance Education (Links to an external site.) (Determination of Attendance in an Online Class)
• California Education Code , section 59400, Required Instructional Materials (Links to an external site.) (Instructional Material Fees)

In Module 2, you'll only be seeing one page at a time. Remember to scroll all the way to the bottom of each page to find the "Mark Reviewed" button. Clicking "Mark Reviewed" gives you access to the next page. Module 2 is the only module that requires you to use the "Mark Reviewed" buttons at the bottom of each page.

Intellectual Property Statement

The SDCCD Online Faculty Training Certification Course and associated documentation is licensed under a Creative Commons Attribution-ShareAlike 2.5 License (Links to an external site.).

Accreditation Quality Guidelines

The San Diego Community College District is accredited by the Western Association of Schools and Colleges (WASC), specifically the Accrediting Commission for Community and Junior Colleges (ACCJC). To ensure excellence in distance education at the San Diego Community College District, we follow the guidelines in the Guide To Evaluating Distance Education and Correspondence Education (Links to an external site.).

We begin with ACCJC's definitions of Distance Education and Correspondence Education, focusing on how the two are different. These definitions are taken directly from the ACCJC's Guidelines (linked above), and they can also be found in the U.S. Department of Education's Federal Regulations (Links to an external site.).

Definition Of Distance Education

Distance education is defined, for the purpose of accreditation review, as a formal interaction which uses one or more technologies to deliver instruction to students who are separated from the instructor and which supports regular and substantive interaction between the students and instructor, either synchronously or asynchronously. Distance education often incorporates technologies such as the Internet; one-way and two-way transmissions through open broadcast, closed circuit, cable, microwave, broadband lines, fiber optics, satellite, or wireless communications devices; audio conferencing; or video cassettes, DVDs, and CD-ROMs, in conjunction with any of the other technologies.

Definition Of Correspondence Education

1. Education provided through one or more courses by an institution under which the institution provides instructional materials, by mail or electronic transmission, including examinations on the materials, to students who are separated from the instructor;
2. Interaction between the instructor and the student is limited, is not regular and substantive, and is primarily initiated by the student;
3. Correspondence courses are typically self-paced; and,
4. Correspondence education is not distance education.

What This Means To You

As you can see from the above definitions, the nature of the instructor/student interactions is what distinguishes distance education courses from correspondence courses. Online courses, by definition, must include regular, substantive, and instructor-initiated contact with students. Throughout this entire training course, we'll be exploring numerous strategies and tools available to SDCCD faculty for initiating meaningful and instructional communication with online students.

Academic Integrity and Student Authentication

In addition to the WASC Accreditation Guidelines, our courses at SDCCD must also comply with State and Federal Guidelines. One such Federal regulation is the Higher Education Opportunity Act (HEOA) of 2008 (Links to an external site.), which highlights student authentication and academic integrity as important issues for distance education. Specifically it states, in STAT. 3325, that:

Accrediting agencies must require institutions that offer DE or correspondence education to have processes to establish that the student who registers is the same student who participates in and completes the work and gets the academic credit.

Student Authentication At SDCCD

To authenticate users of the SDCCD learning management system (LMS), all students who are enrolled in distance education courses at the San Diego Community College District are issued a secure username and password for access. The username and password are generated from the student information system registration rosters and are unique to each student. Access to the user database for assisting students with login issues is restricted to several key staff members of SDCCD Online Learning Pathways and the Helpdesk.

