DISTANCE EDUCATION
PROGRAM PLAN & REVIEW
CABRILLO COLLEGE DISTANCE EDUCATION COMMITTEE
Last updated October 2012
3.23.09 Approved by Distance Education Committee
4.2.09 Presented to Instruction Council
4.7.09 Presented to Faculty Senate
4.16.12 Approved by Distance Education Committee
11.27.12 AUOs approved by Distance Education Committee
Distance Education Program Plan & Review
Prepared by:
Francine Van Meter, Director, Teaching and Learning Center, Distance Education
Content Contributors
Renée Kilmer, Vice President of Instruction
Rosemary Brogan
Cheryl Chaffin
Deirdre Scholar
Barbara Durland
Craig Hayward
Calais Ingel
Dale Attias
Ed Parrish
Georg Romero
John Govsky
John Mauceri
Kip Nead
Letitia Scott-Curtis
Nancy Stucker
Rachel Mayo
Ray Kaupp
Rory O’Brien
Shawn Houghton
Steve Larson
Veronica Lundquist
Wendy Norris
Steve Schessler
Kyle McCarthy
This plan was originally written in spring 2009 by Distance Education Committee members.
Their input is greatly appreciated.
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TABLE OF CONTENTS
DISTANCE EDUCATION PROGRAM PLAN & REVIEW ................................................. 1
MISSION STATEMENT ............................................................................................................. 4
INTRODUCTION......................................................................................................................... 4
ADMINISTRATIVE UNIT OUTCOMES ................................................................................. 4
PROGRAM GOALS .................................................................................................................... 4
STUDENT LEARNING ............................................................................................................... 5
ORGANIZATIONAL STRUCTURE ......................................................................................... 5
INSTITUTIONAL SUPPORT STANDARDS ........................................................................... 6
Distance Education Program Standards .................................................................................. 6
Faculty Development .............................................................................................................. 7
Course Development & Delivery.......................................................................................... 11
Student Support..................................................................................................................... 12
Teaching and Learning ......................................................................................................... 13
Access, Diversity, and Retention .......................................................................................... 14
BLACKBOARD STATISTICS ................................................................................................. 16
BIBLIOGRAPHY ....................................................................................................................... 17
APPENDIX A .............................................................................................................................. 18
Cabrillo Regular Effective Contact Guidelines .................................................................... 18
APPENDIX B .............................................................................................................................. 20
Letter to New Cabrillo College Faculty ................................................................................ 20
Faculty Evaluation for Distance Courses .............................................................................. 20
APPENDIX C .............................................................................................................................. 20
Distance Education Report to Governing Board .................................................................. 20
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MISSION STATEMENT
The mission of the Cabrillo College Distance Education Program is to extend access to new
populations and to serve students who need flexibility in time and location in order to meet
career and transfer goals, degree requirements, life-long learning goals and develop basic skills.
The program emphasizes working effectively in technology-mediated environments, promoting
information literacy, and student learning outcomes.
The Distance Education Program supports Cabrillo’s mission statement to help all students
achieve their academic, career, and personal development goals by providing a dynamic, diverse,
responsive educational community. Exploration, innovation, creativity, and implementation of a
variety of teaching methods, including technology literacy, are hallmarks of Cabrillo’s approach
to teaching and learning.
INTRODUCTION
Cabrillo College supports a distance education program consisting of courses that are offered
completely online, in hybrid format (where online instruction is offered in lieu of face-to-face
instruction) and web-enhanced courses. Traditional on-campus use of instructional technology
will be considered in this planning effort, where appropriate. The College Master Plan addresses
enhancing teaching excellence by increasing the use of current and emerging technologies for
student support and for teaching, both on campus and via distance learning. Enrollment in online,
hybrid and web-enhanced courses using the Blackboard learning management system has
increased by 30% since 2009.
This program plan describes the philosophy and policies that steer methodologies used to
offer distance education courses at Cabrillo. The plan also acknowledges rapidly changing
technologies and will provide for flexibility in planning, development, and implementation of
distance courses.
The three-year Program Plan for Distance Education (DE) was originally written in 2009 in
accordance with the Western Association of Schools and Colleges (WASC) guidelines. This
updated plan will serve to steer development and implementation of Distance Education
strategies based on the Guide to Evaluating Distance Education and Correspondence Education,
published by the Accrediting Commission for Community and Junior Colleges, June 2011.
ADMINISTRATIVE UNIT OUTCOMES
Students will be able to meet their educational goals by accessing technology-mediated
instruction in online, hybrid and web-enhanced courses. Faculty will be provided services,
mentoring, and the technical support staff needed to assist them in the development, design,
evaluation, and ongoing maintenance of new and existing quality distance learning courses.
PROGRAM GOALS
The Distance Education Committee, a shared governance committee, is responsible for dialog
about continuous improvement of student learning in a distance format. In 2009, the Committee
accepted the premise that all discussions about student learning should address sound
pedagogical principles for distributed learning in online, hybrid, and web-enhanced courses. And
furthermore, the Committee recognizes student support systems should be in place for all
students whether their course contact hours are 10% or 100% in a distance format. During the
2010-11 academic year, the DE Committee focused on identifying success and retention
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strategies for distance instruction based on survey results from the 2010 Chancellor’s Office “W”
survey.
The following are Program Outcomes for 2012–14.
• Track student performance in online and hybrid classes and identify retention efforts used
to improve student achievement.
• Provide faculty opportunities to assess student performance and develop strategies to
improve student success.
• Develop Board Policy regarding student authentication procedures. Describe identity
verification procedures.
• Provide faculty sufficient professional development opportunities in online teaching.
• Provide divisions evaluation standards for quality improvement in distance education.
• Develop process for serving out-of-state students by obtaining state authorization
approvals. Post information on both the distance education webpage and admissions and
records webpage.
• Work with PRO on tracking distance education student graduates who declare majors in
one of the four online degrees available; liberal studies, law enforcement, accounting, and
business.
STUDENT LEARNING
Data on distance student demographics and performance can be found in the annual Distance
Education Report to the Board. Distance students typically work full time, are caretakers for
family members, and are trying to balance school and outside obligations. Students can extend
their studies with both distance and face-to-face classes combined to make a full load and
graduate on time. Program Chairs look to distance education to extend access to non-traditional
populations seeking to fulfill degree requirements. This option also provides programs flexibility
in scheduling and facility. Additionally, programs see distance technologies as a vehicle to teach
important technology competency skills. During the program planning cycle, departments assess
the relevance of offering distance courses.
The comprehensive college competencies include communication, critical thinking and
information competency, global awareness, and personal responsibility and professional
development. Successful online students learn how to work effectively in a distributed learning
environment using technology-mediated tools. Students are able to communicate their thoughts
and ideas through conversations in threaded discussion forums, blogs, email, web conferencing
and chat. Online instruction provides opportunities for analysis, computation, research and
collaborative problem-solving in an anytime/anyplace environment. The core competencies in an
on-campus class are similarly integrated into a rich, information-laden online environment.
Assessment techniques offer a variety of methods to address student learning styles. The
program is measured by student outreach and enrollments, success and retention, and providing a
selection of courses that helps the non-traditional student meet their career, transfer and degree
goals.
ORGANIZATIONAL STRUCTURE
The Distance Education Program at Cabrillo has a history of serving ever greater numbers of
students each semester. Oversight for the Distance Education Program is the responsibility of the
Director of the Teaching and Learning Center. This position coordinates distance education,
technology training and support for faculty, and staff development out of a centralized campus
facility. As Distance Education keeps growing, distance education represents an increasing
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portion of the college’s overall FTES. The Teaching and Learning Center, under the direction of
the Office of Instruction, provides coordination of the Distance Education Program. The
Distance Education Committee is a shared governance body that provides recommendations to
the Office of Instruction. Distance Education and the TLC is also represented on the college’s
Technology Steering Committee.
