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- There is a one-to-one relationship between classroom, non-traditional, and distance learning equivalent activities in terms of time.
- Hours devoted to practica, internship, field experience, and laboratory experiences may or may not result in an equivalent number of credits, depending on the discipline. In some disciplines these hours are given the same credit as classroom hours, while in others they are given only one-third or one-half the credit of classroom hours. Thus, the usual practice in the discipline should be followed for granting credit in the classroom, non-traditional, and online contexts.
- In the classroom context, students are expected to engage with a course both in and out of class: at the undergraduate level, this expectation is for the student to spend 2 hours per week in preparation, reading, and assignments outside the classroom for every hour spent in interactions with faculty, students, and course materials in the classroom; at the graduate level, the expectation is 2.5 to 3 hours per week outside of class for every hour in class. In the non-traditional and distance learning contexts, students are expected to engage with their courses for the same amount of time as in the classroom (e.g., a total of 5 hours per week for a 3-credit undergraduate course; a total of approximately 6 hours per week for a 3-credit graduate course). See also they would in face-to-face instruction. For more information and a table with time expectations for various course scenarios, see Class Meetings, Attendance & and Final Examinations procedures in the Faculty Staff Handbook(Credit Hour Policy).
Assignments in distance learning courses are similar to those in classroom-based courses and typically consist of reading in preparation for online work. Assignments that are graded in distance learning courses are similar to those graded in classroom-based courses: papers, projects, exams, participation in discussions (quantity and quality), etc. In order to comply with federal requirements, it will be verified that each student enrolled in a distance learning course is the same student who participates in and receives credit for the course.
Below is a chart defining activities that are considered equivalent in the classroom, non-traditional, and distance learning contexts. All activities have a one-to-one relationship in terms of time.
Non-Traditional or Distance Learning Activity | Equivalent Classroom Activity |
Synchronous class with lecture | Lecture |
Read and/or view a faculty presentation | Lecture |
Complete learning packages such as programmed instruction (PI) or independent module (MOD) with questions to answer. Note: hours designated on individual package | Lecture |
Listen to a podcast or webcast | Lecture |
Research relevant practitioner input on the web. Join online discussion by posting findings and applying to own setting, including analysis and synthesis (see Bloom’s taxonomy). Note: research hours according to teacher’s estimate of parallel time for a lecture | Guest lecture on a topic relevant to course content with a practitioner focus followed by discussion |
Online discussion | Group discussion |
Small group work online or in person | Small group work on a project during class time |
Case study presentation and discussion online | Case study presentation and discussion |
Post online executive summary of paper/project along with a discussion question and lead discussion for a designated period | Student presentation |
Look at video (online or other) | Show video |
Complete online simulation | Complete simulation |
Independent field trip or interview of a practitioner | Field trip |
Online lab | Studio activity |
Practicum/internship/field experience | Practicum/internship/field experience/ laboratory |
Responsible Party
The Provost is responsible for this policy.
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Approved by President’s Cabinet, November 7, 2000
Approved by Academic Cabinet January 29, 2013; reported to President’s Cabinet, February 11, 2013
Updated and approved by Provost's Council, March 2020