Chabot College Program Review
Administrative Services Program Review Summary
Unit/Area: Online Learning
Division/Area to Which You Report: Academic Services
Author(s) of this Unit Plan: Ramona Silver (Chair of COOL), Lisa Ulibarri (Instructional Designer, CWS), Minta Winsor (CWS Coordinator)
Today’s Date: March 10, 2011
School Year Program Review Completed: This Program Review merges the process for both the Committee On Online Learning (COOL) and
Chabot Web Services (CWS) into Online Learning.
Audience: IPBC; Program Review Committee; Deans/Unit Administrators; Budget Committee
P urpose: To provide evidence of progress on from previous year and to provide input into planning for subsequent years.
I nstructions: If you have completed your unit plan last year, please update your timeline and answer the questions below. If you are updating/changing
your timeline, list the appropriate year in which revisions were made.
1A. Problem Statement: Summarize your original Program Review conclusions (or if this was done in last year’s unit plan, please update).
1B. Analysis: What was the basis for these new and/or continuing conclusions?
Despite budget changes, online and hybrid courses (online courses with meetings) have continued to be a significant portion (approximately 10%) of the
college’s course offerings in the effort to provide accessible education to our student demographic. In this effort, the Committee On Online Learning (COOL)
and Chabot Web Services (CWS) have continued to strive to provide high-quality courses and resources to benefit online learners.
In our most recent Online Student Satisfaction Survey implemented via the Office of Institutional Research in the Fall 2010 semester, 89% of our online
learners only take their classes online. Additionally of those who are fully online learners, 49% work full-time. 25%of our fully online learners are parents
with children. The most significant finding however, was that our Chabot online students were 14% more satisfied with their online learning experience
than their Face-to-Face counterparts were with face-to-face classes. The other significant conclusion from this study indicated that many of our students
want and need to have more access to not only online courses but also hybrid courses.
Many of our learners find the combination of hybrid and online classes enables them to come to campus but also to pursue their transfer and degree goals
with more flexibility to meet their work and family responsibilities. However, concerns among faculty have arisen in reference to student success in online
classes versus face-to-face classes. Moreover, many faculty members need more access to flexible online and hybrid methods for teaching. Students who
need basic skills courses may need hybrids and online courses that are tailored to fit their particular learning challenges. Many faculty members have
expressed caution with regard to online learning and hybrid learning. Yet, there remains a consistent principle; namely that online and hybrid learning is
used not only in Distance Education but for all classes.
Therefore our online learning program administers to all students who attend Chabot College whether they are online learners or not. Online learning
operates throughout the institution in many various ways. For instance, while 10% of the college’s sections are online or hybrid courses, there are also a
large number of on-campus courses that utilize online learning through the Blackboard Course Management System.
Chabot College Program Review
In Fall 2010, there were 614 Chabot sections using Blackboard, most as a component to face-to-face instruction. In Spring 2011, there are currently 607
Chabot sections using the Blackboard system. While Blackboard is most heavily used by online or hybrid courses, online learning technologies are used by
all courses campus-wide. As online learning is a college-wide effort, we are now looking to institutionalize the progression of online learning.
2. List your accomplishments. How do they relate to your program review and previous unit planning? Please cite any relevant data
elements (e.g., efficiency, productivity, survey results, etc.).
Accomplishments:
•
Online Learning has continued to grow and steadily represents 10% of our overall sections, despite course cuts, and the demand for these
classes is at an all-time high.
•
As a result of the growing number of online and hybrid courses at Chabot in 2009-2010, we now offer 37 degrees or certificates
where 50% or more of the program, certificate, or degree is offered through Distance Education.
•
For the 2009-2010 Academic year, the Committee On Online Learning reviewed and processed a total of 39 new online and or hybrid
courses. For the Fall 2010 semester, the Committee On Online Learning has reviewed and processed a total of 22 online and hybrid courses.
Each proposal requires at least 2 hours from the members of the proposal review teams and also many require in person course site
demonstrations. This results in a very large time-commitment by members of the COOL.
•
In the Spring and Fall 2010 semesters, the Committee On Online Learning provided at least six Online Evaluation Training Sessions for both
faculty and administrators. These training sessions are required for any instructor or administrator who will be evaluating an online or
hybrid course.
•
Faculty Training: In both Fall 2009 and Fall 2010, the Committee On Online Learning and the CWS Online Learning Support staff provided
two 3-hour workshops on online learning for all of the Chabot faculty members. Both of these workshops were extremely well attended.
The CWS Online Learning Support Staff also provided a series of workshops in preparation for the system upgrade to Blackboard Learn 9.0.