The Distance Education Committee recommends guidelines and procedures for distance
education and encourages practices that contribute to the quality and growth of the distance
education program. The committee makes recommendations regarding curriculum, evaluation
and assessment, online course development and management, technology infrastructure,
accessibility, and academic support services that affect all modes of distance education course
delivery. Membership includes:
1. Faculty and/or Dean Representative from each division
2. Vice President, Instruction or designee
3. Teaching & Learning Center Director – Chair
4. CCFT representative
5. CCEU representative
6. Faculty Senate representative
7. Information Technology representative
8. Library/Learning Resources Director
9. Curriculum Committee Chair or designee
10. Dean of Education Centers
INSTITUTIONAL SUPPORT STANDARDS
Distance Education Program Standards
All distance education courses should be developed with the following standards in mind, which
will be used when evaluating the growth and success of the program. Administrators should view
these standards as clear objectives necessary for student success. As faculty develop courses that
will be offered in fully or partially online methodologies, they should be aware of these standards
as their rubric for success as well.
For any distance education program to be successful, all constituencies involved must agree
about their roles in the program’s development, implementation and maintenance. Collaboration
and consensus regarding decisions is essential, this includes instruction, student services, and
information technology. Each fall a distance education report is presented to the Distance
Education Committee and the Board of Trustees (Appendix C). This report contains a summary
of program activities including professional development events for DE faculty, a status report of
DE comparing statewide data and Cabrillo, and an analysis of the DE student population—
enrollment and student performance data. The Planning and Research Office tracks DE course
enrollment and student performance. The Chancellor’s Office provides data on specific topics
such as student retention and persistence. Specific goals and objectives for the program are
outlined in this report and progress measured the following year.
Program standards are divided into the following areas: Faculty Development, Course
Development, Student Support, Teaching and Learning Standards, and Access, Diversity and
Retention.
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Faculty Development
The following pages outline Faculty Development Goals.
• Through the Program Planning process, departments assess student needs and determine
which courses are appropriate to offer in a DE format, either online or hybrid. This process is
frequently done in consultation with the Director of the Teaching and Learning Center.
• Approval of new courses or course modifications must be approved by the Curriculum
Committee. This includes, but is not limited to, verification of student learning outcomes,
methods of instruction, and provisions for regular/effective contact between the instructor
and student, and accessibility standards.
• Faculty receive instructional design services from the Teaching & Learning Center before
course development begins.
• Faculty participate in workshops or receive one-on-one training in assessment and
communication tools in the Blackboard learning management system. Evaluation standards
for online and hybrid courses are provided, and also used in the faculty evaluation process.
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2009 Faculty Development Goal
Develop a 3 year staffing plan which would include faculty/student
support help desk, extending the hours to include evenings and
weekends; providing ongoing system administration, and a dedicated
database management position to help support administration of the
learning management system. Use feedback gathered from Distance
Education Coordinators from sixteen similar demographic California
Community Colleges.
Coordinate Distance Education Committee activities including monthly
meetings during fall and spring terms.
• Maintain a faculty listserv for DE instructors and additional faculty
using the instructional technology; publish meeting minutes to the
DE website and include updates in TLC news sent monthly to all
faculty.
• Request student representation on the DE committee.
• Recruit and reach out to online faculty and program chairs for
program development.
• Present DE updates at Flex Week workshops, Faculty Senate,
Technology Committee, and Instruction Council.
• Participate in @ONE online DE Community of Interest sponsored
by the Chancellor’s Office. This resource contains a repository of
distance education related documents and discussions contributed
by DE Coordinators throughout the state.
Status
Budget cuts disallow extending
TLC hours.
Participate in learning management system (Blackboard) user groups
and disseminate information to faculty; provide regular opportunities for
vendors to give workshops and showcase new product features.
• Provide workshops each Flex Week and at regular intervals in the
TLC.
• Provide online tutorials and online course opportunities offered by
@ONE.
TLC Director participated in 8week Blackboard Upgrade user
group, and regularly receives
updates from Bb user and
administrator listservs
Database management of
Blackboard (Bb) now provided
through managed hosting.
Communication now possible
through the new Bb interface to
over 200 instructors.
TLC still publishing monthly
online newsletters
TLC Director has reached out to
programs in HASS Division to
help coordinate training for faculty
in online teaching.
Requests for student representation
on DE Committee have been
largely unsuccessful. Student
feedback gathered through TLC
online feedback form.
Provided 2 multi-day workshops
for Bb training, one before spring
flex week and one during fall flex
week.
Evaluation
Database management
position not needed to
support Bb.
Managed hosting system
administration has been
effective.
Student feedback gathered
through TLC online
feedback form minimal.
Input from TLC student
worker provides quality
feedback.
1012 Revised Goal or New Goal
Increase TLC helpdesk position
from 85% to 100%.
Survey students through the new
Bb communications interface to
improve response rates.
Continue to hound Student
Affairs for a student rep for DE
Committee.
TLC provides workshops
each flex week on online
teaching using Bb, and
online resource
management with Google
Apps.
TLC Director attends
@ONE Online Teaching
Conference annually and
Directors of Educational
Technology in Higher
Education (DETCHE)
conference bi-annually.
Flex week workshops
moved to larger computer
classroom to
accommodate more
faculty.
TLC is serving more
faculty through one-toone appointments.
Bb on-demand video
lessons popular.
Continue to add to and maintain
Bb faculty and student support
website with on-demand videos
and announcements.
2009 Faculty Development Goal
Promote faculty readiness for distance education course delivery
through a variety of techniques. Provide on-campus and online
resources through the Teaching & Learning, Instructional Departments,
and Library. Examples may include: self-evaluation, promotion of best
practices, participation in an online certificate program for teaching DE
courses, peer-to-peer mentoring, student feedback, and online tutorials.
Work with DSP&S to educate and provide direction in meeting
accessibility standards in all web-mediated instruction.
Status
Two 2-day workshops on Bb 9.1
provided over two flex weeks.
Thirty-two 2-hr sessions offered
fall 2011. Only a handful attended.
Many faculty scheduled training by
appointment. Too many
procrastinated until the last minute.
Evaluation
Only about half the
faculty using the new Bb
actually attended training.
(Even though it was
strongly encouraged.)
2012 Revised Goal or New Goal
REQUIRE Bb training and assess
skills PRIOR to issuing a Bb
account.
Provide strategies for ongoing faculty self-evaluation of teaching
effectiveness and student performance in distance courses.
• Collect and disseminate data from the CCC semi-annual Student
Satisfaction Survey to all DE faculty.
• Provide a mechanism for DE faculty to evaluate other DE faculty
because they understand the pedagogy and technology; make
recommendations for revising the peer review process to select a
team member with online teaching experience.
• Develop evaluation process for online courses through
collaboration with CCFT, the CCFT DE Task Force, and the DE
Committee. (Appendix B)
• Revise the DE Student Evaluation of Online Faculty Form
(Appendix CC of the CCFT contract) and find ways to improve the
evaluation workflow.
• Integrate new Title 5 regulations related to distance education into
the faculty evaluation process. The guidelines for regular effective
contact are based on criteria in Title 5, section 55224, subsection
(a). See Appendix A: Regular Effective Contact Guidelines. This
includes recommending revisions to the peer observation process,
including evidence of teaching effectiveness based on suggested
guidelines published by both the Chancellor’s Office and the
Academic Senate for the California Community Colleges.
