NC SARA (10-1-2020)
"These new requirements take effect July 1, 2021, yet early implementation is permitted."
Here are some highlights of the new rules:
Clarity is provided on definitions of “regular and substantive interaction” in distance education such that “regular” is defined as taking place on a “predictable and scheduled basis” and “substantive” means students are engaged through teaching, learning, and assessment as well as at least two of these five activities:
providing direct instruction;
assessing or providing feedback on a student’s course work;
providing information or responding to questions about the content course or competency;
facilitating a group discussion regarding the content of a course or competency;
or other instructional activities approved by the institution’s or program’s accrediting agency."
"Distance education and correspondence education are more clearly distinguishable through five critical factors:
Distance education should be delivered through an “appropriate” form of online media.
Distance education must use instructors that meet accreditor requirements for instruction in the subject matter.
There should be at least two forms of substantive interaction (see above).
There must be “scheduled and predictable” opportunities for instructor/student interaction (see above).
Instructors must be responsive to students’ requests for support."
"Academic engagement” can be fulfilled through virtual/augmented reality activities."
"A credit hour is an amount of work represented in intended learning outcomes and
verified by evidence of student achievement that is an institutionally established equivalency...."
Credit Hour Assignment
"'Notional learning hours' are the estimated learning time taken by the 'average' student to achieve the specified learning outcomes of the course-unit or programme. They are therefore not a precise measure but provide students with an indication of the amount of study and degree of commitment expected."
"Online environments may present some inherent barriers to students engagement,
therefore both synchronous and asynchronous instruction requires
intentional and meaningful design,"