What This Means to You

Online instructors should be building academic integrity and student authentication into the design of their course. There are several ways that this can be done. SDCCD Online faculty were surveyed to collect information about their current practices that discourage academic dishonesty such as plagiarism, un-permitted collaboration, unauthorized help, impersonation and cheating. The following are examples of the prevention strategies and course design techniques the majority of our online faculty use to promote student academic integrity:

1. Include a statement about academic integrity in their course syllabus.
2. Check student assignments for plagiarism and for cheating.
3. Require written work from the student (for example, papers, online discussions, exam essay questions).
4. Use a variety of assessments (for example, quizzes, projects, portfolios, group work).
5. Include information in the course about avoiding academic dishonesty (for example, learning how to cite sources).
6. Set a time limit on exams as another strategy for limiting collaboration and cheating.
7. Randomize the quiz or exam questions so that no two students receive the same set of questions.
8. Require multi-part projects or progressive submissions of in-process work.
9. Recognize student’s work through trends and writing styles in discussions and assignments.
10. Use multiple measures of assessing student learning.
11. Have classmates do peer review of each other’s essays.
12. Have students explain their work in the class discussions.

Several additional strategies to promote academic integrity and student authentication were reported in a survey of the members of the Instructional Technology Council, combined with feedback from WCET, and UT TeleCampus of the University of Texas System, “Best Practice Strategies to Promote Academic Integrity in Online Education" Version 2.0, June 2009 (Links to an external site.).

In this training course, you'll find additional strategies for designing assessments that promote academic integrity in Modules 7 and 8.

Technical strategies for authentication are reviewed by the Districtwide Distance Education Steering Committee by examining tools offered by vendors such as Acxiom, Bio-Pen, Securexam Remote Proctor, ProctorU, and Kryterion WebAssessor to determine their feasibility and potential for verifying student identity in distance education courses.

Proctoring

If online faculty decide that they want to require their exams to be proctored, either on campus or remotely, the course delivery mode must be designated as a Partially Online (M designator in ISIS) course. For remote proctoring, there is a Proctor Agreement form and an Instructor Information for Proctoring form posted to the SDCCD Online Learning Pathways Handbook (Links to an external site.). The California Community College Distance Education Coordinators have developed a reciprocal agreement for proctoring each others’ students. Contact support@sdccdonline.net if you would like more information.

Regular and Substantive Interaction: Student and Teacher and Student to Student Interaction

• Is central in determining whether a course is distance education rather than correspondence education.
• Is needed in every course that is fully or partially online and in the online elements of hybrid courses.
• Must be demonstrable and documented.
• Is vital to a college's relationship with the U.S. Department of Education for student financial aid eligibility.

We've already seen that the ACCJC accreditors require regular, substantive, instructor-initiated communications in distance education courses. This requirement for "regular effective contact" is echoed by the Chancellor's Office of the California Community Colleges. Excerpts from Title 5 (Links to an external site.) and the Distance Education Guidelines (Links to an external site.) for the California Community Colleges state:

55202. Course Quality Standards (Links to an external site.)

The same standards of course quality shall be applied to any portion of a course conducted through distance education as are applied to traditional classroom courses. Determinations and judgments about the quality of distance education under the course quality standards shall be made with the full involvement of faculty.

55204. Instructor Contact (Links to an external site.)

In addition to the requirements of section 55002 and any locally established requirements applicable to all courses, district governing boards shall ensure that:

(a) Any portion of a course conducted through distance education includes regular effective contact between instructor and students, and among students, either synchronously or asynchronously, through group or individual meetings, orientation and review sessions, supplemental seminar or study sessions, field trips, library workshops, telephone contact, voice mail, e-mail, or other activities.

Background

In online courses, regular effective instructor/student and student/student contact guarantees that the student receives the benefit of the instructor’s presence in the learning environment both as a provider of instructional information and as a facilitator of student learning. In a face-to-face course the instructor is present at each class meeting and interacts via all class announcements, lectures, activities and discussions that take a variety of forms. The classroom instructor also serves as a content advisor when he or she answers questions both as they come up in class and as they arise in individual situations.

Title 5 regulations do not make a distinction between regular and distance education courses beyond the need to have a separate curriculum approval process and the need to ensure regular effective contact. The guidelines do say that quality assurances within the regulations apply to all DE courses, which include hybrid courses. Therefore, it is assumed that those qualities of regular effective contact described above for the face-to-face environment should also be applied to the distance education situation. The DE Guidelines require colleges to develop a policy regarding regular effective contact that addresses “the type and frequency of interaction appropriate to each DE course/section or session."