• Provide method for verifying courses show evidence of effective
orientation and online delivery, including instructional methods
appropriate to content; including alternate assessment techniques
such as discussions or portfolios.
• Insure students have access to referral information for support
services.
• Provide method for verifying courses show evidence of effective
online assessment that discourages academic dishonesty and
acknowledges differences in learning styles.
Survey data discussed at DE mtgs.
Summative evaluation of
courses during the faculty
evaluation process is too
late. Course design should
be evaluated BEFORE it
is offered.
REQUIRE Bb course design be
reviewed and faculty competency
assessed PRIOR to scheduling
course.
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CCFT Contract revised to allow
faculty member to choose another
DE instructor to participate in
evaluation process. CCFT DE Task
Force and DE Comm developed
Faculty Evaluation for Distance
Courses document based on Title 5
regulations.
Student Evaluation of a Distance
Instructor form revised and put
online.
Evidence of effective
instructor/student contact evaluated
during instructor evaluation
process.
Increased emphasis on assessment
and communication strategies was
integrated into all Blackboard
training sessions. Separate
workshops specifically focus on
assessment and communication.
DE Committee continues to
evaluate instructional strategies
that discourage academic
dishonesty. DE Committee and
Student Affairs wrote
Faculty competencies for
online teaching should be
assessed prior to course
being offered.
Division Deans would
benefit from incorporating
assessment for online
teaching readiness in the
interview process.
New Bb allowed us to
include links to student
resources in all new
course shells.
Increasing TLC helpdesk position
from 85% to 100% would allow
for support during the weeks the
campus doesn’t offer classes.
Provide faculty opportunities to
track and assess student
performance against SLOs and
develop strategies to improve
student success.
Develop Board Policy regarding
student authentication procedures.
Describe identify verification
procedures and strategies used by
faculty which encourage
academic integrity.
2009 Faculty Development Goal
Develop a DE digest in the Faculty Handbook of faculty development
objectives and integrate a DE section in the Curriculum Handbook.
(Appendix B)
Develop list of competencies for Deans to include in hiring and/or
assignment considerations for distance courses.
• Competencies may include: appropriate uses of a course
management system, web-based pre-course information for
students, best practices in teaching online, and assessment
techniques.
• Provide evidence of previous online teaching experience
Align technology support, training, student support, and Library
information literacy goals.
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Status
In progress.
Online teaching standards
addressed in Faculty Evaluation
for Distance Courses
Evaluation
2012 Revised Goal or New Goal
Keep as is.
Course Development & Delivery
The college has separate processes for the planning, approval, evaluation, and review of distance
courses offered. Course planning and approval happens during the program planning cycle and
the Curriculum Committee is responsible for approval of courses. Courses are evaluated during
the faculty evaluation process. The technology supporting the delivery of courses should be as
stable as possible. A procedure should be in place to ensure continual monitoring of all software
and networked systems related to online program delivery. Support for building and maintaining
the DE infrastructure should include web space and course management system access.
This plan recommends the following:
2009 Course Development Goal
Status
Evaluation
Require that courses designed where a
portion of the instruction in a course is to
be regularly provided through distance
education, in lieu of face-to-face
interaction, the Distance Education
portion of CurricUNET must be
completed. Review all course outlines
submitted with the Distance Education
option selected as Method of Instruction.
Documentation must include “regular
effective contact” and how it is achieved.
Identify resources for the establishment of
specific on-going funding to support
faculty in the development of new online
courses.
Review of course outlines
occurs but course design
also needs to be reviewed.
Summative
evaluation of
courses during the
faculty evaluation
process is too late.
Course design
should be evaluated
BEFORE it is
offered.
Currently there is no
funding available because
of budget reductions.
Course
development
process needs to be
standardized so
ALL faculty
developers get
needed instruction
on required
standards.
Need to
institutionalize
funding for learning
management
system license and
hosting.
Attempt to standardize course
development practices to insure
compliance with state regulations.
Provide a technology infrastructure to
accommodate growth. (Tech Plan 2007)
Establish on-going funding for learning
management system server replacement
(lifespan 4-5 years).
Support regular software updates and 5%
annual increase to learning management
system cost.
Review learning management system
market at each contract update; reevaluate the college’s use of Blackboard
if product/price changes exceed normal
expectations.
Support the IT Department’s goal to hire
a database administrator to help
administer the learning management
system.
Bb license and managed
hosting supported by
Lottery funds.
Database admin services
not needed at this time. Bb
is hosted and supported by
company.
Cost negotiated by
the Foundation for
the California
Community
Colleges. It’s a
stable cost
management
arrangement.
2012 Revised
Goal or New
Goal
Faculty
competencies for
online teaching
and course
design should be
assessed prior to
course being
offered.
REQUIRE Bb
course design be
reviewed and
faculty
competency
assessed PRIOR
to scheduling
course.
Consult with IT
in identifying
appropriate
portal system.
Student Support
Distance Education student support services include library, counseling, bookstore, orientation
and tutoring and enrollment services. Distance education students should be provided advance
information about course requirements, expectations regarding course work standards,
equipment needs and techniques for succeeding in a distance learning environment, as well as
technical training and support throughout the course. The Distance Education website, one click
off the College’s homepage, provides a description of services, policies, and resources to support
students in online, hybrid, and web-enhanced classes. The College provides equitable access to
all students enrolled in DE courses. The effectiveness of online services is discussed and
evaluated by both the Distance Education Committee and the Technology Steering Committee.
Library support services for distance education include remote authentication to library services,
online reference desk help, and tech support to faculty and staff delivered by the Library Tech
Services position.
This plan recommends the following:
2009 Student Support Goal
Support the use of authorization codes for
late adds. The current method for adding
distance students during the late
registration period causes students delays
in accessing their online course(s).
Update student readiness survey for
student success and provide access to
college courses that prepare a student for
taking distance classes.
Make regular presentations to Faculty
Senate, Instruction Council, Student
Services Council, and the Technology
Committee about the progress of distance
education and the value of online student
services.
Continue to hold flex workshops
highlighting quality distance learning
courses developed by our faculty;
highlight course components that innovate
and show exceptional academic rigor.
Status
Completed
Evaluation
2012 Revised
Goal or New
Goal
Has streamlined
process for students
to add courses.
In progress.
Ongoing.
Provides
opportunities for
input from various
shared governance
groups.
Ongoing.
Flex workshops are
always popular.
Attendance low for
workshops offered
during term, even
when evening times
offered.
Continue to offer
Blackboard
Academy the
week before
Flex Week.
Attendance is
excellent.
In fall 2011, in conjunction with Student Affairs, the DE Committee wrote the following section
that was added to the Student Rights and Responsibilities Handbook.
Section G. (AR5500) Discipline Related to Online or Distance Education
A student’s conduct in an online learning environment must conform to those acceptable
standards for all students as outlined in this handbook. Unacceptable conduct includes, but is not
limited to the following:
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1. the use of threatening, harassing, sexually explicit language, or discriminatory language or
conduct that violates state and federal law and Cabrillo College policy on sexual harassment
or discrimination;
2. disruptive behavior online such as use of profanity, or disrespectful language used in course
communication tools such as discussion forums, email, blogs, etc.; (See Section IV. C.)
3. unauthorized posting or transmitting content that violates state or federal law, or Cabrillo’s
Academic Honor Code. (See Sections III. A. and III. B.) This includes College policy on
academic dishonesty;
4. violation of the terms of service agreement for course software, including reconfiguring the
software, or gaining unauthorized access.
Teaching and Learning
Courses will maximize opportunities for regular and ongoing interaction between teacher and
students, among students, and between students and the learning environment.
