AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
October 24, 2013
FROM: PRESIDENT
SUBJECT:
Distance Education 2012/2013 Annual Report
REASON FOR BOARD CONSIDERATION
ENCLOSURE(S)
ITEM NUMBER
Page 1 of 7
INFORMATION
“Statewide nearly 27 percent of all students take at least one distance education course per term and over 12 percent of all courses are
distance education courses.”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
The Distance Education Committee continues to focus on student success, and the design of pedagogy, technology, and
services students will engage with along the way. Providing an educational experience that best suits the needs of today’s
student means quality instruction and convenience of delivery. Quality instruction includes significant faculty-student
interaction and is a requirement by Title 5. It is also the leading factor affecting a student’s level of satisfaction with a
course.1 And, a student’s level of satisfaction is a strong predictor of success and retention. Information in this report will
highlight not only the demographics of our distance students, but processes initiated by the Distance Education Program to
increase student persistence and success in online classes.
Methodology: Data in this report comes from three statewide distance education surveys conducted by the Chancellor’s
Office, and enrollment and demographic data provided by the Planning and Research Office (PRO).
There were a total of 4,050 unduplicated enrollments in distance courses during the 2012–13 academic year. (Figure 1)
Santa Cruz County residents compromise 82.6% of distance students. Severe budget cuts over a three-year period created
shortages of teaching units and a reduction in course offerings. This trend was also mirrored in reductions to distance
education courses. The 2013 Educational Master plan suggests, “Distance education provides an opportunity to capitalize
on the efficiency of its program and delivery method in growing the College’s WSCH” (Weekly Student Contact Hours).
Courses with the greatest potential for student success, and programs of study offered outside Cabrillo’s traditional
demographics, seem to be the best candidates for online delivery.
1
Harris, B. (2013). Distance Education Report. Retrieved from
http://californiacommunitycolleges.cccco.edu/Portals/0/reportsTB/REPORT_DistanceEducation2013_090313.pdf
Administrator Initiating Item:
Kathleen Welch, VP Instruction
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
Yes ❑ No
Yes ❑ No
Final Disposition
Summary ( AY 12-13 )
Santa Cruz County
Other California Counties
Other States
Unknown
Total Unduplicated Headcount
#
3,345
677
24
4
4,050
% of Total*
82.6
16.7
0.6
0.1
99.9
Figure 1
2012–2013 Distance Education Participation In/Out-ofCounty, Out-of-state (unduplicated headcount; individual
students counted only once)
*Enrollment in co-requisites not included
Figures 2a and 2b show enrollment numbers trended upward with restoration of online sections to the fall, spring, and
summer schedules.
14000
Figure 2a
2002–2013 Enrollment
trends
12000
10000
6000
Units
Attempted
Enrollment*
4000
Headcount
8000
2000
0
Units Attempted, Enrollments & Headcount In Distance Education
Semester
Units Attempted
Enrollment*
Headcount
Fall 2002
3,221
1,216
972
Spring 2003
4,042
1,438
1,154
Fall 2003
3,492
1,373
1,078
Spring 2004
4,016
1,522
1,193
Fall 2004
3,878
1,533
1,242
Spring 2005
5,459
2,028
1,523
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
Fall 2012
10,841
4,515
3,299
Spring 2013
11,898
4,826
3,453
2
Figure 2b
*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 web-based materials
in support of both online and on-campus classes. This fall Cabrillo offers ninety-nine online and hybrid course sections and
over 500 web-enhanced course sections hosted in Blackboard. The growth in hybrid and web-enhanced courses continues,
and the use of mobile technologies will soon surpass computers as a primary point of access to the Internet. TLC services
include face-to-face and online training in distance learning pedagogy, accessible web design (including design for mobile
delivery), podcasting, effective course design, and teaching with a learning management system. Instruction includes
strategies to engage students through regular effective contact, including the use of webinars, discussion forums, and various
assessment techniques. Student authentication strategies include student performance reporting, and the use of plagiarism
detection software. The Distance Education Program Plan recognizes course development and support is effectively
achieved by pairing an instructional designer with a faculty member, “each bringing unique skills to the course-creation
process.”
