Background

The Distance Learning Student Support Scorecard is designed as an easy-to-use process for evaluating the support services at post secondary institutions for students taking most or all of their courses distance learning. The purpose of the scorecard is for an institution to evaluate whether the student services offered to distance learning students are comparable to the services available to on-campus students. Institutions can use the results of the scorecard to identify the strengths and the weaknesses of various services essential to the success of this subset of students. The scorecard has been tied to the Southern Association of College and Schools Commission of Colleges 2012 SACS-COC Edition of the Principles of Accreditation: Foundation for Quality Enhancement Core Requirements (SACS-COC, 2011). With the close association to the Core Requirements, the Distance Learning Student Support Scorecard may be used as supporting documentation for SACS-COC visits.

The scorecard has 44 quality indicators within 11 different categories. Each of the indicators is worth 2 points. The 11 different categories include admissions, financial aid, pre-enrollment advising, veterans services, career counseling, orientation, postenrollment services, library, students with disability services, and technology support. Each category has a broad description of the activities.

Following the description are the quality indicators within that particular category. The quality indicators serve as descriptors of the activities for distance learning students which should be occurring at an institution to replicate the services on-campus students receive. Each of the quality indicators in the rubric has a description of what would be considered full implementation of that quality indicator for 100% distance programs and classes. Full implementation allows the students to participate anytime and anywhere without the need to visit the campus. Partial implementation indicates students can access many services without visiting the campus, but some services might require a visit to campus or because access is limited to typical work hours. No service would indicate the students must come to campus for that particular service.

2 points: Exemplary Level of Serve is the availability of the service in a distance learning format: on campus, virtually, extended workday hours and weekends.

1 point: Service is Available beyond on-campus through one or more option.

0 points: Limited or No Service is available in any mode.

Following the indicators and levels of implementation at the institution is a list of suggested practices. This section serves as guidance to the institution related to services or activities the institution can provide to support distance-learning students. The suggested items provide guidance for items that are scored within the scorecard.

The last section is the example section. Examples have been gathered through research and provided by the institutions across Florida as suggested practices that have assisted distance-learning students. The institutions providing the examples are included to promote communication across the system regarding improvements in student support services for online.

CONNECTION WITH SACS-COC

The goal of the distance learning support services is to provide equivalent services to distance learning students to match those available to on-campus students. Distance learning, as defined by the SACS-COC in the Distance and Correspondence Education policy statement, is a “formal educational process in which the majority of the instruction (interaction between students and instructors and among students) within a course occurs when the students and instructors are not in the same place” (SACS-COC, 2014, 1). Principles of Accreditation (SACS-SOS, 2011) provide guidelines in meeting SACS-COC standards for institutions offering significant distance learning. Below are the items within the policy statement which institutions should be addressing in their reports to SACS-COC related to student services (SACS-COC, 2014).

SACS-COC Guidelines

Curriculum and Instruction

  • The technology used is appropriate to the nature and objectives of the programs and courses and expectations concerning the use of the technology are clearly communicated to students.
  • Academic support services are appropriate and specifically related to distance and correspondence education.

Institutional Effectiveness

  • The institution regularly assesses the effectiveness of its provision of library/learning resources and student support services for distance or correspondence education students.

Student Services

  • Students have adequate access to the range of services appropriate to support the programs offered through distance and correspondence education.
  • Students in distance and correspondence programs have an adequate procedure for resolving their complaints, and the institution follows it policies and procedures.
  • Advertising, recruiting, and admissions information adequately and accurately represent the programs, requirements, and services available to students.
  • Documented procedures assure that security of personal information is protected in the conduct of assessments and evaluations in the dissemination of results.
  • Students enrolled in distance education courses are able to use the technology employed, have the equipment necessary to succeed, and are provided assistance in using the technology employed.

Facilities and Finances

  • Appropriate equipment and technical expertise required for distance and correspondence education are available.

DISTANCE LEARNING STUDENT SUPPORT DELIVERY MODELS

To replicate the on-campus support for the distance learning students, institutions tend to follow three models in the delivery of those services. Variations occur across institutions as the models are adapted to the institutional mission, organizational structures, and culture. For example, programs with 100% distance learning degrees that are offered through an online college or campus may elect to use a more centralized approach. Other institutions with degrees offered through the various departments and colleges on the campus may select a more decentralized approach. To make the most efficient use of resources, institutions may use a web portal approach to providing information about processes and services available.

Centralized Student Services Model

The centralized student service model is often provided as a one-stop shop. The staff in a centralized model work together in the same department within the institution’s organizational structure. The staff specializes in assisting distance-learning students. The distance-learning students are able to connect with support services through a toll-free number or online chat tools. The personnel understand the unique needs of the distance-learning students; therefore, they are able to respond quickly to their inquiries and concerns. Distance learning students’ needs are more complex than traditional students. They are usually 25-plus years old with factors in their lives, which interfere with their ability to complete their degrees on-campus. These students may be employed in positions, which do not allow for contact with the support services during the typical work hours, making extended hours extremely important. Having one accessible contact point to receive answers quickly removes barriers in accessing the services offered by the institution.

Decentralized Student Services Model

The decentralized student services model expands upon the expertise within the institution’s current student service units to support the needs of the distance-learning student. In the decentralized model, students may still have access to a toll-free number and chat services allowing a single point of contact with the institution. The students reaching out are then channeled to the appropriate unit at the institution to address the issue or concern. Within the units, a staff member is trained in addressing the needs of the distance-learning students and the communication tools required to support them. For example, the specialist understands curriculum options and services available for distance learning only students. Communication tools include the use of web-conferencing tools and online chat tools so documents and technical demonstrations can occur. The staff is also available after typical business hours so that students with other responsibilities during the day can still receive support.

Providing Web Resources as Best Practice

Many distance learning students are tech-savvy. As a result, they want to quickly find answers on their mobile devices, laptops, or computers. A web portal allows students to explore and to locate the answers to questions at the time the information is required. The portal can also provide helpful information in improving success in taking distance learning classes at the institution should the students need it.

Another good strategy to support distance learning students is an easily accessible frequently asked question (FAQ) section within a web portal. The FAQ section can provide students with specific answers with step-by-step directions for services students need to access online. A good FAQ can substitute for contacting a real person. FAQs expand the options to students when a live person is not available or for those wanting quick access without contacting the institution.

The processes at institutions for admissions, enrollment into classes, and accessing standard services can be complex. Multiple ways of interacting with the material or instruction can enhance communication with students. Providing both textual directions and short videos that demonstrate processes can reach the students to ensure understanding of the message that needs to be communicated.

Finally, the web portals should be accessible by mobile devices and by those with disabilities. More students are using mobile devices with small screens to access the electronic resources around them. Designing the web portals for easy display is important for locating information on the go. Carefully designed web pages allow students to navigate web resources open to the public with screen readers, and all videos must include captions.