This plan recommends the following:
2009 Teaching and Learning Goal
Maintain an online distance learning path
that leads to the fulfillment of the general
education requirements necessary for an
Associate and transfer degree. Work with
faculty/departments to include online
certificates and a transferable degree.
Provide regular opportunities for faculty
to discuss articulation agreements with
Articulation Officer.
• Offer a breadth of distance
courses to choose from.
Identify niche markets for distance
learning and cultivate international
partnerships.
Provide a curriculum with embedded
information competence which will
prepare students for transfer and
occupational goals.
Status
Ongoing
Evaluation
The number of
course offerings
has diminished
because of
budget
reductions to
divisions.
2012 Revised Goal or
New Goal
Work with PRO on
tracking distance
education student
graduates who declare
majors in one of the
four online degrees
available; liberal
studies, law
enforcement,
accounting, and
business.
Not possible at this time.
LIBR10 offers students
information literacy
instruction in a distance
format. All sections use
Bb.
Develop process for
serving out-of-state
students by obtaining
state authorization
approvals. Post
information on both
the distance education
webpage and
admissions and
records webpage.
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Access, Diversity, and Retention
The College will strive to provide opportunities for access and student success through various
strategies that address different learning styles and abilities.
This plan recommends the following:
2009 Access, Diversity,
and Retention Goal
Disabled Student Programs & Services and the
TLC will work together to educate and provide
direction in meeting accessibility standards in all
web-mediated instruction.
Develop strategies to address success and retention
in online courses.
Provide access to courses that prepare students for
online learning.
Strategies will include orientations, student
readiness for DE self-assessment, and training in a
variety of DE assessment techniques.
Participate in statewide DE Retention Study
through CCCCO in February, 2009
Promote technology literacy
• Encourage web presence in on-campus
courses to improve access to instructional
resources and development of technology
skills.
Promote instructional strategies based on student
learning styles
• Provide training and resources for faculty
on responding to cultural differences in
online education. Encourage multiple
modes of technology integration. For
example, use of video, audio, and
animations.
Status
Evaluation
Insure that all distance
education courses meet
Section 508 accessibility
standards as per
curriculum process. Refer
to Access Guidelines for
Students with Disabilities,
New student orientation
for Bb developed.
Faculty awareness
has improved, but
only way to
determine
compliance is
through spot checks
of courses.
Faculty expressed a
high level of
satisfaction with the
new student
performance tools
in Bb. They include
early alerts and
direct notification
to student personal
email.
Training in multiple
assessment techniques
developed.
Cabrillo participated in 4C
Retention Study; results of
retention study discussed
with DE Committee and
presented in Board Report.
Web-enhanced courses
have increased.
Instructional strategies that
promote access and
address different learning
styles has been integrated
into Bb training.
CG1 online courses
prepare students
well for taking CTE
and transfer
courses.
CG1 online courses
address technology
competency and good
study habits.
.
Advise students about challenges of distance
courses
• Consult with Counselors who assist
students in course selection; indicators for
student success in DE may include
grades, student motivation, technology
competency and good study habits.
Explore non-credit options for distance courses;
learning modules, and skills development.
No progress at this time.
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Due to budget
reductions, no
action taken.
2012 Revised
Goal or New
Goal
Emphasize
copyright rules
in addition to
accessibility
standards.
DISTANCE EDUCATION COURSE LIST
Course
ID
Course Name
Course ID
Course Name
ACCT 1A
ACCT 1B
ACCT 6
ACCT
151A
ACCT 159
ACCT 163
ANTHR 1
ANTHR 1L
ANTHR 2
AH 10
AH 20A
Financial Accounting
Managerial Accounting
Spreadsheets for Accounting
Introduction to Accounting: Bookkeeping Concepts
CAHM 20
DM 1
DM 70
DM 72
Nutrition
Introduction to Digital Media
Web Design Basics Using Dreamweaver
Web Design and Animation Using Flash
DM 76
ENGL 1A
ENGL 1B
ENGL 1C
ENGL 2
ENGL 100
ENGL 100L
Design for Web Media
College Composition
Composition and Literature
Advanced Composition
Composition and Critical Thinking
Elements of Writing
Writing Laboratory
AH 20B
AP 45
BUS 5
BUS 18
BUS 20
BUS 60
COMM 1
COMM 6
COMM 8
Computer Accounting
Using Quickbooks
Introduction to Anthropology: Biological
Biological Anthropology Lab
Introduction to Anthropology: Cultural
Appreciation/Introduction to the Visual Arts
Survey of Art From Prehistoric Through Medieval
Periods
Survey of Art From the Renaissance to the Present
Contemporary Trends in Photography
Business Information Systems
Business Law
Introduction to Business
International Business
Public Speaking
Listening
Communication Activities
Spelling Lab
Money Management
Fire Protection Organization
Fire Prevention Technology
Fire Protection Equipment and Systems
Building Construction for Fire Protection
Fire Behavior and Combustion
CIS 82
CIS 83
CIS 90
CIS 160CL
CIS 164
CIS 185
CIS 187
CIS 188
Introduction to Routing Technologies and Theory
Switched Networks and WANs
Introduction to UNIX/Linux
Cisco Open Lab
Introduction to Managing a Web Server
Advanced Routing
Multilayer Switched Networks
Maintaining and Troubleshooting IP Networks
CABT 102
CABT
103A
CABT
103B
CABT
110A
CABT
110B
CABT
110C
CG 1
CG 52
CG 54
CJ 1
CJ 2
CJ 3
CJ 4
CJ 5
10-Key Calculator
Data Entry on Computer
ENGL 153
FIN 4
FT 1
FT 2
FT 3
FT 4
FT 5
GEOG 1
GEOG 25
HS 10
HIST 17A
HIST 17B
KIN 13
LIBR 10
MATH 12
MATH 152
MATH 154
MATH
254CM
METEO 1
MUS 6
Advanced Data Entry
MUS 10
Music Appreciation
Computer Keyboarding-Alphabet Keys
MUS 11LA
Jazz Appreciation
Computer Keyboarding-Numbers/Symbols
MUS 12
World Music
Computer Keyboarding-Speed Development
MUS 13A
Survey of American Popular Music
College Success
College Study Skills
Career Planning
Introduction to Criminal Justice
Criminal Law
Criminal Evidence
Criminal Courts and Procedures
The Police Role in the Community
OCEAN 10
PS 1
PSYCH 1
READ 52
SOC 1
SOC 2
TA 9
Introduction to Oceanography
Introduction to Government
General Psychology
Speed and Comprehension
Page 15
Health Science
United States History to 1865
United States History Since 1865
First Aid: Responding to Emergencies
Information Research
Elementary Statistics
Intermediate Algebra
Elementary Algebra
Essential Mathematics – Computer Mediated
Elementary Meteorology
Fundamentals of Music
Contemporary Social Problems
Appreciation of Theatre Arts
BLACKBOARD STATISTICS
Average Users Per Day
Average Users Per Month
2012-02
2012-03
Users
Student Users
Instructor Users
8857
9443
8524
8966
205
209Average Users Per Month
Page 16
BIBLIOGRAPHY
@ONE Project
http://www.cccone.org.
Academic Senate for California Community Colleges, (2008). Ensuring the Appropriate Use of
Educational Technology: An Update for Local Academic Senates
Academic Senate for California Community Colleges, (1999). Guidelines for Good Practice:
Effective Instructor-Student Contact in Distance Learning. Sacramento, CA. March 16, 2008,
http://www.asccc.org/Publications/Ppr.asp.
Accrediting Commission for Community and Junior Colleges, (August 2012). Guide for
Evaluating Distance Education and Correspondence Education. Western Association of Schools
and Colleges.