Regular Effective Contact In Online Courses At SDCCD

All DE courses at the San Diego Community College District, whether fully online, partially online, or hybrid will include regular effective contact as described below:

• Initiated interaction: Instructors will regularly initiate interaction with students and design curriculum to facilitate student to student interaction, in order to determine that they are accessing and comprehending course material, and that they are participating regularly in the activities in the course. Providing students with an open-ended question forum or responding to questions via email, although appropriate, does not constitute the entirety of effective instructor-initiated interaction. There must be instructor-initiated communication, and student to student interaction..
• Frequency: DE Courses are considered the “virtual equivalent” to face-to-face courses. Therefore, the frequency of the contact will be at least the same as would be established in a regular, face-to-face course. At the very least, the number of instructor contact hours per week that would be available for face-to-face students will also be available, in asynchronous and/or synchronous mode, with students in the DE format. Contact shall be distributed in a manner that will ensure that regular contact is maintained over the course of a week and occurs as often as is appropriate for the course.
• Establishing expectations and managing unexpected instructor absence: An instructor and/or department-established policy describing the frequency and timeliness of instructor-initiated contact and instructor feedback will be posted in the syllabus and/or other course documents that are made available for students when the course officially opens each semester. If the instructor must be out of contact briefly for an unexpected reason (such as illness or a family emergency that takes the instructor offline), notification to students will be made in the announcements area of the course that includes when the students can expect regular effective contact to resume.

What This Means To You

Regarding the type of contact that will exist in all SDCCD DE courses, instructors will, at a minimum, use the following resources to initiate contact with students:

• Threaded discussion forums within the learning management system (LMS), with appropriate instructor participation. (“Questions for the instructor” forums are good but should be used in conjunction with other forums.)
• Class Messages or Email (If you use Email, be sure to keep a record of correspondence.)
• Weekly announcements in the learning management system (LMS)
• Timely feedback for student work.
• Instructor prepared e-lectures or introductions in the form of e-lectures to any publisher created materials (written, recorded, broadcast, etc.) that, combined with other course materials, creates the “virtual equivalent” of the face-to-face class.
• Instructors should also choose to use other forms of communication, as mentioned in section 55204 of Title 5. (“…through group or individual meetings, orientation and review sessions, supplemental seminar or study sessions, field trips, library workshops, telephone contact, correspondence, voice mail. e-mail, or other activities.”) and/or webinar, video conference, podcast, or other synchronous technologies may also be included.
• Instructors should have a threaded discussion that is set aside for general questions about the course and may wish to have weekly or other timely, question and answer sessions available to students. This may also be accomplished through virtual office hours.

There are several options when it comes to initiating contact with students in the learning management system or online. In this training course, we'll be covering the Canvas tools that will enable instructors to initiate these required interactions with their online students. We'll also look at tools to provide feedback to online students, another way to initiate the required contact in online courses.

First And Last Day Of Attendance

U.S. Federal financial aid is awarded based on attendance in class. In an on-campus course, a student's physical presence is the way that first and last date of attendance are recorded. How does the U.S. Department of Education determine attendance in an online class?

In an online course, merely logging in is not sufficient. The U.S. Department of Education Federal Regulations (Links to an external site.) require using the last known "academically-related activity" to define participation in the online course. It is not considered the last login of the student.

Faculty will be required to report the last date of “known academic activity” for all students enrolled in a federal program when the student is dropped and/or if the student is assigned an ‘F’ grade.

What This Means to You

It is critically important for online instructors to have frequent activities such as discussions, assignments, quizzes, and activities that can track students' engagement with online instruction. Missing these activities deems them inactive in the course, regardless of how many times they've logged into the system. Then instructors must strictly enforce a policy that requires students to complete activities in the course in order for them to retain access.

