• Lectures listed on a Content Module Tool (table of contents) page with links to lesson content.
• Clear learning objectives with learning outcomes for each module in the top textbox of each content page.
• Use of application activities such as case studies, journal writing, role playing, problem solving and class discussions which encourage active learning and keep students involved in the course.
• Flexibility in assignments and/or multiple means of content delivery and/or exchange, which is responsive to different learning preferences.
• Multimedia content such as, digital images, PowerPoint presentations, video clips, Flash applications, Breeze presentations and training modules are recommended sources in accompanying text content.

The elements of course design or structure and interaction between teacher and learner are key variables in distance education course content development. The greater the distance between the learner and the teacher, the more effort the learner must put forth in order to succeed. Refer to SUU’s policies at: http://www.suu.edu/pub/policies/pdf/PP636Course.pdf

Greater interaction has occurred in the online courses than normally occurs in traditional classroom courses. This is partly due to students having less fear of participation and the need to interact in order to complete assignments designed to encourage serious review and discussion.

The majority of students have access to online courses at home or through university computers. In online course delivery, students have access to course materials in an environment and at a pace that they control during the semester. These courses now have the ability to be adapted to different learning styles.

Online instructors should set and articulate clear and realistic time lines for responding to students and should adhere to them. Experience suggests that students should be told to expect feedback every 2-3 days; this is a basic time table which should be adjusted according to the level of complexity an assignment has. It is also wise to alert students when the instructor will be temporarily unavailable.

The course should use the electronic spectrum to the fullest extent possible. Online faculty should possess skills in word processing and electronic communication at least equivalent to those identified in the computer literacy requirement for students. Use of other than electronic communication should be based on course content (i.e., where student performance must be literally hands-on, where coursework requires the manipulation of items or substances. etc.).

Examples of “courses” that are not acceptable can be found on Addendum 1- Online Course Information.

Every course should consider academic honesty. Refer to the student handbook, which is clear on what is expected of a college-level student, or visit SUU’s Policy and Procedures section at: http://www.suu.edu/pub/policies/

Every course should address the needs of students with disabilities. If you have any questions concerning this, go to these sites for additional information: http://www.suu.edu/faculty/wright/univ10001/ADA.html,
http://www.suu.edu/pub/policies/

A department approved generic treatment of the subject matter where the goals and outcomes are clearly defined. Nothing in the Core Course Content Guide can be changed without departmental supervision. It is anticipated that changes will occur every 3-5 years. Consult the Addendum 5 regarding Updating Courses.

Once a course has been made and approved by the department, the course becomes the Template course. This means that as the need for additional sections occurs, the new section will use the Core Course Content set in the Template course. Faculty can not create an entirely new course because of material bias. It is expected that the core content may be dressed with additional subject matter and syllabus to better accommodate the instructors teaching style. Creation of additional course sections will not be compensated.

Components of the Course Content Guide (included as part of the Syllabus):

1. Course Number
2. Credit hours
3. Prerequisites
4. Mode of Delivery – It is expected that the Course Description, Institutional Mission and Goals, Course Goals and Expected Outcomes will remain the same regardless of the fact whether the course is taught face-to-face or facilitated via supported distance technology.
5. Course Description – This is the identical course description which is published in the SUU Student Catalog. Changes to said descriptions are subject to the review of the SUU’s Curriculum Committee.
6. Institutional Mission and Goals
7. Course Goals – Theses are the criteria that the department has decided upon for the course
8. Expected Outcomes – Anticipated results that are directly tied to the course goals.

Syllabus – This is the guideline for students that explains the delivery of the content. Academic freedom applies to the methods and approaches chosen by the professor to deliver the fixed content with the syllabus.

Components of the Syllabus:

1. Method of Grading
2. Required Text, Materials, Software (file formats used), Computer Hardware, Additional Readings, and in some cases minimal internet connection (i.e. DSL +150kpbs./Broadband).
3. Assignments and Dates for Completion
4. Testing Method and Dates