Borges, D. (2011). Cabrillo College Technology Plan & Program Review
http://www.cabrillo.edu
Cabrillo College Master Plan, (2011). 2011-2014 College Master Plan Update and Renewal,
Updates on Strategies, Key Performance Indicators (KPIs) and Deliverables.
http://pro.cabrillo.edu/cmp.
California Community Colleges, (2011). Distance Education Guidelines. Sacramento, CA.
http://www.cccco.edu/divisions/esed/aa_ir/disted.htm.
California Community Colleges Chancellor’s Office, (2011). Distance Education Report.
http://www.cccco.edu/Portals/4/AA/Final%20DE%202011%20Report.pdf
EDUCAUSE, http://www.educause.edu
Hames, P. (2007) A Conversation on Distance Education (DE) Workload and Quality Instruction
http://www.asccc.org/node/176724
Robert E. Swenson Library, Program Planning Report: Distance Education and Services to
Remote Users. http://libwww.cabrillo.edu/about/lib-program-plan-2007.html
Teaching and Learning Center (2011). Welcome New Cabrillo College Faculty!
http://www.cabrillo.edu/services/disted/pdfs/new-faculty-welcomeDE.pdf
Western Cooperative for Educational Telecommunications (WCET), http://www.wcet.info/2.0
Page 17
APPENDIX A
Cabrillo Regular Effective Contact Guidelines
Title 5 and the Distance Education Guidelines for the California Community Colleges state:
55211 (just changed to 55224).
Instructor Contact.
In addition to the requirements of section 55002 and any locally established requirements applicable to all
courses, district-governing boards shall ensure that:
(a) All approved courses offered as distance education include regular effective contact between instructor
and students, through group or individual meetings, orientation and review sessions, supplemental seminar
or study sessions, field trips, library workshops, telephone contact, correspondence, voice mail. e-mail, or
other activities.
(b) All distance education courses are delivered consistent with guidelines issued by the Chancellor
pursuant to section 409 of the Procedures and Standing Orders of the Board of Governors. Regular
effective contact is an academic and professional matter pursuant to title 5, section 53200. Note: Authority
cited: Sections 70901 and 66700, Education Code. Reference: Sections 70901 and 70902, Education Code.
Guideline for Section 55211
This section defines what contact must be maintained between instructor and student:
Subsection (a) stresses the responsibility of the instructor in a DE course to initiate regular contact
with enrolled students to verify their participation and performance status. The use of the term
“regular effective contact” in this context suggests that students should have frequent opportunities to ask
questions and receive answers from the instructor of record.
Subsection (b) honors the principle that for DE courses, there are a number of acceptable interactions
between instructor and student, not all of which may require in-person contact. Thus, districts will need to
define “effective contact, “including how often, and in what manner instructor-student interaction is
achieved. It is important that districts document how regular effective contact is achieved. Since regular
effective contact was declared an academic and professional matter, this documentation must include
demonstration of collegial consultation with the academic senate, for example through its delegation to the
local curriculum committee. A natural place for this to occur is during the separate course approval process.
Documentation should consist of the inclusion of information in applicable outlines of record on the type
and frequency of interaction appropriate to each DE course/section or session. As indicated in the
Guideline to Section 55219, districts need to describe the type and quantity of student-faculty interaction in
their annual reports to their local governing boards and the State Chancellor’s Office.
Background:
In hybrid or fully online courses, ensuring Regular Effective Instructor/Student Contact
guarantees that the student receives the benefit of the instructor’s presence in the learning
environment both as a provider of instructional information and as a facilitator of student
learning.
Title 5 regulations do not make a distinction between regular and distance education
courses beyond the need to have a separate curriculum approval process and the need to
ensure regular effective contact. Therefore, it is assumed that those qualities of regular
effective contact for the face-to-face environment should also be applied to the distance
education situation. The DE Guidelines require colleges to develop a policy regarding
regular effective contact that addresses “the type and frequency of interaction appropriate
to each DE course/section or session.”
Page 18
Online course — more than 50% of content taught
online, often using a learning management system
To: New Cabrillo College Faculty
Welcome from the Teaching and Learning Center!
www.cabrillo.edu/services/tlc
Hybrid course —blended, some face time replaced
with online content
Web-enhanced course — campus-based courses that
use the Web
The Teaching & Learning Center provides technology training and support for faculty and staff, and
coordinates the Distance Education Program and the Staff Development Program. Technology use is
ubiquitous in higher education, and the TLC provides an array of support services and resources to
support both the on-campus and distance classrooms. Please stop by (room 1095 behind the Library) or
give us a call (831-479-5030) to find out more about the TLC’s services.
Teaching With the Web? There are some important things to know even if you are just putting course
materials online to augment your on-ground class. Cabrillo offers a number of options to present
instructional materials to students online. Options include, but are not limited to, Blackboard Learn
(learning management system), iTunesU (podcasts, audio, and video), EduStream (streaming video
repository), web publishing to your faculty website, and Google apps (website creation and document
storage). Additionally, some faculty may choose to use non-Cabrillo hosting services like YouTube and
other “cloud” applications. Below are guidelines and standards all faculty need to be aware of.
Access Guidelines (Chancellor’s Office Accessibility Guidelines, 2011)
Faculty and Cabrillo College have responsibility to ensure that distance delivered course materials are
accessible to students with disabilities. Resources should be designed to provide “built-in”
accommodation.
•
•
•
Digital video must be captioned to provide an equivalent experience for hearing impaired students
Images must have a text equivalent, particularly on web pages and slide presentations
A text transcript for audio information, such as a recorded lecture, can be rendered into an
accessible format via technology for students with disabilities
If in doubt about the accessibility of your online course materials, contact the TLC or Disabled Student
Programs and Services for more information.
Distance Education Guidelines
Students need regular, effective communication with the instructor, and resources and materials should be
delivered in such a way that the course-taking experience is equal for all students and promotes student
achievement. During the faculty evaluation process, a set of criteria are used to assess online course
design and teaching effectiveness. Those criteria are addressed in the following documents:
•
•
Faculty Evaluation for Distance Education Courses (see attached )
Evaluations standards for all distance courses, whether hybrid or fully online are addressed in the
CCFT Contract, Appendix N
In courses where distance methods are used to replace face-to-face contact hours, the instructor should
regularly initiate interaction with students to determine that they are accessing and comprehending
course materials. The instructor is expected to establish and publish, in the course syllabus or other course
documents, an expectation for frequency and timeliness of instructor initiated contact and instructor
feedback. The TLC can provide you training in how to set up communication and assessment tools such
as chat, discussion boards, online assignments and assessments. (see attached)
APPENDIX B
Letter to New Cabrillo College Faculty
Faculty Evaluation for Distance Courses
APPENDIX C
Distance Education Report to Governing Board
Page 21
Faculty Evaluation for Distance Education Courses
How does one visit an online class when the class exists only in
cyberspace? This resource is intended for use by evaluators of
distance and hybrid courses.
OVERVIEW
The faculty evaluation process is one opportunity for faculty
teaching distance and hybrid courses to get feedback. As you
consider the evaluation process of an instructor in an online
environment, please review the items suggested in each area.
The evaluation period is flexible and should be determined
between the evaluator and the instructor being evaluated.
For example, an evaluator could choose a week to observe, and,
over the course of the week, examine how the instructor delivers
course content and interacts with the students. An evaluator
accessing courses using the Blackboard Learning Management
System will be assigned a Student Role to log in.
Evaluation Standards for Online and Hybrid Courses
Category 1: Usability and Accessibility
This section includes standards referenced in Section 508
(Federal Law) for web accessibility and the evaluator will be
provided additional guidelines.