In addition, during 2009-2010, approximately 31 Chabot instructors enrolled in the Introduction to Blackboard course, which has been
offered in an online format through CWS since August 2007. So far for 2010-2011, 16 faculty have utilized the Chabot Web Services
Introductory training. The CWS Online Learning Support staff also meet individually with faculty for instructional sessions, initial
Chabot College Program Review
consultations for the online course approval process, online course design/development, and a wide variety of topics on Blackboard
or integrated programs.
•
The COOL has also focused on reaching faculty to ensure quality online instruction. In the Fall of 2009 the committee actively made certain
that each faculty member who proposes an online or hybrid course documents and implements full contact hours to meet the Distance
Education guidelines for the State of California. Another effort is a COOL Blog sent to faculty to inform them on useful online learning
methods. This has proven to be an effective communication tool to reach not only the online faculty, but rather all Chabot faculty.
•
In the effort to reach out to our growing population of online students, in the Summer 2010, Fall 2010 and Spring 2011 the Committee On
Online Learning has provided 18 Student Online Learning Orientations. These sessions are done on a drop-in basis to assist students with
getting started in their online or hybrid course. And, as online students often need flexible access to resources, the CWS Online Learning
Support Staff focused on the development of web-based resources. Through a partnership with the Chabot Television Studio, the CWS staff
created a series of on-demand video of the Online Learning Orientation. Through this web-based resource, we were able to reach a larger
portion of the online student population than we could through the use of solely on-campus resources.
•
The CWS Online Learning Support Staff created a comprehensive website for online students. This website contains a blend of on-demand
instructional video, a listing of online and hybrid courses (and how to access more information), information for potential online students,
and effective marketing of our online curriculum. Through this website, online students can also access support for Blackboard and online
courses.
•
Chabot launched Blackboard Mobile, an App which enables users to access Blackboard through their mobile devices, in the summer
of 2010. The popularity of this mobile app has provided inspiration for the future development of other web-based resources
optimized for mobile viewing.
•
During the summer of 2010, Blackboard was upgraded from version 7.3 to version 9.0, which offers a number of ways to enhance
class participation as well as instructor-student and student-student interaction. The substantial improvements include learning-bycollaboration tools such as blogs and journals, enhanced notification & assessment capabilities, and a redesigned Web 2.0 interface.
•
General Studies 1 was added to the college curriculum as a regularly-offered course. In this 3-week, half-unit, online course, students
learn the basics of Blackboard, how to get help in online classes, and strategies for success as an online student, including time
management, study skills, and netiquette. Roughly three to four sections of GNST are offered at varying points in the semester. This course
provides a solid foundation to prospective and current online students, therefore increasing their chances of success.
•
As part of the Title III Initiative, a Faculty Inquiry Group was formed in 2009-2010 to investigate core needs and practices in online tutoring.
Chabot College Program Review
The Online Tutoring FIG, which includes the chair of the COOL, has since decided to use CCC Confer (a free technology available to the CCC
System) for online tutoring needs. A pilot of online tutoring is currently in practice for the Fall 2010 and Spring 2011 terms.
3. List your new and continuing unit goals. Based upon what you accomplished, do you have any changes you are making to your goals or
timeline? Please make any revisions to the timeline on the next page.
Continuing goals (if you did not do a unit plan, skip to the next box):
n/a
New goals:
1. Offer more online and hybrid courses including a fully online degree. Progress on this goal will be dependent on faculty willingness
to teach online or hybrid courses. Therefore, we hope to offer more faculty support to make online teaching a seamless transition
for their instructional methods. We plan to develop training resources/methods that meet the needs of faculty (including
multimedia elements) and new technologies.
2. Implement instructional devices to promote greater student success and retention in all classes that use online learning methods.
Ensure that our learners have optimal technological access in reference to WiFi, cloud computing, hardware and software to
promote better success.
3. Meet the Distance Education Guidelines set forth by the Department of Higher Education, which includes progress on both
online tutoring and online counseling, as well as general availability of college services in an online environment.
4. Institutionalize online learning. Unfortunately since Fall 2009 the Committee On Online Learning has had no direct funding to
support its efforts. The continuation of many of our listed accomplishments is dependent upon funding. Thus the time has come
when we must look for more financial support and to integrate online learning into the college-wide plans.
4. Discuss how these goals support the college Strategic Plan goals and/or strategies.
Continuing goals (if you did not do a unit plan, skip to the next box):
n/a
Chabot College Program Review
New goals:
Goal 1.) Offer more online and hybrid courses including a fully online degree. Progress on this goal will be dependent on faculty willingness to teach
online or hybrid courses. Therefore, we hope to offer more faculty support to make online teaching a seamless transition for their instructional
methods. We plan to develop training resources/methods that meet the needs of faculty (including multimedia elements) and new technologies.
Strategic Goals:
• A: Build awareness of Chabot’s academic excellence, and ensure access to education for all who seek it.
• A4: Find multiple ways to deliver instruction and services for all.
