The document discusses the importance of establishing solid online policies for distance learning, using Morton College as a case study. It emphasizes the need for collaborative and well-researched policies that address the needs of administration, faculty, and students to effectively support online programs. It concludes with practical advice on writing, implementing, and continuously updating policies while utilizing existing resources and best practices.

1. Writing your Online Policies
Sifting through best practices to build the foundation of your institution’s
distance learning
Jeremy Joslin
Associate Dean, A&S
Morton College
jeremy.joslin@morton.edu

2. Overview
Why good policy is important
Finding resources
Putting pen to paper
Getting feedback
Putting it all together
Resources I used, Q & A

3. Morton College
2nd oldest CC in IL
8300 annual enrollments
◦ 81% of MC students identify
as Hispanic
Largest Latino serving institution
(by percentage) east of the Mississippi,
7th largest in the country
◦ Geographically, the smallest district in IL
◦ 10 miles from downtown Chicago
Online offerings currently constitute approx. 5% of course offerings, with little to no guidelines
previously in place for what goes online when or who teaches it.

4. Policy as foundation
Well-written policies touching on all perspectives on the online experience (admin, faculty,
student) serve as the bedrock to grow a sound online program from.
Ideally, policy comes before developing online programs. It’s obviously not always the case.
◦ If you don’t have a policy but don’t have much online, you’re not in bad shape. If you have a lot online
but no policy, not so much.

5. What we had in place

6. What we ended up with

7. How did we get there?
How do you bridge the huge gap between no policy utterly at all and one that has built a foundation
for all online to grow off of?
What steps did we have to take to get there?
◦ Can I really call it “there” yet?
◦ Shouldn’t I be saying “I” instead of “we?”
Are they steps that can be taken elsewhere?

8. (zooming in)

9. Why reinvent the wheel?
Find model programs.
◦ Nothing is “one size fits all” but the basics are basics b/c they set up a ground floor everyone can use to
build off of.
Follow policy format you already have
Start with some research on how recognized best practices on administering online learning
might apply to your situation.

10. Then research some more
After some “big picture” research, look closer to home
Get the lay of the land:
◦ What’s the biggest challenge posed to quality distance learning at your institution right now?
◦ What minor issues do you consider easy fixes with the right tools?
◦ What do current students say needs to be addressed in online classes?
The best practices you’ve found only become practices once they’re put into action. Until then
they’re just good suggestions.
Writing the policy is the first step toward actually putting those suggestions to work.

11. Now the hard part: writing
Important issue, complex enough that starting points are practically infinite.
◦ Have some ideas from research to hit up big issues? Start there.
◦ Feel like the small details need more attention? Start there.
Make it obvious where to find an answer and how it applies to the reader’s initial question.

12. Writing how, exactly?
Think about who will be reading the policy, and what they might want to use it for.
◦ Faculty, for guidance.
◦ Students, to appeal something.
◦ Administration, to rule on something.
Write clearly.
◦ Use positive, present language. It’s an active document, not ancient
“Art is never finished, only abandoned.” DaVinci
◦ Believe it or not, this can apply to writing policy as well.

13. Get some (constructive) criticism
Be collaborative…
But be reasonable.
◦ Realize that not everyone’s feedback yields positive results.
Bottom line: don’t make it a secret.

14. Repeat as necessary
Things are not always lightning fast in higher education.
◦ Last year I was looking to put the finishing touches on our first real online policy draft. A year later that
same document (with minimal changes!) was finally put through the final steps to get it approved for
implementation at the college. Yikes.
Being open that this is being written can help negate some of this.
Better to be slow getting to the starting line than stopping at the finish and having to fold up
shop.

15. Once it’s written
So you’ve got a great document. What’s next?
Policy creation doesn’t necessarily stop at writing…
◦ Did you require/promise faculty training? Does it exist?
◦ Does the policy fit within an existing appeal structure or do you need to create one?
◦ Has a new app or tech popped up that could change things? Hopefully you’ve got a way to stay up to
date.
But I think that’s a topic for another session.

16. Final takeaways
My advice?
◦ Find what’s already out there that you can use at your institution.
◦ Figure out what matters to you the most about online learning and start there.
◦ Don’t be shy about showing people what you’ve got early and often.
◦ Be patient, and be ready to be flexible.
I can’t overstate the importance of having a strong policy in place at any point of developing
your online programs. It’s never too early to have it in writing, but it can be too late!

17. Resources (and feel free to share your own as well)
Our policy draft, other policy examples, best practice articles
◦ https://app.box.com/s/icw0zhcekafd26ig0ovtolsy5rr5ijhn
Model online programs
◦ Penn State online, World Campus
◦ Univ of IL-Chicago is surprisingly well reviewed, especially if you know about UI’s
“Global Campus” efforts
Best practices resources
◦ Abel, R. (2005). Implementing Best Practices in Online Learning. EDUCAUSE Quarterly, 28(3), 75-77
◦ Fish, W. W., & Wickersham, L. E. (2009). BEST PRACTICES FOR ONLINE INSTRUCTORS: Reminders. Quarterly Review Of Distance Education, 10(3), 279-284.
◦ Illinois Community Colleges Online (ILCCO): http://www.ilcco.net/ILCCO/
◦ Illinois Online Network (ION) pedagogy resources: http://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructorProfile.asp
◦ Irlbeck, S. A. (2008). Implementation of Best Practices for Online Teaching and Learning in an Online Institution. Performance Improvement, 47(10-), 25-29.
◦ Network of IL Learning Resources in Community Colleges (NILRCC): http://www.thencat.org/PCR.htm
◦ PEW Grant program: http://www.thencat.org/PCR.htm
◦ Powers, J. D., Bowen, N. K., & Bowen, G. L. (2011). Supporting Evidence-Based Practice in Schools with an Online Database of Best Practices. Children & Schools, 33(2), 119-128.
◦ Rizopoulos, L. A., & McCarthy, P. (2009). Using Online Threaded Discussions: Best Practices for the Digital Learner. Journal Of Educational Technology Systems, 37(4), 373-383.
◦ Talab, R. (2004). A Student Online Plagiarism Guide: Detection And Prevention Resources. Techtrends: Linking Research & Practice To Improve Learning, 48(6), 15-18.
◦ Western Cooperative for Educational Telecommunications. “Best Practices for Electronically Offered Degree and Certificate Programs.” In L. Foster, B.L. Bower, and L.W. Watson (eds.), ASHE
Reader: Distance Education: Teaching and Learning in Higher Education. Boston: Pearson, 2002.
◦ Wolf, P. D. (2006). Best Practices in the Training of Faculty to Teach Online. Journal Of Computing In Higher Education, 17(2), 47-78.