CCFT Contract
Appendix N, Academic Employee
Final Written Evaluation Criteria
All distance education courses,
whether hybrid or fully online,
include demonstration of regular
effective contact. The instructor (a)
regularly initiates interaction with
students to determine that they are
accessing and comprehending
course materials, (b) Is available at
least the same number of instructor
contact hours per week that would
be available for face-to-face
students, and (c) establishes and
publishes, in the course syllabus or
other course documents, an
expectation for frequency and
timeliness of instructor initiated
contact and instructor feedback. The
instructor uses one or more of the
following resources to initiate and
maintain contact with students:
threaded discussions, email,
announcements in the learning
management system, timely
feedback for student work, instructor
prepared online lectures or
introductions in the form of online
lectures to any publisher created
materials, that combined with other
course materials, creates the “virtual
equivalent” of the face-to-face class.
 Course is easy to navigate.
 Course provides access to plug-ins or other applications
supporting course content.
 Course provides instructor contact information.
 Course materials provide link to campus resources, including support for the learning management
system (e.g. Blackboard).
 Course complies with Section 508 standards for accessibility.
Category 2: Communication
Effective communication provides multiple opportunities for student interaction, response and
collaboration. Effective student/teacher contact is required by Title 5. In an online environment
evaluators may find evidence of effective communication opportunities in the following: the online
discussion board, use of a grade form, web conferencing, in-person office hours, scheduled chat times,
and phone communication. The evaluator should review the instructor’s policies on communication.
Information may typically be found in a syllabus or at other key spots throughout the course materials.
 Course uses a variety of media to communicate course materials (for example, text, graphics,
audio, video, etc.).
 Course uses standard online communication tools. (Examples may include email, discussion
boards, chat, announcements, etc.)
 There is evidence of provision for regular effective contact between instructor and students.
(Examples may include expectations of availability of and turnaround time for contact with
instructor.)
 Netiquette expectations are clearly stated.
Category 3: Instructional Methods and Assessment
The evaluator should determine whether the instructor uses a variety of instructional methods and
assessment to accommodate different learning styles.
 Start-up or welcome instructions are provided. (Once the term begins, the orientation information
may have been relocated; consult the instructor.)
 Student learning outcomes are clearly identified; course objectives and completion requirements
are present. Expectation of student’s participation, honesty, etc. is clear.
 Assignments and grading standards are clearly stated. (Examples may include sample assignments,
clear directions, criteria used to evaluate discussion board participation or peer review.)
 Feedback is provided throughout the course: self-tests written feedback, discussion board, email,
etc.
 Student knowledge, attitudes, and/or skills are assessed in multiple ways.
Category 4: Design/Presentation
The evaluator should determine whether the course is well-designed and presented.





Course content is organized in a logical format.
Syllabus or orientation (online and/or in person) provides course navigation guidance.
Course is visually and functionally consistent.
Pages are designed to be readable.
Language of written material is friendly and supportive.
Content adopted from spring 2008 Academic Senate Paper “Ensuring the Appropriate Use of Educational Technology: An
Update for Local Academic Senates” and the spring 2005 Academic Senate Rostrum, “Observing Online Classes.”
Approved by Distance Education Committee 5/24/2010
[page 2]
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
October 29, 2012
FROM: PRESIDENT
SUBJECT:
Distance Education 2011/2012 Annual Report
REASON FOR BOARD CONSIDERATION
ENCLOSURE(S)
ITEM NUMBER
Page 1 of 8
INFORMATION
“Distance courses offered in the California Community Colleges system compromise 9.06% of all course sessions. Using advanced
communication and computing technologies, they address student access issues related to geographical, cultural, or facility
barriers.”1
Regulations revised in 1994 in Title 5 of the California Code of Regulations require districts to make an annual report of their
distance education activity to their local governing boards, and then forward a copy to the State Chancellor’s Office. This report to the
Cabrillo College Governing Board will discuss Cabrillo’s Distance Education Program, data about students, enrollment, course
completion rates, faculty training, and program growth.
I.
D I S TA N C E E D U C AT I O N P R O G R AM H I G H L I G H T S
This past year the Distance Education Committee focused on the Distance Education Program Plan and Review,
including assessing outcomes from the 2009 plan, and revising or creating new goals for the 2012 plan. Section
V. and Section VI. of this report outline relevant distance education issues at the national and state level, and
summarizes Cabrillo’s distance education outcomes and future goals.
Enrollment and demographic data for this report was provided by the Planning and Research Office (PRO). A
total of 6,559 enrollments (3,741 individual students) in distance courses during the 2011–12 academic year
compared to 6,956 enrollments in 2010–11. (Figure 1) Santa Cruz County residents compromise 85.7% of
distance students. (Figure 2)
Duplicated Enrollment in Distance Education
Courses
15,000
10,000
Enrolled
5,000
Figure 1 2007–2012 Duplicated
Enrollments in Distance Education
Courses by Academic Year
0
2007-08 2008-09 2009-10 2010-11 2011-12
1
Scott, J. (2011). Distance Education Report. Retrieved from http://www.cccco.edu/Portals/4/AA/Final%20DE%202011%20Report.pdf
Administrator Initiating Item:
Kathleen Welch
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
Yes ❑No
Yes ❑No
Final Disposition
Summary (2011-2012)
Headcount*
% of Total*
Santa Cruz County
Other California Counties
Other States
4,832
786
39
85.7
13.8
0.5
Total Unduplicated Headcount
5,657
100.0
Figure 2
2011–2012 Distance Education Participation In/Out-of-county,
Out-of-state (unduplicated headcount; individual students
counted only once)
*Includes co-requisite online labs
14,000
12,000
10,000
Units Attempted
8,000
Enrollment*
6,000
Headcount
4,000
2,000
0
In Figures 3a and 3b, enrollment numbers trended downward. This is associated with units cut from the schedule.
Units Attempted, Enrollments &
Headcount In Distance Education
Units
Semester
Attempted
Enrollment* Headcount
Fall 2005
5,863
2,111
1,597
Spring 2006
7,009
2,486
1,786
Fall 2006
8,572
3,923
3,023
Spring 2007
9,609
4,175
3,199
Fall 2007
9,864
4,324
3,261
Spring 2008
10,839
4,675
3,412
Fall 2008
10,905
4,638
3,402
Spring 2009
10,608
4,638
3,389
Fall 2009
10,423
4,602
3,385
Spring 2010
9,915
4,404
3,279
Fall 2010
11,179
4,777
3,476
Spring 2011
11,442
4,724
3,503
Fall 2011
10,908
4,602
3,368
Spring 2012
10,564
4,459
3,296
Figures 3a and 3b
2005–2012 Units Enrolled, Enrollment and
Headcount in Distance Education
*Students may be enrolled in more than
one Distance course. Each course a student
takes, counts as one enrollment.
Students may be counted more than once.
Units = total of Units Maximum in Section
(XB05).
The Teaching and Learning Center (TLC) provides faculty instructional design services for developing webbased materials in support of both online and on-campus classes. This fall we offer 100 online and hybrid course
sections and over 500 web-enhanced course sections in Blackboard. The growth in hybrid and web-enhanced
sections has outpaced online growth. TLC services include face-to-face and online training in distance learning
pedagogy, accessible web design, podcasting, course design and teaching with a learning management system.
Instruction includes assessment techniques, student performance reporting, and use of plagiarism detection
software. The Distance Education Program Plan (2012) recognizes course development and support can be
2
achieved by pairing an instructional designer with a faculty member, “each bringing unique skills to the coursecreation process.”
There are currently over 10,000 active student Blackboard accounts. Students using a learning
management system demonstrate a variety of technology skills, including learning to use communication tools
such as discussion boards, wikis, and blogs, and downloading and submitting assignments electronically.
