CHABOT-LAS POSITAS
COMMUNITY COLLEGE DISTRICT
CHABOT COLLEGE
2005-2006
Annual Distance Education
Institutional Survey
Prepared for the
California Community College
Chancellor’s Office
By Minta Peterson
Instructional Technology Coordinator
July 24, 2006
Narrative on 2005-2006 Chabot College Distance Education / Blackboard
According to the California Community Colleges Distance Education Report from May 2005, DE
course sessions have sustained an average annual growth rate of 23% for the past 9 years. For 20052006, Chabot College proved similar with a 24% increase in online courses since the previous year.
Overall, the number of faculty interested in teaching DE courses, especially fully online courses, but also
web-enhanced on-campus courses utilizing the course management system ‘Blackboard,’ continues to
grow at a steady rate. In addition, to meet both the scheduling needs of students as well as address
various learning styles, an increasing number of faculty are opting to develop courses with blended
modes of delivery (referred to as “hybrids”), such as online courses with on-campus meetings. In the
works for 2006-2007 course offerings include telecourse faculty developing hybrids to incorporate online
learning as well as other interactive multimedia.
Online
Courses
Course
sections
using
Blackboard as
a supplement
Telecourses
Summer 2005
Sections
17
Enrollment
755
All Sections
58
Total Enrollment
2,411
Non-DE sections
41
Faculty
33
Sections
Enrollment
10
481
Fall 2005
41
1,399
237
6,881
196
98
Spring 2006
38
1,461
293
8,082
255
106
15
495
Annual
Growth*
24%
9%
28%
16%
27%
23%
14
404
7%
-3%
*Semester-to-semester comparison (Fall 2004 to Fall 2005).
With the continued steady growth and interest in the development of fully online courses, hybrids,
as well as web-enhanced on-campus courses, two support groups have experienced a significant
increase in request for services and support:
•
Distance Education Curriculum Support Committee (DECSC).
•
Training & technology services, as provided and by the Instructional Technology staff.
Distance Education Curriculum Support Committee (DECSC)
During the 2005-2006 year, 18 faculty submitted approximately 45 distance education proposals
which were reviewed and approved by the DECSC committee. The delivery mode included 32 fully
online, 12 hybrids, and 1 telecourse, most to be offered during the next academic year. More information,
including the complete listing of courses approved, can be found at at www.chabotcollege.edu/DECSC/.
In order to facilitate and streamline the proposal and review process, especially for faculty already
experienced teaching DE, the committee approved a revised flowchart of the process. For faculty new to
teaching DE, a real time presentation with the committee is required to review the course, offer
suggestions, and to assist with any difficulties.
For 2006-2007, the committee plans to advocate for a comprehensive plan to address the entire
scope and future of DE courses, as well as continued attention on methodologies, pedagogies and
technologies.
Training & technology services
Administrative and faculty support for Distance Education/Blackboard is primarily supported by
two staff members within the Instructional Technology Center (ITC), which includes the Instructional
Technology Coordinator Minta Peterson and Instructional Designer Lynn Sandoval. Support for students
is provided in the Library by Computer Lab Supervisor Melita Fogle. More information about Blackboard
assistance for faculty can be found at www.chabotcollege.edu/itc/Blackboard/. More information for
Blackboard / Distance Education assistance for students can be found at
www.chabotcollege.edu/DistanceEd/.
Compared to last year, the Instructional Technology Coordinator received a 28% increase in
demand for course sites (for both fully online and on-campus courses), while the Instructional Designer
provided the corresponding training & instructional assistance for the growing number of requesting
faculty (23%). Once past the initial introductory stage of site development, faculty (especially those
teaching fully online courses) continue to utilize the one-on-one assistance provided by the Instructional
Designer all throughout the year. The continued growth & interest in teaching online as well as for various
related instructional technologies is reflected by the request for one-on-one workshops from Chabot
College ITC staff, as well as through the @ONE Project. Lenora Pinkston from the @ONE Project
reported that from summer 05 through spring 06, there were 22 Chabot participants registered for their
institutes and distance education courses, seminars and broadcasts. In addition, there are currently 26
faculty/staff registered in @ONE’s self-paced course/video database, which started in December 2005.