Sample "Last Day Of Attendance" Policy

"When a student has not participated in discussions or other forms of communication and/or has not submitted assignments for two consecutive weeks, the instructor will attempt to contact the student and notify them that they have 5 days to complete the missing work or be dropped from the course. The instructor will document the student's work until the point of dropping the student."

Accessibility

All faculty, whether they teach online or on campus, are required to meet the State and Federal requirements for ensuring accessibility of all course offerings. In 2011, the California Community Colleges Chancellor's Office produced a set of Distance Education Guidelines.

SDCCD Board Policy 3108

SDCCD Board Policies and Administrative Procedures (Links to an external site.)

District compliance with Section 508 of the Rehabilitation Act of 1973 is outlined in SDCCD Board of Trustees Policy - BP 3108 (Links to an external site.).

All courses must be accessible regardless of whether or not a disabled student is currently enrolled. Accessibility is always a priority when designing and delivering a class, but it's especially relevant in the following areas of the online classroom:

• Course materials (files, links, videos, images, etc.) must be accessible to students with disabilities. This means that audio files must be transcribed, videos must be captioned, and text and image content must be accessible to students using assistive technology.
• If third-party websites are used as required course materials and you cannot guarantee accessibility of the content, you must be prepared to provide accessible equivalent versions of the content for students with disabilities.
• DSPS students who need more time to take their online tests must be accommodated.

Please contact us at support@sdccdonline.net if you would like to receive assistance with making your courses accessible.

FAQ

Here are 10 Frequently Asked Questions and Answers regarding accessibility in Distance Education from the CCC Chancellor's Office Distance Education Guidelines.

1. Do I really have to make my course accessible?

Yes. The California Community Colleges are bound by Federal law (Section 508) and California state law (Government Code Section 11135, that mirrors Section 508), to ensure that all DE courses be made accessible to students with disabilities. Following the Section 508 standards and the principles of Universal Design that are included in the Web Content Accessibility Guidelines (WCAG) 2.0 is the recommended approach to use in achieving accessibility.

2. I have a video I want to use in my distance education course that is not captioned, but I don’t know of any deaf students currently enrolled in my course. Do I still have to caption the video?

Per Section 508 guidelines, video files should always be captioned whenever possible, and in most situations they MUST be captioned. Generally speaking, if the video has audio and it will be stored for later or repeated use in a course, it must be captioned. It does not matter if the video is instructor or institution owned, or if it is a collection of clips and snippets. In order to use non-captioned video, the video must be contained in a secure, password-protected environment, there must be no students requiring captioning, and the video can only be used for a single term. Other exclusions to captioning include student work and raw footage that will never be archived after the current use, as well as video with foreign language subtitles, and instructor-made videos that record feedback to an individual student who doesn't require captioning. Quite simply, if you’re keeping the video and more than a very limited audience might view it, then you must caption it.

3. How much time will it take to make my course accessible?

There are several variables that affect this question. The quantity of multimedia you incorporate into your course can impact the amount of time required. In addition, the more complex the multimedia, the greater the time that can be expected to address accessibility. The key is to build accessibility into your course content during the development phase, so it will not be necessary to go back later to retrofit inaccessible content.

4. If I do not have a student with disabilities, am I still required to caption my videos?

Disabled students are not required to disclose their disabilities and, in an online course, it would likely be more difficult to identify disabilities than in a face-to-face course. All materials have to be accessible when presented, not in the after-the-fact accommodation style that is the norm in many face-to-face courses. Again, following the principle of Universal Design to make courses usable and effective for everyone benefits all students, not just students with disabilities.

5. Where do I go for help?

City, Mesa, Miramar and Continuing Education have an Access Technology Specialist whose duties include helping faculty to make their courses accessible. Please contact the DSPS office at your campus to reach an Access Technology Specialist.

City College DSPS (Links to an external site.): 619-388-3513

Mesa College DSPS (Links to an external site.): 619-388-2780

Miramar College DSPS (Links to an external site.): 619-388-7312

Continuing Education DSPS contacts (Links to an external site.)

