Distance Education
Distance Education
Distance
1700s 1800s 1900s 2000s
Distance education used to be about the distance.
Distance Education
Distance Education
Education
A Course…
…is a course.
Good Teaching…
…is good teaching.
Online Education - in the News!
Online and Hybrid Course Enrollment and Performance in Washington State Community and Technical Colleges
Di Xu and Shanna Smith Jaggars March 2011
Community College Research Center Working Paper No. 31
“Online classes and completion”
I certainly agree that college completion is vital, both to our
nation's economy and to our efforts to maintain an informed
and engaged citizenry. Yet I'm concerned that some two-year
institutions and systems might be taking the wrong approach,
one that may ultimately prove counterproductive. Specifically
(and predictably enough), many state systems have said that a
key component of their plans to raise graduation rates involves
increasing online offerings, despite strong evidence that online
classes may have just the opposite effect.
by Rob Jenkins Chronicle (3/13/2012)
Strategies for improved completion…
• Interregional Guidelines for the Evaluation of Distance Education (Online Learning) - updated 2011
• www.msche.org/publications/Guidelines-for-the-Evaluation-of-Distance-Education-Programs.pdf
• Completion Agenda projects (example: AACC student preparedness & math preparedness projects)
Strategies to Improve Completion…
• Involvement in national-level efforts
- Examples:
Completion Agenda
Bridge to Success Project
• Implement fully online degrees
Defining the Best…
Quality Online Courses
Design vs. Delivery
The faculty member is integral to both design and delivery.
Course Design … is the forethought & planning that a faculty member puts into the course.
Course Delivery … is the actual teaching of the course, the implementation of the design.
MCCVLC Online Course Development Guidelines
• Outcomes
• Construction
• Interaction
• Assessment
• Technologies
• Resources
• Maintenance
• Development & Support
MCCVLC Rubric
www.mccvlc.org/~staff/content.cfm?ID=108&printVersion=1
Quality Matters Rubric
www.qmprogram.org/files/QM_Standards_2011-2013.pdf
Characteristics of Online Educators…
• Innovative
• Facilitative
• Interactive
• Organization
• Uses interactive, engaging teaching methods
Pedagogical
Andragogical
• Communicates effectively in the online environment
Communicator
Instructor Competencies
• Relates to the learner in the online learning environment
• Establishes community
Social
• Manages the online learning environment Managerial
Instructor Competencies
Technical
Instructor Competencies
Assessment
•Uses varied assessment tools
•Establishes deadlines
•Effectively uses online learning tools
• Support
• Resources
• Quality Improvement Initiatives
• Individual Renewal
Defining the Best…
Development Opportunities for Effective Online Teaching
Online courses
and programs
A great option
for the
completion agenda
Steps to Success
• Create quality online courses taught by trained faculty
• Develop one or more complete degree programs online
• Add the necessary online student support systems
Accreditation Requirements for Online Programs
Provide a list of credit bearing educational programs where 50% or more of the credit hours are delivered through distance education modes at RCCC
• The six Associate Degrees that are 100% online are: Associate in Arts, History, Political Science, Accounting, Business Administration, and Business Administration – Marketing and Retailing
• Another 14 Certificates and 3 Diplomas can be obtained 100% online
RCCC Total Distance Education Sections and Total Student Enrollment
10 % Point of Enrollment
Data
2007 2008 2009 2010 % Change
Since
2007
Sections (Hybrid/Online) 140 211 321 398 184%
Section (Traditional) 1949 2060 2330 2510 28.8%
Real numbers:
Online increased by 250 courses; traditional increased by 560 courses
Faculty Assignments and Qualifications
Semester Total Sections:
(Internet/Hybrid) Sections Taught by Full-Time Faculty
Sections Taught by Part -Time Faculty
Fall 2008 106 67% 33%
Spring 2009 149 61% 39%
Fall 2009 172 56% 44%
Spring 2010 198 45% 55%
Fall 2010 200 50% 50%
Spring 2011 235 49% 51%
Completion Analysis: ENG 111
Findings: 2006 - 2010
Completion Percentage:
Baseline: 74.57%
Hybrid: 53.98% down 20.59%
Internet: 60.85% down 13.72%
South: 63.38% down 11.19%
CBTC: 61.47% down 13.10%
RCCC Research on Completion Rate
Completion Analysis CIS
110
Findings: 2006 - 2010
Completion Percentage:
Baseline: 68.42%
Hybrid: 54.56% down 13.86%