More details about the @ONE Project can be found at www.cccone.org/index.htm.
It must be noted that in addition to support services for faculty with regard to Distance Education
& Blackboard, the ITC also provides a much broader range of services. The ITC provides support
services designed to enable faculty and staff to effectively use technology in the workplace and to support
classroom instruction. The ITC provides workshops and individual consultation on supported software
applications, Blackboard, as well as Web publishing. In addition to the Instructional Technology
Coordinator and the Instructional Designer, the ITC also includes the Webmaster Joel Hagedorn and
Instructional Assistant Arlene Adamson (who provides numerous workshops on a variety of software and
manages the faculty/staff computer lab (the “Hub,” which is in the Library, room 121). More information
about the ITC can be found at www.chabotcollege.edu/itc/.
Attached is the annual DE survey which, pending Board approval, will be submitted online to the
California Community Colleges Chancellor’s Office.
Submitted by Minta Peterson
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California Home
California Community College Chancellor's Office
Fall/Spring 2005-2006 Annual Distance Education Institutional Survey
1. Does your campus offer distance education courses
No
Yes
(if yes, please continue, if no please check the box and click on the submit button at the
end of the survey.)
2. Do you target marketing/recruiting for distance education courses to any of the
following groups?(Do not include schedule distribution; list only activities outside of the
regular class schedule distribution.)
No
Yes, (Check all that apply):
Asian, Pacific Islanders
Black/African American
Latino/Hispanic
Disabled Students
Nontraditional Students
ESL Students
Low Income Student
Single Parents
3. How does your college train its distance education faculty? In developing and
implementing distance education courses faculty use: (Check all that apply.)
Faculty's own initiative (seminar, course,
etc.)
Flex session on how to develop distance ed.
courses
Funded Education
Distance ed. course
development manual
Faculty release time to learn skills for development of distance education
courses.
Faculty trained at California Virtual Campus
(CVC) regional centers?
How many?
Faculty trained by the @One Training
Program.
How many? 22
Faculty are provided training to ensure accesss for the disabled?
Other (specify):
Campus trainer on Blackboard & course development.
We do not have a faculty training program.
4. Has your college collaborated with other colleges to develop, teach, or deliver
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distance education courses?
Yes (If yes, name partner college(s) and in what ways you
collaborated.)
(Check all that apply)
No
Partner College(s): Share Blackboard server with Las Positas College
Course Material
Shared Delivery
Technology
Faculty Training
Curriculum
Development
Course Development
Shared
Equipment/Facility
Shared Faculty
CVC Regional
participant
5. Is your college aware of the distance education resources available through the
CVC Regional centers at Butte College and @One at Evergreen College?
No, We are not aware of the CVU/CVC Regional Centers services.
Yes, If yes, in which of the following CVU/CVC-sponsored activities did your
college participate? (Check all that apply)
Training
Course Hosting
On-line resources
Consultation
Technical support
Student Services
6. How do distance education students communicate with their instructors at your
college? (Check all that apply.)
Regular Mail (Postal
Services)
E-mail
Voice Mail
FAX
Telephone during
Class
Face-to-face on
Campus
Internet
Video Conference
Telephone (Personal
Calls)
No Contact
Other (specify):
7. How important are the following with regard to developing, teaching and
delivering distance education courses at your college? Rate each issue on a scale
from 1 (least important) to 5 (most important).