6. The files I upload into my course are mainly Microsoft Word, PowerPoint files, and also Adobe PDF files. Are those accessible?

In general, your files will most likely be accessible. The accessibility of Word and PDF depends on the complexity of the layout of each document. In order to help ensure accessibility of Microsoft and Adobe files, a good starting point is the training materials that are available on the High Tech Center Training Unit (HTCTU) web site at http://www.htctu.net (Links to an external site.).

7. I don't have time to caption or transcribe all of my videos and podcasts. How can I get help?

Contact the person responsible for web accessibility on your college campus. One resource is the DECT (Distance Education Captioning & Transcription) Grant (Links to an external site.)provided for the CCCs. This grant will help to alleviate some costs for the captioning of digital audio and video files used in DE courses.

8. My course is not a DE course. Do I still have to make my web materials accessible?

Yes. Any content placed on the web must be accessible. For that matter, any online materials that you require students to access, whether you are using a campus-hosted learning management system, your campus faculty web page, or a site that you are maintaining outside the scope of the college altogether, all materials must be accessible to your students.

9. I am an adjunct instructor. Am I required to make my course accessible?

Yes, accessibility is a requirement for all faculty. In addition to your College's Access Technology Specialist, the High Tech Center Training Unit can provide assistance with specific accessibility issues or questions at: http://www.htctu.net/ (Links to an external site.).

10. What are the ramifications if my courses are not made accessible?

If your online materials are not accessible, there is a chance that a student with a disability could file a discrimination complaint with the Department of Education, Office for Civil Rights. That would likely trigger an investigation. If the OCR found that the student's complaint was valid, your institution would likely have to agree to some binding conditions as part of a costly resolution. Another possibility would be that a student might file a lawsuit and the college or district could be held liable for any damages awarded to the student.

Looking for more detailed information about the accessibility of specific filetypes? Visit the HTCTU Training Manual and Tutorials page (Links to an external site.) for access to several other tutorials on making your files accessible.

Module 2 Forum: Captioning a Video With YouTube

Topic: For this forum you will create a short, captioned video that is appropriate for your online course and your students on YouTube. This not only "puts you into" your online class, it is also a great way to add accessibility and good universal design! Afterwards, create a thread in this forum that includes the YouTube link to your video.

There are three parts required to complete this forum assignment:

1. Create your video. If you've already got an accessible (captioned) piece of multimedia that is appropriate for your online course, and created by you, then you can use that. Or try creating something new with a tool that you haven't used before.

2. Caption your video with YouTube.

3. Create a new thread with the link to your recording. Create a thread and add a link to your recording in the thread.

Guidelines

1. The piece of media needs to include audio. Ideally it will also include video or screencast.

2. This must be something that you've created, so you own the copyright.

- Do not use videos supplied from the publisher.

- Do not use videos created by a colleague.

3. It must be accessible.

- Videos must be captioned. Captions must be edited for syntax, accuracy, timing, and grammar (capitalization, punctuation, spelling, etc.). Captions should correctly convey the meaning of the spoken audio.

- NOTE: Auto-captions generated by YouTube often are not completely accurate.

- Unedited or inaccurate auto captions will not be accepted for points.

Please refer to the following tutorials about automatic captions in YouTube:

How to Access Your Auto-Generated Closed Captions On YouTube (Links to an external site.)

YouTube Captioning – Editing Automated Captions (Links to an external site.)

- If the media is just audio (no video), it must be accompanied by a transcript.

- If this is not done, we cannot grade the activity. We'll also have to wait for you to finish this activity before grading any of your subsequent work in the course. Accessibility of instructional media is required by state and federal law, and we take this requirement very seriously at SDCCD.

4. Do not upload the video file directly to Canvas. The media should be hosted on YouTube, and you'll just be pasting the YouTube link in the thread that you create in this forum.

- NOTE: Be sure to make your work viewable by selecting either the "Public" or "Unlisted" privacy setting options.