There are currently 9,481 active student Blackboard accounts. A single authentication process provides students
access to the campus network and the learning management system (AR 3700). 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 also use Blackboard Collaborate web
conferencing software for real-time instruction and office hours.
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. The Blackboard
Mobile app provides course access for Android and iOS devices. Help Desk tech support to both students and faculty is
provided by the Teaching and Learning Center through multiple modes: phone, in-person, and web-based tutorials.
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. Fifty-eight
percent of DE students are female, and the midrange enrollment trend indicates a slight shift in gender percentages over
previous years. (Figure 3) According to the Fall 2012 Student Satisfaction Survey, the top reasons why students enroll in
online courses is: to meet associate and transfer degree requirements, improve job skills, and convenience with work
schedules.2
Cabrillo’s distance learning focus has shifted to improving success and retention rates through faculty development and
smarter course design. Faculty professional development, technology competency, and teaching effectiveness factor into
online course quality and student achievement. Student satisfaction with a course is a strong predictor of success and
retention, and it’s no surprise students who are satisfied with a course persist. 3 Student engagement is also a primary factor
in establishing a learning community; it promotes active learning and reduces isolation.
100.00%
90.00%
80.00%
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Male
Female
Figure 3
2012-2013 Enrollment by Gender
Participation by females in DE courses is increasing
compared to traditional courses.
Most students live in-state and in Santa Cruz
County. There was little difference in the number of
residents of San Lorenzo Valley and Scotts Valley
taking online courses, however, there was a modest
increase in the number of Watsonville area
residents. (p5, 2012–13 Enrollment by Zip Code)
2006- 2007- 2008- 2009- 2010- 2011- 201207
08
09
10
11
12
13
2
California Community Colleges (2013). Cabrillo College Summary Report. Retrieved from
http://www.cabrillo.edu/services/disted/pdfs/2012FallDEStudentSatisfactionSurvey.pdf
3
Hart, C., Factors Associated With Student Persistence in an Online Program of Study: A Review of the Literature, Journal of Interactive
Online Learning, Vol. 1, Number 1, Spring 2012
3
2006–2013 Enrollment by Ethnicity
There continues to be an increase in the number of Hispanic/Latino students taking DE courses; slightly more than the
statewide enrollment (28%). (Figure 4)
2006-07
2007-08
2008-09
2009-10
2010-11
2011-12
2012-13
African
American
2.2%
1.8%
2.4%
1.5%
2.0%
1.8%
1.7%
Asian
5.2%
5.4%
4.7%
5.2%
4.4%
4.2%
3.9%
Hispanic/Latino
20.5%
19.9%
21.3%
21.7%
24.5%
26.8%
31.8%
Multiple/Other
2.3%
2.2%
1.6%
1.2%
2.8%
4.3%
4.8%
Native
American
1.1%
1.1%
1.1%
1.0%
0.7%
0.8%
0.6%
NonRespondents
4.5%
5.5%
6.1%
7.4%
5.1%
3.6%
3.1%
White
64.2%
64.1%
62.8%
62.0%
60.5%
58.6%
54.2%
Figure 4 2006–2013 Enrollment by Ethnicity
2012-13 Students Who Received Degrees and Certificates
The majority of students who receive degrees or certificates are taking online classes. Thirty-three percent of students who
received a degree or certificate last year took three or more distance courses. Sixty-four percent take at least one DE course.
The number of students taking DE courses who also received degrees or certificates increased two percent over last year.
