Designing for Distance Learning

This study analyzed the process through which 37 online courses were transformed using the three pillars course transformation method. The method advanced active learning and engaged learning in order to impact student success. The transformation process began with training of instructors on using the method booklet before they would continue by transforming their courses. During this transformation, instructors worked with an instructional designer assuming the role of a Higher Learning Commission Quality Initiative Project (HLC-QIP) consultant. The study analyzed the transformation process, focusing on the pedagogical support provided to course developers and the actual redesign process, benefits, and challenges.

Cultural and Philosophical Understanding of Game-based Learning in STEM Subjects

Several reasons have been linked to the high percentage of failure when it comes to Sciences Technolo-gy, Engineering and Mathematics (STEM) subjects for college freshmen. The Higher Learning Commission during its annual conference in 2013 did find out that the leading factor, motivation, seems to play a significant role to inspire students to get involved in the course work. Much research, both in academic journals and mainstream magazines, has been published on how traditional methods of lecturing are neither engaging nor robust enough for STEM learners. In this paper, the author explores the Game-Based Learning method (GBL) as a promising platform to assistance students in their transition from high school to college level STEM courses. Additionally it also looks into the fundamental reasons why biologically, culturally and philosophically, playing has become an essential tool in engaging the real world without having to assume the risk of unwanted consequences.

Maintaining the Value of a Midwestern Community College in Kansas from External Stakeholders’ Perspectives and Recommendations

In 2002, the Higher Learning Commission, a regional accrediting agency in the US, placed the community college in this study on academic probation for several criteria and many residents of the community believed that closing doors was the best option for addressing these concerns. This study is designed to ascertain data from external stakeholders of the community college regarding their current perceived value of the community college and suggestions about moving from the present to the future. The main question of the study is: What are external stakeholders’ perceptions of the value of the college to the service area? This qualitative approach is used consisting of interviews, focus groups, surveys, and document review to triangulate stakeholder perspectives. Participants included 176 high school seniors from different counties, four counselors, and four focus groups. The findings from the data are presented in this study are planned to be used by community college officials to incorporate into their strategic plans. They showed that the college needs to consider the value that it brings to the service area including economic benefits, specifically community support; accessibility; and cost of tuition.

FLEX Path

Capella University was founded in 1993 to serve adults who wanted access to high-quality higher education to maximize their personal and professional potential. In the early 2000s, to better serve its mission, Capella extended its online education focus and begin offering competency-based curriculum. Already a leader in online, adult-serving higher education, Capella responded to the external pressures of access and completion, affordability, and filling the gap between employers' hiring needs and satisfaction with recent graduates. The response was the development of FlexPath, a competency-based education and direct assessment option to pursue a degree that signifies clear demonstration of professionally relevant competencies. In 2013 FlexPath was the first direct assessment option to receive approval by a regional accreditor (the Higher Learning Commission) and the Department of Education for federal financial aid eligibility at the bachelor's and master's levels.

Share Your Voice: Online Community Building During Reaffirmation of Accreditation

<p>Generic University recently underwent a successful reaffirmation of accreditation process with The Higher Learning Commission of the North Central Association of Colleges and Schools. As part of the 3-year process, a committee, named the Education and Communication working group, was formed to inform and engage with the entire Generic community. This report describes the process and strategies this working group employed to achieve those goals in a distance learning environment.</p> <p>The primary charges of the Education and Communication working group were to (1) educate stakeholders about the Higher Learning Commission (HLC), the importance of accreditation, and their role in the accreditation process; (2) provide consistent and quality communication to ensure stakeholders are appropriately informed about HLC and the self-study process; and (3) create and execute an appropriate and supportive communication and education plan during the HLC self-study process. The Education and Communication working group primarily focused on internal stakeholders, including students, faculty, and staff. Additional outreach specifically addressed associated individuals, such as alumni and field site supervisors. Other institutions may define their constituencies differently but will find that the goals, plans, and strategies described here will help them to achieve involvement by their stakeholders in accreditation processes.</p>

Encapsulating the Basic Tenets

With increased emphasis on transparency and learning outcomes, the NCA Higher Learning Commission has challenged institutions to demonstrate greater accountability in educational programming (2000). This chapter traces the steps taken to establish a set of guiding principles, or best practices, for endorsement by the American Association for Collegiate Independent Study (AACIS) membership. The AACIS membership is comprised of practitioners from institutions engaged in the provision of self-paced, independent educational opportunities for students who require flexible options, including year-round enrollment. While it was anticipated that agreement on all aspects of online delivery would be impossible, a consensus on core principles was seen as attainable. The purpose of the initiative was to lay the groundwork for further refinement of standards of practice by practitioners engaged in the delivery of online, distance, and independent learning programs.