- Selecting "Private" means only you'll be able to view the link, so it can't seen by Online Learning Pathways to be graded.

5. Media that you create for this module are meant to be a sample/demo/trial, and don't have to be something that you're actually planning on using for your online course. Thus, they can be short (30sec. - 1min.) in length. However, it would be great if it is something that you think you can use with your students!

6. You are not limited to the tools we've selected. Just be sure that you can meet the guidelines with whichever tool you do use.

Copyright Policy

All courses, including online courses, must comply with Copyright Law. Please open and read the SDCCD Copyright Guidelines (Links to an external site.) page which includes the TEACH Act Checklist, The Fair Use Checklist, Sample of Permission Letter, and a list of several frequently asked questions:

https://www.sdccd.edu/docs/ISPT/copyright/SDCCD_Copyright_Guidelines.pdf (Links to an external site.)

To comply with the TEACH Act (Links to an external site.), the Blackboard course template contains a Copyright Notice on the hompage: The materials used in this course may be subject to copyright protection. Please retain this notice on all your online and web-enhanced courses.

You will also want your online students to understand Copyright Law (Links to an external site.), particularly with regards to using images and text they find on the Internet. Material that is publicly available on the Internet and in digital form has the same copyright protections as content in non-digital form.

SDCCD Board of Trustees Policy Chapter 4 - Instructional Services

SDCCD Board Policies and Administrative Procedures (Links to an external site.)

BP 5750 Use of Copyrighted Material (Links to an external site.) (Adopted 3/15/2012)

The San Diego Community College District's Colleges and Continuing Education comply with U.S. Copyright Law and follow the SDCCD Copyright Guidelines (http://isp.sdccd.edu/copyright (Links to an external site.)) as procedures for implementing this copyright policy.

Publisher Materials

Textbook publishers often have content packages available for instructors to load into Canvas course shells. These content packages, referred to as course cartridges, contain presentation materials, videos, test questions, and other material that can be imported directly into a Canvas course shell.

Some publisher content, ebooks, and course activities are accessed by the student via the publisher's website for the course, often requiring an additional fee. Instructors are responsible for ensuring that all publisher material to be used in their online class meets the requirements for:

1. Accessibility (per Section 508 standards (Links to an external site.)) to students with vision and hearing disabilities, as described on an earlier page of this module.
2. California Education Code Section 59400 (Links to an external site.), Required Instructional Materials was modified in January 2013 to eliminate the "tangible" requirement. A new section was added that impacts publisher materials through an access fee.

Where instructional materials are available to a student temporarily through a license or access fee, the student shall be provided options at the time of purchase to maintain full access to the instructional materials for varying periods of time ranging from the length of the class up to at least two years. The terms of the license or access fee shall be provided to the student in a clear and understandable manner prior to purchase.

Resources

Here is a list of resources that were presented to you throughout this module.

• Guide To Evaluating Distance Education and Correspondence Education (Links to an external site.)(WASC/ACCJC Guidelines)
• Distance Education Guidelines - Chancellor's Office, California Community Colleges (Links to an external site.) (Academic Integrity, Regular Effective Contact)
• CCC OEI Online Course Design Rubric (Links to an external site.)
• Higher Education Opportunity Act of 2008 (Links to an external site.) (Academic Integrity & Student Authentication)
• CCC OEI Online Accessibility Resource DocumentsLinks to an external site. (Accessibility)
• 2011 Distance Education Accessibility Guidelines (Links to an external site.) (Accessibility)
• Accessibility of Distance Learning Courses (Links to an external site.) (Accessibility)
• SDCCD Copyright Guidelines (Links to an external site.) (Copyright)
• CCC OEI Open Educational Resources (Links to an external site.)
• Financial Aid and Distance Education (Links to an external site.) (Determination of Attendance in an Online Class)
• California Education Code , section 59400, Required Instructional Materials (Links to an external site.) (Instructional Material Fees)