Internet: 58.70% down 9.72%
Part-time: 71.89% up 3.47%
Withdrawal Percentage:
Baseline: 14.89%
Mini-mester: 33.36% up 18.47%
Hybrid: 31.20% up 16.31%
Internet: 18.78% up 3.89%
South: 19.33% up 4.44%
Part-time: 11.48% down 3.41%
RCCC Research on Completion Rate
Online Student Resources
• Blackboard help desk funded by NCCCS
• Telephone support, online chat, robust website, 24/7 Helpdesk
• Online tutoring for English, writing, math, science, biotechnology, foreign language, business and technology
Robust RCCC Website
Online
• Registration, pay, WebAdvisor, search for text books, supplies, apparel, online purchases are shipped to student’s home
Other Observations
Defining the Best…
Student Success
Floyd and Casey-Powell Model
• Learner Intake Phase
• Learner Intervention Phase
• Learner Support Phase
• Learner Transition Phase
• Measurement Phase
Floyd, D. L., & Casey-Powell, D. (2004). New roles for student support services in distance learning. New Directions for Community Colleges, 128, 55-64.
Learner Intake Phase
Students need information about online learning, admissions, online programs, placement testing, contact information, financial aid, scholarships, and orientation to the college.
Students need to determine whether or not online learning is appropriate for their learning style, level of motivation, and personal needs.
Learner Intervention Phase
This phase begins with the student’s first online course.
Students learn how to become effective online learners. They learn about the institution’s services that are designed to support students, such as tutoring, library services, and technical support.
Learner Support Phase
The Learner Support Phase covers the remainder of the semester (week 2 and beyond).
Students develop additional skills that lead to successful course completion. Students may develop these skills by working with faculty, academic advisors, and other support staff.
Thursdays with Joyce! Distance Learners, you now have an online advisor just for you! On Thursday evenings, from 6:30 – 7:30 p.m., join Academic Advisor Joyce Murphy as she answers your general academic questions. To participate, all you need are speakers (required) and a microphone (optional). Go to http://www.aacc.edu/virtualcampus/virtualmeeting.cfm for directions on setting up your computer. It’s easy and will only take a few minutes.
Learner Transition and Measurement Phases
Students receive career and academic advising as part of the Learner Transition Phase. The institution examines the effectiveness of its online student services by assessing retention, graduation, and persistence rates during the Measurement Phase.
ITC National DE Survey (2011)
Trends in Student Success
National Trends in Completion
• Selected Results of the 2011 ITC
• National Distance Education Survey
• 78% of respondents report they offer at least one fully online degree
• 80% of respondents report their online courses are equivalent or superior to traditional classes
• Most campuses report they offer a full array of student services accessible to online students
• Inadequate training for faculty/lack of student preparedness are significant problems
National Trends in Completion
National Trends in Completion
• Barry Dahl (consultant/trainer) recently pointed out that DE classes can match the completion rates of traditional classes and campuses are working on improving completion:
www.chronicle.com (3/13/12)
I've long been an advocate for online learning, but admit
that it's still in its infancy. Methods and approaches
continue to get better and there are lots of smart people
working hard to improve online teaching and learning….
Engaged faculty and robust support systems make a
huge difference.
Member Benefits
• ITC News & Listserv
• Grants Information
• Job Postings
• ITC Quarterly Newsletter
• Library: Articles, Abstracts and Research
• Professional Development Webinar Series
• eLearning 2013 – Feb. 17-20, 2013 San Antonio, Texas with Alamo Colleges
Leadership Academy
For more information:
Anne Johnson, Dean Business, Social Sciences and Online Learning Inver Hills Community College [email protected] Fred Lokken, Dean TMCC WebCollege Truckee Meadows Community College [email protected]
Jean Runyon, Dean Learning Advancement and the Virtual Campus Anne Arundel Community College [email protected]
Carol Spalding, President Rowan-Cabarrus Community College [email protected]
Diane Thomas, Dean Online College Greenville Technical College [email protected] Or Instructional Technology Council http://www.itcnetwork.org/about-itc.html