mccvlc distance learning administrators survey results & discussion
TRANSCRIPT
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MCCVLC Distance Learning Administrators Survey
Results & Discussion
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Who
• All 21 submissions were community colleges• Based on 2008-2009 ASC grouping:– Group 1: 8 submissions (10 possible)– Group 2: 6 submissions (7 possible)– Group 3: 5 submissions (8 possible)– Group 4: 2 submissions (3 possible)
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Organization Structure• Reporting Line– Group 1: 50% report to Academic Administrator; 38%
report to Non-academic Administrator; 12% report to President
– Group 2: 50% report to Academic Administrator; 50% report to Non-academic Administrator
– Group 3: 80% report to Academic Administrator; 20% report to Non-academic Administrator
– Group 4: 50% report to Academic Administrator; 50% report to Non-academic Administrator
– ITC National Survey: 74% report to Academic Administrator; 6% report directly to President
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Organizational Structure2010
In 2010: Centralized – 48%/Decentralized – 19%/Mix – 33%In 2008: Centralized – 48%/Decentralized – 22%/ Mix – 30%In 2006: Centralized – 48%/Decentralized – 26%/ Mix – 26%
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Program• Non-credit offerings:– 48% responded Yes– 66% offer non-credit online offerings – ITC Survey
• NEW – retaining old online courses– Majority reported holding between 1-3 years– Faculty responsibility after 1 year
• LMS – looking to switch– Constant at 33%– In line with ITC Survey
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Program
• Assessment of course prior to offering– 67% have some assessment – Up from 2006 when 57% did assessment prior to
offering
• Offering online degrees– In 2010 – 38% said yes– In 2006 – 52% said yes– Nationally – 75% offer at least one online degree
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Program• How are decisions made regarding new courses and
programs?– 38% - academic/discipline level decision– Only one college uses a strategic plan to guide
program & course development decisions• Average length to develop a course– 3 – 6 months (38%)
• Number of courses developed this year– Average is 5.75– Range from 2 to 20
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Program
• Section enrollment caps for online– In 2010, average is 23-25– In 2006, average was 20– Nationally – per ITC Survey• 27 for Introduction to Math course• 25 for Introduction to English Composition course• 30 for Introduction to Political Science course
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Program
• Services planning to offer in the next year– Online student orientation for distance learning– Student helpdesk & technical support – Campus testing center for online classes– Dedicated faculty training staff – Faculty helpdesk and technical support
• Nationally– Online counseling and advising services– Online student orientation– Online student organization, Web site & services
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Program
• Video streaming– 29% are using video streaming services– Nationally – 74% employ video streaming
• Digital repositories– 81% are not using
• Course content development– 100% develop own content and majority also use
publisher content
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Copyright
• Who is responsible to acquire permission?– Instructor – 15– Library Staff Support for Distance Learning – 6– Distance Learning staff – 4– Academic Department/staff – 2– Other – IT department - 1
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Greatest ChallengesChallenge Ranking 2010 Ranking 2008 ITC Ranking 2009
Measuring Quality 1 1
Operating Budget 1 5 4
Adequate Assessment 2 3
Admin Authority 3 2 5
Support Staff 4 2 1
Adequate Student Services 5 6 2
Org. Acceptance 6 3 7
Faculty Acceptance 7 4 6
Student Acceptance 8 7 10
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Faculty
• Challenges – from ITC Survey– Finding enough faculty to teach online.– Lack of faculty understanding of online teaching
pedagogy and best practices.– Our faculty have recently come together in a
collective bargaining unit. They have decided that faculty should have control when and how a course should be delivered. This struggle is just now coming to a head.
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Faculty
• Teaching Ratios for online course– Full time average – 63%– Nationally – 64%– Part time average – 37%– Nationally – 35%
• Limiting number of classes taught– 76% do not limit– Nationally – 66% allow for flexibility
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Faculty
• Training prior to teaching online– 67% said training was mandatory– Nationally – 60% indicated training was
mandatory• 70% require more than 8 hours of training• 20 % require less than 8 hours of training• 10% require exactly 8 hours of training
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Students
• Challenges - from ITC survey– Making sure students are prepared to take online
classes.– Getting students to read information about
distance education classes and understanding there is a basic knowledge of computer skills needed to be successful.
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Students
• Are students required to participate in an orientation prior to enrolling in online courses?– 62% responded No (13)– 38% responded Yes (8)
• Retention– Of those reporting – average retention rate is 67%– Range from 50% to 79%– National – 72%
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Students
• Distance Learning Fee– 76% reported collecting additional fee– Range from credit hour/per course/billing contact– $20- $133/course– Nationally – 40% charge additional fee– Minimum - $2.00/credit– Maximum was $80.00/credit
• Student demand for class offerings– Exceeding current class offering – 86%
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Library
• Librarian assigned to distance education courses– 76% responded No
• Is Librarian part of distance learning team– 62% responded No
• Does institution follow ACRL’s Standards for Distance Learning Library Services?– 71% responded No
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Typical Online ProgramTop Ten List
10. Struggles to obtain understanding, acceptance and support from campus leaders, who often lack direct experience with this method of teaching and learning (sometimes a generational disconnect).
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Typical Online ProgramTop Ten List
9. Often leads the institution in dealing with issues of assessment, design, rigor, course quality and learning.
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Typical Online ProgramTop Ten List
8. Has become a significant change-agent, prompting increased faculty training and professional development, rethinking how we teach, and providing a catalyst for integrating technology into instruction.
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Typical Online ProgramTop Ten List
7. Offers approximately 160 online classes/class sections each semester.
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Typical Online ProgramTop Ten List
6. Is under-staffed, working in cramped conditions, and has an inadequate budget.
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Typical Online ProgramTop Ten List
5. Reports to the academic side of the institution (dean or above).
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Typical Online ProgramTop Ten List
4. Is attracting an increasing number of non-traditional (younger) students.
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Typical Online ProgramTop Ten List
3. Increases access to higher education.
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Typical Online ProgramTop Ten List
2. Does not offer enough classes to meet student demand.
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Typical Online ProgramTop Ten List
1. Is the primary source of enrollment growth for its institution!
From the 2009 ITC Survey – Trends in eLearning: Tracking the Impact of eLearning at Community CollegesMarch 2010