Faculty compensation
4
Faculty training
4
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Teaching load
5
Student learning
5
Articulation/Transfer
4
Regular personal contact between student and faculty
5
State apportionment formula
4
Institutional fund/resources distribution
5
Equipment/facility
4
Scheduling
5
Class size
5
Copy right/intellectual property right
3
Curriculum development/approval
5
Technical support
5
Library Consultation
5
Access to Library and Learning Resource Programs
5
CVU/CVC Help desk
1
Other (specify):
8. What access do the students taking distance education courses have to the
following services and facilities? (Check all that apply)
Walkin
Kiosks
Dial Telephone Internet
Portal
Library: A) Information Resources
Library: B) Instruction/Reference
Assistance
Writing Lab
Transfer Center
Counseling
EOPS
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Financial Aid
Tutoring and Learning Assistance
Orientation
Career Service
Job Placement
Science Laboratories
DSPS
Admission
Course Registration
9. What is the faculty selection process for distance education courses at your
college?
Parallels that for campus-based courses.
Differs from campus-basesd courses.
Is not formalized.
10. Do you do a cost/benefit analysis when deciding whether to develop distance
education courses?
Formal Analysis
Informal Analysis
No Analysis Developed
11. How do start up costs for distance education compare with traditional modes of
instruction?
(Check all that apply)
(Please pull down menu to chose response)
Equipment replacement/upgrade
Higher
Technology support
Higher
Faculty development
About the Same
Faculty salary/benefit
About the Same
Instruction supply
About the Same
Curriculum course development
About the Same
Course production
Lower
Library and Learning Resources Programs
About the Same
12. How do continuing costs for distance education compare with traditional modes
of instruction?
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(Check all that apply)
(Please pull down menu to chose response)
Equipment replacement/upgrade
Higher
Technology support
Higher
Faculty development
About the Same
Faculty salary/benefit
About the Same
Instruction supply
About the Same
Curriculum course development
About the Same
Course production
Lower
Library and Learning Resources Programs
About the Same
13. If your college expanded your distance education program or added new delivery
methods in 2005-2006, please indicate: (Type in response)
The nature of the
expansion:
24% increase in online courses.
The new method of
delivery
What are the
estimated
additional costs
associated with the
expansion or new
delivery method?
None.
14. In 2005-2006 did your college offer a degree or certificate program in distance
education?
No, we did not offer a degree or certificate program entirely via
distance education.
Yes (If yes-complete the following question and estimates for each program or
certificate started)(Type in response)
z
z
z
Identify subject matter area for degree program
Identify subject matter area for certificate
Please estimate what is the implementation cost of your distance education
program at your college for 2005-2006 academic year? (Please pull down
menu to chose response)
Equipment replacement/upgrade
$0-$10,000
Technology support
$0-$10,000
Faculty development
$0-$10,000
Instruction supply
$0-$10,000
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Curriculum course development
$0-$10,000
On-line course conversion
$0-$10,000
Course production
$0-$10,000
Library and Learning Resource Programs
$0-$10,000
z
z
z
Identify subject matter area for degree program
Identify subject matter area for certificate
Please estimate what is the implementation cost of your distance education
program at your college for 2005-2006 academic year? (Please pull down
menu to chose response)
Equipment replacement/upgrade
$0-$10,000
Technology support
$0-$10,000
Faculty development
$0-$10,000
Instruction supply
$0-$10,000
Curriculum course development
$0-$10,000
On-line course conversion
$0-$10,000
Course production
$0-$10,000
Library and Learning Resource Programs
$0-$10,000
z
z
z
Identify subject matter area for degree program
Identify subject matter area for certificate
Please estimate what is the implementation cost of your distance education
program at your college for 2005-2006 academic year? (Please pull down
menu to chose response)
Equipment replacement/upgrade
$0-$10,000
Technology support
$0-$10,000
Faculty development
$0-$10,000
Instruction supply
$0-$10,000
Curriculum course development
$0-$10,000
On-line course conversion
$0-$10,000
Course production
$0-$10,000
Library and Learning Resource Programs
$0-$10,000
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Submit Information
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