The choices@pvc Distance Learning Program Model was created by the PVCC Dream Team to provide the framework and guidelines for the distance learning program. The Dream Team was a faculty-driven effort which addressed the current and future needs of the nontraditional instructional delivery programs and their impact on the college.

The choices@pvc Distance Learning Program includes five learning alternatives for students. To meet the needs of a diverse student population who expect quality flexible educational opportunities, each learning alternative has unique characteristics.

1. Open-Entry/Open-Exit ­ may enter the course at any time during the open enrollment period, work through the course at his/her own pace, and exit during the semester when course requirements have been met.

2. Guided Independent Learning ­ must enroll in and start the course by the enrollment deadline (enrollment is limited). Instructor provides course materials to guide the learning pace (establishes due dates and exam dates).

3. Flex Express ­ required to attend class sessions a limited number of times. Instructors provide learning activities which include additional assignments to be completed outside of class by a specified due date.

4. Online ­ must enroll in and start the course by the enrollment deadline (enrollment is limited). All learning activities administered via the Internet. Students must have access to a computer with an Internet connection.

5. Instructional Television ­ required to attend live-interactive televised instructional classes held in a TV studio which either originate from PVCC or are transmitted to PVCC from other Maricopa colleges.

The Choices program coordinator and the five area coordinators comprise the Choices Coordinating Team who collectively work to manage the program. Through the capital development program, a work area was remodeled and designated as the Center for Distance Learning.

The choices@pvc model provides a structure that considers the entire campus, the relationship of the different instructional alternatives to each otherand to all support areas, and provides an efficient process to identify and resolve issues. Campus-wide impact can be anticipated and plans can be put into place to meet identified needs. The model provides for uniform procedures for all distance learning students and faculty; a central location for all distance learning information on campus; and clear, accurate information for students in a designated area of the class schedule. The model can be easily adjusted as learning alternatives evolve and/or change.

 

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