• A4a-c: a) Increase online enrollment; b) Increase evening, Saturday, & PACE program enrollment; c) Evaluate the accessibility of course
offerings and provide new configurations as needed.
• B: Provide high-quality programs and services so all students can reach their educational and career goals.
• B3b: Increase the number of degrees awarded
• B3e: Develop alternative delivery methods for basic skills
• D: Be an educational leader by continuously supporting and improving learning in our diverse institution.
• D3: Offer professional development to support teaching, learning, and operational needs.
• D3b: Promote and showcase effective teaching and learning strategies.
Goal 2.) Implement instructional devices to promote greater student success and retention in all classes that use online learning methods. Ensure
that our learners have optimal technological access in reference to WiFi, cloud computing, hardware and software to promote better success.
Strategic Goals:
• A: Build awareness of Chabot’s academic excellence, and ensure access to education for all who seek it.
• A4: Find multiple ways to deliver instruction and services for all.
• D: Be an educational leader by continuously supporting and improving learning in our diverse institution.
• D3: Offer professional development to support teaching, learning, and operational needs.
• D3b: Promote and showcase effective teaching and learning strategies.
• D5: Provide safe, secure, and up-to-date facilities and technology.
• D5c: Finalize and implement the Technology Plan.
Chabot College Program Review
Goal 3.) Meet the Distance Education Guidelines set forth by the Department of Higher Education, which includes progress on both online tutoring
and online counseling, as well as general availability of college services in an online environment.
Strategic Goals:
• A: Build awareness of Chabot’s academic excellence, and ensure access to education for all who seek it.
• A4: Find multiple ways to deliver instruction and services for all.
• A4c: Evaluate the accessibility of course offerings and provide new configurations as needed.
• D: Be an educational leader by continuously supporting and improving learning in our diverse institution.
Goal 4.) Institutionalize online learning. Unfortunately since Fall 2009 the Committee On Online Learning has had no direct funding to support its
efforts. The continuation of many of our listed accomplishments is dependent upon funding. Thus the time has come when we must look for
more financial support and to integrate online learning into the college-wide plans.
Strategic Goals:
• A: Build awareness of Chabot’s academic excellence, and ensure access to education for all who seek it.
• A4: Find multiple ways to deliver instruction and services for all.
• A4a-c: a) Increase online enrollment; b) Increase evening, Saturday, & PACE program enrollment; c) Evaluate the accessibility of course
offerings and provide new configurations as needed.
• B: Provide high-quality programs and services so all students can reach their educational and career goals.
• B3b: Increase the number of degrees awarded
• B3e: Develop alternative delivery methods for basic skills
• D: Be an educational leader by continuously supporting and improving learning in our diverse institution.
• D3: Offer professional development to support teaching, learning, and operational needs.
• D3b: Promote and showcase effective teaching and learning strategies.
5. Solution: Cut and paste your previous timeline and update the “Accomplished?” column, if necessary. Detail the plan for accomplish
your goals. If you are making revisions to your activities or timeline, please indicate that in the “Revised?” column.
Unit Action Plan Timeline
Chabot College Program Review
No.
Timeline
Milestone Activity
Person(s) Responsible
Accomplished
?
Yes/No/
In Progress*
Revised?
Yes / No
If yes, list
revision year
Do you need
additional funds
to support this
activity?
Yes/No
If, yes, what
type?**
1.
2011-2013
Offer more online and hybrid courses including a fully online degree.
COOL, CWS, VP
Progress on this goal will be dependent on faculty willingness to teach Academic Services
online or hybrid courses. Therefore, we hope to offer more faculty
support to make online teaching a seamless transition for their
instructional methods. We plan to develop training resources/methods
that meet the needs of faculty (including multimedia elements) and
new technologies.
Yes – to fund
faculty
involvement
2.
2011-2013
Implement instructional devices to promote greater student success
and retention in all classes that use online learning methods. Ensure
that our learners have optimal technological access in reference to
WiFi, cloud computing, hardware and software to promote better
success.
COOL, CWS, VP
Academic Services
Yes – staffing
to provide
more
intensive
support for
students.
3.
2011-2013
Meet the Distance Education Guidelines set forth by the Department of COOL, CWS, VP
Higher Education, which includes progress on both online tutoring and Academic Services
online counseling, as well as general availability of college services in
an online environment.
Yes – staffing
to provide
more
intensive
support for
students.
4.
2011-2013
Institutionalize online learning. Unfortunately since Fall 2009 the
COOL, CWS, VP
Committee On Online Learning has had no direct funding to support its Academic Services
efforts. The continuation of many of our listed accomplishments is
dependent upon funding. Thus the time has come when we must look
for more financial support and to integrate online learning into the
college-wide plans.
* Note: As you may be carrying over or planning new activities for this planning cycle, this column should list that all activities are “In Progress.”
** List types such as “equipment,” “supplies,” “staffing,” “contractual services,” etc…