Implementing an Online Academic Program Webinar … an Online Academic...Do you want to implement an online academic program, ... and development of postsecondary institutions, whose

IMPLEMENTING AN ONLINE ACADEMIC PROGRAM TRACS Processes & Financial Aid Procedures

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Introduction Do you want to implement an online academic program, perhaps to increase enrollment or benefit non-traditional students? Do you want to augment residential courses with the internet, wikis, synchronous chat, discussion groups, online tests and quizzes, podcasting, stream-ing video and more? Not sure which LMS/CMS (Learner Management System/Course Management System) is right for your school? Not sure how much its going to cost to “take the plunge”?

If this project is still sitting on your “To Do” list because you simply don’t know where to begin, read on.

Below, we’ve outlined the TRACS Processes and Financial Aid Pro-cedures that schools should follow in order to successfully implement a TRACS (Transnational Association of Christian Colleges and Schools) accredited online academic program.

This whitepaper will examine:

TRACS concerns, processes and timelines

Procedures to gain financial aid funds for an online program

What to look for in an LMS and the pitfalls to avoid

An Overview of TRACS TRACS was established in 1979 to promote the welfare, interests, and development of postsecondary institutions, whose mis-sion is characterized by a distinctly Christian purpose, as defined in our Foundational Standards. TRACS encourages each affiliated institution to develop its own distinctives, while providing quality postsecondary education within the context of spiri-tual development. TRACS institutions place emphasis on high academic standards as well as Christian values.

For more information visit their website: www.tracs.org.

An Overview of Scholar360 Scholar360 is an internet-based Learner Management System (LMS) that enables schools to implement an online academic program. It equips schools to host online courses, conduct live and blog-style communication between faculty and students, track grades, automate test scoring, store course materials, and much more. Scholar360 provides the tools schools, busi-nesses, and organizations need to implement modular courses and revitalize residential courses, making them more interac-tive.

For more information call 866-458-0360 or visit their website at www.scholar360.com.

If implementing an online aca-demic program is still sitting on your “To Do” list because you don’t know where to begin, read on.

TRACS Concerns

TRACS requires the school to address the following concerns: (each will be addressed each in turn within this whitepaper):

Curriculum Faculty Administration Student Services Student Learning Platform Procedures

Curriculum Question: Is the online program comparable to the program(s) offered currently through the school?

If the degrees to be offered online are comparable in content and standards as the degrees offered on the residential campus(es), then this concern is easily addressed. In this case, many schools simply place the same syllabus, PowerPoint presentations, videos, tests, and other course materials on the LMS/CMS in the Course Materials section. Students can then download the materials when needed, discuss the content using online Discussion Boards, Communities, and real-time chat. Students take tests online, which the system instantly grades and makes available to the student. These grades are then exported to an SIS (Student Information System) for records and transcript pur-poses.

If the degrees to be offered online are NOT comparable in content and standards as the degrees offered on the residential campus(es), then this concern must be addressed with a self-study process outlined within the TRACS manual.

Faculty Question: Are the faculty certifications appropriate for the degree(s) offered online?

Schools must ensure online instructors or facilitator’s degrees and certifications are appropriate to teach the online course. (This same rule applies to residential courses.)

Here are the rules:

1. For undergraduate programs: Must hold at least a Master’s degree or a Master’s degree and 18 graduate hours in the course assignment for undergraduate degrees.

2. For graduate programs: A doctorate in the field is required.


Administration Question: How is the program going to be administered?

Schools must address how the online program is to be administered. This often includes selecting a staff member to:

a. Manage the LMS/CMS

b. Maintain servers (if the system is hosted by the school and not the vendor)

c. Select courses to offer online

d. Oversee faculty

e. Answer student service questions

f. Upload course materials

g. Synchronize student records

In most cases, schools elect to have the IT Director manage the system, the academic dean to oversee faculty and answer student services questions, the faculty to manage course content, and the registrar or academic dean’s assistant to synchronize student records with an SIS system. All other administration

Figure 1.1


Student Needs Question: What will students need?

Schools must anticipate what students will need in order to utilize online courses. This includes:

1. Equipment (computer, browser, etc.)

2. Research resources (such as an online library system) 3. An easy to use LMS/CMS that will enable them to download and watch course material, make com-

ments on material, interact in real-time with teachers and other students, interact via email, discussion boards, blogs, and postings to communities

4. Storage space to store files and material

5. Calendar to track schedule

6. Ability to take tests and view grades

Once the students’ needs have been addressed, many schools assign a staff member to be responsible to address academic and technological issues students encounter. This is called a Super User..

Student Learning Question: Can students learn via the online program in much the same way as they can with residential courses? Schools must be able to demonstrate that online courses are comparable to residential courses in both content

and delivery.

If the school uploads the same course material used in a residential course, the student will be able to download and watch the material, make comments, ask questions, and respond to the material just as he/she would in a classroom setting. (This employs chats, discussion boards, blogs and more.) Tests should be administered securely and graded by the system so grades are immediately available to students. (This is even better than residential experience.) Students should also be able to interact and collaborate with other students using chats, discussion boards, communities, blogs and more. (See Figure 1.2 - Comparing Processes)


Residential Process

Figure 1.2 - Comparing Processes


Online Process

In Addition… Schools must make an online full-text database (such as ATLA™) available to online students.

Schools must make available an online full-text database (such as ATLA™) so online students have adequate access to research material.