Faculty are also using Blackboard Collaborate web conferencing software for real-time instruction and office
hours. The Chancellor’s Office project, CCC Confer, provides free access for all California Community Colleges
and includes free captioning services.
Open access computing for students is available in two locations on the Aptos Campus, the Library and
Computer Technology Center, and at the Watsonville Center. Wireless access is available throughout the campus.
Blackboard Mobile is a downloadable app that provides course access for Android and iOS devices. The
Teaching and Learning Center is currently designing training for mobile course delivery. Help Desk tech support
to students and faculty is provided by the Teaching and Learning Center through multiple modes: phone, inperson, and web-based.
I I.
CH A RA C T ER I ST I CS O F S T UD E NT S WH O CH O O S E D E S E CT IO NS
Distance education courses are taken predominantly by young people, mostly between the 20–29 age group. There is
greater participation by females in DE courses compared to traditional courses. In the early years of distance education, the
focus was on growth. The focus has shifted to improving success and retention rates, and become a priority in Cabrillo’s
distance education efforts. Faculty professional development, technology competency, and teaching effectiveness factor
into online course quality and student achievement. Faculty who teach online are acutely aware of the issues surrounding
retention. Students often state, “my work schedule is heavy and a distance course is more convenient.” Ironically, for some
students, their reasons for enrolling in a DE class, personal circumstances (family, health, etc.) are also the same reasons
they do not complete the course.
Fifty-eight percent of DE students are females, and the midrange enrollment trend indicates a slight shift in gender
percentages over previous years. (Figure 4)
2011-2012 Enrollment by Gender
Source: Data Warehouse
70.00%
60.00%
50.00%
40.00%
Female
30.00%
Male
20.00%
10.00%
0.00%
2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12
Figure 4 2005–2012 Enrollment by Gender
Most students live in-state and in Santa Cruz County. There was a slight increase in the number of residents of San
Lorenzo Valley and Scotts Valley in our distance student population, and Watsonville as well. Out-of-state
enrollment is small, but a concern because of new federal regulations beginning June 2014, which will require all
California Community Colleges with distance education programs to apply or register in other states to seek
approval for providing DE classes to students who reside in that state. The new regulation does not take into
account inconsistencies across all states in how they interpret an agency is “operating” in their state. The approval
3
process may require a fee and state authorization, or nothing at all. The Chancellor’s Office is attempting to work
on state-to-state reciprocity agreement.
2011-12 Students Who Received Degrees and Certificates
The majority of students who receive degrees or certificates are taking online classes. Thirty-one percent of students
who received a degree or certificate last year took three or more distance courses. Sixty-two percent take at least
one DE course. Considering overall enrollment in DE courses dropped by 400 students since 2010–11, the number
courses taken by students receiving degrees or certificates rose by twenty-two. (Figure 4a)
Academic Year
2011-12
No DE courses
1 DE course
2 DE courses
3 or more DE
Total
Total
Count of students receiving Degrees
and Certificates*
396
37.0%
210
19.6%
128
12.0%
335
31.3%
1069
100.0%
Figure 4a 2011-12 Students Who Received Degrees and Certificates
*Enrollment in Co-Requisites removed.
Students enrolled in Basic Skills level DE courses for 2011–12 demonstrate lower success and completion rates than
students taking degree applicable, transferable, or vocational courses. 2
2005–2012 Enrollment by Ethnicity
There continues to be an increase in the number of Hispanics taking DE courses, but this population is still
underrepresented compared to the college as a whole. (Figure 5)
2005-06
2006-07
2007-08
2008-09
2009-10
2010-11
2011-12
African
American
2.53%
2.23%
1.82%
2.37%
1.51%
1.99%
1.76%
Asian
5.63%
5.24%
5.42%
4.71%
5.23%
4.41%
4.17%
Hispanic/Latino
18.68%
20.54%
19.92%
21.27%
21.67%
24.50%
26.81%
Multiple/Other
2.15%
2.26%
2.22%
1.61%
1.22%
2.76%
4.25%
Native
American
1.16%
1.10%
1.06%
1.12%
1.02%
0.72%
0.78%
NonRespondents
3.84%
4.46%
5.50%
6.15%
7.38%
5.10%
3.58%
White
66.01%
64.17%
64.06%
62.77%
61.97%
60.52%
58.65%
Figure 5 2005–2012 Enrollment by Ethnicity
2
Management Information Systems Data Mart. (2012). Distance Education Enrollment, Success, and Retention by Course Status. Retrieved
from http://datamart.cccco.edu/Outcomes/Course_Ret_Success.aspx
4
2011–2012 Enrollment by Zip Code
Headcount Detail in Santa Cruz County
Santa Cruz
Cities
Aptos
Aptos
Ben Lomond
Boulder Creek
Brookdale
Capitola
Davenport
Felton
Freedom
Mount Hermon
Santa Cruz
Santa Cruz
Santa Cruz
Santa Cruz
Santa Cruz
Santa Cruz
Scotts Valley
Scotts Valley
Soquel
Watsonville
Watsonville
Total:
Headcount other counties
AY 11-12
by % in
zip
Zip
Codes
95001
95003
95005
95006
95007
95010
95017
95018
95019
95041
95060
95061
95062
95063
95064
95065
95066
95067
95073
95076
95077
AY 11-12
Students
27
344
97
91
8
180
6
105
63
17
529
26
477
33
20
110
188
15
182
612
21
3,151
0.9%
10.9%
3.1%
2.9%
0.3%
5.7%
0.2%
3.3%
2.0%
0.5%
16.8%
0.8%
15.1%
1.0%
0.6%
3.5%
6.0%
0.5%
5.8%
19.4%
0.7%
100%
Summary ( AY 11-12 )
Santa Cruz County
Other California Counties
Other States
Total Headcount
#
3,151
562
27
3,740
% of
Total*
84.3
15.0
0.7
100.0
Note:
Enrollments in Co-Requisite sections were not
included for this analysis.
Note: Total Headcount is the total unduplicated
count of students in all zip codes in that year.
Source: Data Warehouse
California
Counties
Alameda
Amador
Butte
Calaveras
Contra Costa
El Dorado
Fresno
Humboldt
Kern
Lake
Los Angeles
Marin
Mariposa
Mendocino
Merced
Monterey
Napa
Nevada
Orange
Placer
Plumas
Riverside
Sacramento
San Benito
San Bernardino
San Diego
San Francisco
San Joaquin
San Luis Obispo
San Mateo
Santa Barbara
Santa Clara
Shasta
Siskiyou
Solano
Sonoma
Stanislaus
Trinity
Tulare
Tuolumne
Ventura
Yolo
Total:
5
Headcount other states
AY 11-12
Students
20
2
1
2
14
8
4
5
3
1
17
14
1
4
5
157
2
10
9
8
1
1
14
62
3
5
16
20
7
11
2
104
5
1
4
6
2
1
1
3
1
5
562
All States
Arizona
Colorado
Hawaii
Maryland
Michigan
Minnesota
Nevada
New York
North Carolina
Oregon
Texas
Utah
Washington
Wyoming
Total:
AY 11-12
Students
3
3
1
1
2
1
1
3
2
1
5
2
1
1
27
I II.
PE RFO RM ANC E O F S TU D E N T S IN D E S EC T IO N S
Statewide, a gap exists in completion and retention rates between distance education and traditional instruction. This gap
is closing though, with both success and retention rates showing slight improvement over the past two years throughout
the state. This can be attributed to better instructional design and increased student familiarity with the learning online. By
engaging students early in the course, this builds a positive faculty-student relationship. Regular assessment of student
progress and early alert mechanisms that steer students towards needed learning resources improves student achievement.