Schools will need a reputable platform (LMS/CMS) with reliable up-time . Schools will need to license a reputable platform (LMS/CMS) with reliable up-time to deliver the courses online. Features to look and pitfalls to avoid are addressed in a later portion of this webinar.

Administration Question: How will students register, pay, receive grades, etc.?

Schools will need to address how students will register, pay, receive grades, turn in homework assign-ments, and more.

Many schools rely on an eCommerce solution that integrates with the LMS/CMS and SIS to streamline registration and payment. Some LMS/CMS enable students to see their grades the moment their tests are completed. These grades are exported to the SIS at the end of a semester/quarter to be included in the student records database/SIS for transcripts. Many LMS/CMS provide features that enable students to turn in assignments, immediately notify professors the assignments are available, and create a traceable trail.


TRACS Processes & Timeline

TRACS requires the school to address the following concerns: (each will be addressed each in turn within this whitepaper):

1. Notify TRACS Director with a letter describing the substantive change desired. A form and checklist will then be sent to the school.

2. Submit Application Form for a Proposed Substantive Change.

3. Submit application fee, ranging from $300-800, depending on the size of the substantive change desired. (TRACS will notify the school of the correct amount.)

4. Change school’s mission and objectives to include the online program.

Answer checklist questions 1, 8-10, 12-14, 24 and 40

5. Demonstrate in writing that the online program is:

Comparable to site-based learning In compliance with the seven “TRACS Guidelines in Evaluating Distance Education Programs” in the

TRACS Manual Answer checklist questions 21-26 Fill out the Instructional Staff Listing

6. Answer checklist questions for Non-Significant or Significant Change Request, depending on which fits the situa-tion.

Answer checklist questions 1-5, 7, 8, 10, 12, 15, 20, 23, 27, 28, 40, 44, 46


In Addition… The school will also need to include the online program in their yearly assessment process.

The US Department of Education requires TRACS to monitor online programs. By including the online program into the school’s yearly assessment, this requirement is fulfilled.

Financial Aid Processes

The Financial Aid available has improved for online programs:

Prior to 2006, students taking online classes were only able to get 50% of their costs covered by Financial Aid.

Today, students can receive 100% Financial Aid for their online courses.

What to Look For in an LMS/CMS The purpose of an LMS/CMS is to:

1. Save time and postage, if your school is using mail to send correspondence courses. You will also be able to reduce your overhead costs by reducing the need for inventory.

2. Increase enrollment by offering online courses to students whose schedules do not fit traditional residential courses, students who live in another state or country, or students who need an alternative for a semester/quarter.

3. Save the faculty time by enabling them to provide course materials to students one time – so they don’t have to make copies, send emails, etc.

4. Involve your students by enabling them to interact with other students outside the classroom (using chat rooms, social networks, blogs and more).

5. Enable your professors to interact with their students outside the classroom. 6. Make residential courses more interactive using the social networking features and media delivery for course

Note: Once the school has gained the Department of Education and TRACS accreditation approval for the online academic program, the fi-nancial aid process is very short. The school will immediately be able to receive Financial Aid for enrolled students.


What to Look For in an LMS/CMS (Continued) A good LMS/CMS should:

1. Be up at least 99.9% of the time. They should also be able to tell you how new releases and versions are pro-vided to clients, how bugs are fixed and how often scheduled downtime occurs.

2. Be SCORM compliant. SCORM stands for “Sharable Content Object Reference Model” and is the standard for course content. Should you decide to purchase already created course material, SCORM is the standard.

3. Be easy to use. This sounds obvious, but you might be surprised. Remember, if your faculty doesn’t like it, they won’t use it.

4. Provide support and training. If the LMS/CMS is easy to use, less support and training will be required. This should be included in the pricing.

5. Be responsive to technical support issues. (This goes without saying.)

6. Export to your current SIS. Most LMS/CMS can work with any SIS system using a CSV file. Additional, more streamlined exports can be created with the help of SIS vendors.

7. Provide course cloning capabilities. You should be able to copy an already created class from one semester to another, saving faculty time and effort.

8. Provide reports for tracking students.

9. Clearly elaborate storage limitations and additional charges for storage.

10. Clearly elaborate their pricing for license fees, user fees, gateways, custom programming, and more.


Pitfalls to Avoid

Many LMS/CMS charge extra fees in the following ways, so beware: • Some charge by “seat” not “user.” In this situation, a student who is taking four classes counts

four times. This allows the vendor to charge you four times. In a per-user model, you would receive only one charge, no matter how many classes the user takes or teaches.

• Some charge for gateways, which are really fancy words for log-ins. Usually, the vendor pro-vides your website designer with programming that enables students and teachers to log-in to the LMS/CMS from your school website.

• Some charge for branding the LMS/CMS to look like your site, giving it a custom feel. • Some charge start up fees and fees to move courses from an old LMS/CMS to a new one.

In Summary

If the school is simply placing an existing, approved and accredited program online, adhere to the following process:

1. Notify accrediting body (TRACS) to start process.

2. Notify Financial Aid Third-Party Servicer (Weber). 3. Or, if Third-Party Servicer is not used, the school will need to reapply to guarantor agency to include online

program students and make changes to overall Financial Aid offerings.

If the school is NOT placing an existing, approved and accredited program online, adhere to the following process:

1. Notify accrediting body (TRACS) to start process.

2. Contact TRACS to understand and begin the self-study process.

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Norfolk, VA 23517 866.458.0360

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Implementing an Online Academic Program Webinar … an Online Academic...Do you want to implement an online academic program, ... and development of postsecondary institutions, whose