Completion in distance education courses averaged 78% in 2011–12. The data below reflects duplicate counts due to
students enrolling in multiple sections per term. (Figure 7)
AY
Enrolled* Success Completion
2011-12
6,559
61.6%
78% Success rates in distance education averaged 61.6 percent, up
2010-11
6,956
59.5%
79% from 59.5 percent in 2010–11. (Figure 7a) This is ten percent
2009-10
9,003
60.9%
80% behind the average success rate for traditional on-campus
courses. Over half of our departments offering DE courses meet
2008-09
10,453
57.6%
85%
or exceed the on-campus average.
2007-08
10,257
56.9%
79%
The DE Committee works with Cabrillo’s Articulation Officer
each year to inform the college which courses meet degree
requirements for students seeking to fill their on-campus course
schedule with DE choices. As stated in previous reports, a better strategy would be to assess the success of courses within
those degree requirements and build a schedule based on potential to improve student success.
Figure 7 2007–2012 DE Success and Completion
*Enrollment in co-requisites removed.
DE Success
62.0%
60.0%
58.0%
Success
56.0%
54.0%
2007-08 2008-09 2009-10 2010-11 2011-12
Figure 7a 2007–2012 DE Success
IV.
DI S TA NC E E DU CAT I O N C O U RS E S O F F ER ED 2 0 11 – 2 0 1 2
The following departments (number of courses in parenthesis) offered distance education courses during the 2011–12
academic year; accounting (6), art history (3), anthropology (1), art photography (1), business (4), computer applications
and business technology (6), culinary arts and hospitality management (1), counseling and guidance (3), computer
information systems (8), criminal justice (5), communication studies (3), digital media (4), English (6), finance (1), fire
technology (5), history (2), health science (1), library (2), math (4), meteorology (1), music (5), kinesiology (1), political
science (1), psychology (1), reading (1), sociology (2), and theater appreciation (1).
V.
DE @ S TAT E WI D E L EV E L
There is a considerable amount of work being done at the national and state level related to distance education. The
Chancellor’s Office has ramped up their distance education communications and provided a means for all DE
Coordinators to gather monthly and learn about new technologies, pending legislation, and issues related to student
success. However some news is not good. Financial aid fraud rings continue to target community colleges offering online
courses, and large for-profit institutions continue to grow enrollment through distance education programs, creating a
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lucrative business on the back of student financial aid.3 Institutions that provide distance education options to broaden
access and improve a student’s ability to graduate or transfer in a timely manner, are faced with looking at effective and
affordable approaches to student identity verification in this context. Faculty are also charged with building into their
courses regular, effective student engagement, and multiple means of assessment to ensure that the student registered for a
class is the student participating in the class.
This year several new pieces of legislation opened the door for more development open education resources (OER), a
strategy that addresses high textbook costs. These resources are teaching and learning materials that faculty may freely
use and reuse, without charge, and available online. Additionally, MOOCs (mass open online courses) are becoming more
prominent in schools and colleges wishing to expand curriculum, enhance current lecture courses, or offer free online
classes to the public. Courses taught by Kahn Academy, BerkeleyX, Coursera, or HarvardX allow participants to jointly
exchange knowledge and experiences each can build upon.4 The California Community Colleges are discussing
partnering on a basic skills pre-assessment English course, which would students to develop foundational knowledge prior
to taking the assessment.
VI.
DE @ CAB R IL L O
The Distance Education Program at Cabrillo College allows students to meet their educational goals by accessing
technology-mediated instruction both for distance courses and on-campus courses. Distance students typically work full
time, are caretakers for family members, and are trying to balance school and outside obligations. Students can maximize
their educational experience by combining both distance and face-to-face classes to make a full load and graduate on time.
Programs look to distance education to extend access to these non-traditional populations seeking to fulfill degree
requirements. The distance education option provides programs flexibility in scheduling and facility use. Additionally,
programs see distance technologies as a vehicle to teach important technology competency skills.
Cabrillo also recognizes how vital it is to provide a full range of online services to remote students, whether they are
distance students, or students learning on campus using technology-mediated instruction. Providing online student
services is critical to student success, and includes online admissions, enrollment, library services, tech support, online
orientations, academic advising, financial aid, textbook ordering, and academic assistance.
The Instructional Technology Council (ITC), affiliated with the American Association of Community Colleges since
1977, represents higher education institutions that use distance learning technologies. In their 2012 report which surveyed
375 colleges, including Cabrillo, respondents indicated the demand for distance courses continues to grow at a much
greater rate than demand for traditional courses. Growth is greatest in the use of blended-hybrid courses and webenhanced courses. The gap in completion rates is beginning to narrow, and in many disciplines completions rates are
equivalent to traditional face-to-face courses. For most survey participants, their institution’s primary source for
enrollment growth is distance education, yet they do not offer enough courses to meet student demand. Distance education
acts as a change-agent at the institution, prompting faculty development, and rethinking teaching pedagogy using
technology. Challenges include dealing with issues of course design, rigor, course quality, and keeping up with new
insights into student learning. Most colleges surveyed agree DE courses are assigned to faculty without input from the
distance education program. This can have a profound impact on course quality and rigor when assigned faculty are
underprepared to teach online.
In the past year, the Teaching and Learning Center has increased the number of workshops focused on online
teaching pedagogy and offered multi-day Blackboard Academies the week prior to Flex Week. This provides faculty an
opportunity to immerse themselves in learning best practices for online course development and teaching. New
Blackboard tools provide faculty the ability to track student progress more efficiently, set early alert notifications, use
performance-based assessment techniques, rubrics, and generate student performance reports. The Teaching and Learning
Center now requires faculty to participate in training before receiving a Blackboard account. Embedded in the learning
management system training are best practices for course design and teaching online, including accessibility standards
and provisions for regular, effective contact with students.
The Distance Education Committee, a shared governance committee, is responsible for dialog about continuous
improvement of student learning in a distance format. The Committee accepts the premise that all discussions about
student learning should address sound pedagogical principles for distributed learning in online, hybrid, and web-enhanced
courses. The Committee also recognizes student support systems should be in place for all students whether their course
contact hours are 10% or 100% in a distance format. In early spring, the Committee, in collaboration with Student Affairs,
3
Cummings, J. (2012). Financial Aid Fraud and Identity Verification. Retrieved from http://www.educause.edu/blogs/jcummings/educausecomments-financial-aid-fraud-and-identity-verification
4
Andrews, M. (2012). The MOOC Challenge. Retrieved from http://www.insidehighered.com/blogs/stratedgy/mooc-challenge
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contributed to the Student Rights and Responsibilities Handbook an online behavior policy, emphasizing academic
integrity and the consequences of violating the academic honor code.
The following are Distance Education Program Outcomes for 2012–14:
 Continue to track student performance in online and hybrid classes and identify retention efforts used to improve
student achievement.
 Participate in statewide faculty and student satisfaction survey to be distributed by the Chancellor’s Office this
term.
 Continue to provide faculty opportunities to assess student performance in multiple ways.
 Develop Board Policy regarding student authentication procedures, and describe identify verification procedures.
 Work with CCFT/DE Task Force to development a complaint procedure for online students.
 Continue to provide faculty sufficient professional development opportunities in online teaching.
 Assess effectiveness of course standards used in distance education faculty evaluations.
 Address regulations effective June 2014 for serving out-of-state students by obtaining state authorization
approvals. (Chancellor’s Office is currently working on a state-to-state reciprocity agreement.)
 Track distance education student graduates who declare majors in one of the four online degrees available:
liberal studies, law enforcement, accounting, and business.
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