(Figure 5)
Academic Year
2012-13
Total
No DE courses
1 DE course
2 DE courses
3 or more DE
Total
Count of students receiving
Degrees and Certificates
371
35.6%
197
18.9%
122
11.7%
353
33.8%
1043
100.0%
Figure 5
2012-13 Students Who Received Degrees
and Certificates
Disabled Students
Disabled students are provided a wide range of services to assist them in their academic work. Online courses must be
adapted to accommodate disabled distance learners. Statewide data indicates a significant improvement in success rates for
students who are hearing impaired and developmentally delayed learners.
I II.
DI S TA NC E E DU CAT I O N C O U RS E S O F F ER ED 2 0 1 2 – 2 0 1 3
Distance education courses are divided into two categories, asynchronous and synchronous. All Cabrillo courses are
asynchronous online courses that may include synchronous technologies such as desktop webinars. The following
departments (number of courses in parenthesis) offered distance education courses during the 2012–13 academic year.
Numbers in bold indicate an increase over the previous year. Courses offered include: accounting (6), art history (2),
anthropology (3), art photography (1), business (6), computer applications and business technology (6), culinary arts and
hospitality management (1), counseling and guidance (3), computer information systems (13), criminal justice (5),
communication studies (3), digital media (5), English (7), finance (1), fire technology (5), history (2), health science (1),
library (1), math (4), meteorology (1), music (4), kinesiology (1), political science (1), psychology (1), reading (1), sociology
(2), and theater appreciation (1).
4
2012–2013 Enrollment by Zip Code
Headcount Detail (Santa Cruz County)
Headcount (other counties)
Headcount (other states)
California
Counties
Alameda
Amador
Butte
Calaveras
Contra Costa
El Dorado
Fresno
Glenn
Humboldt
Kern
Los Angeles
Madera
Marin
Mariposa
Mendocino
Merced
Mono
All States
Arizona
Georgia
Hawaii
Idaho
Illinois
Iowa
Michigan
Nevada
North Carolina
Oklahoma
Oregon
Pennsylvania
Tennessee
Texas
Utah
Vermont
Washington
AY 12-13
Students
26
351
89
87
7
156
5
122
93
10
550
28
521
28
17
103
194
AY 12-13
by % in zip
0.8%
10.5%
2.7%
2.6%
0.2%
4.7%
0.1%
3.6%
2.8%
0.3%
16.4%
0.8%
15.6%
0.8%
0.5%
3.1%
5.8%
11
197
727
23
0.3%
5.9%
21.7%
0.7%
Monterey
Napa
Nevada
Orange
Total:
3,345
100%
Summary (AY 12-13 )
Santa Cruz County
Other California Counties
Other States
Unknown
Total Headcount
#
3,345
677
24
4
4,050
% of Total*
82.6
16.7
0.6
0.1
99.9
Placer
Plumas
Riverside
Sacramento
San Benito
San Bernardino
San Diego
San Francisco
San Joaquin
San Luis
Obispo
San Mateo
Santa Barbara
Santa Clara
Shasta
Sierra
Siskiyou
Solano
Sonoma
Stanislaus
Trinity
Tulare
Tuolumne
Ventura
Yolo
6
10
1
135
4
1
4
3
8
8
1
1
5
3
5
Total:
677
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
Zip Codes
95001
95003
95005
95006
95007
95010
95017
95018
95019
95041
95060
95061
95062
95063
95064
95065
95066
Scotts Valley
Soquel
Watsonville
Watsonville
95067
95073
95076
95077
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
5
AY 12-13
Students
29
3
4
4
17
5
10
1
8
5
21
4
9
3
4
7
1
175
2
14
1
8
2
2
15
76
5
10
14
23
Total:
AY 12-13
Students
1
1
2
1
1
1
1
3
1
1
2
2
1
2
2
1
1
24
IV.
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 83% in 2012–13. The data below reflects duplicate counts due to
students enrolling in multiple sections per term. Success rates in distance education averaged 66.6 percent, up from 61.6
percent in 2011–12. (Figures 6 & 7)
AY
2012-13
2011-12
2010-11
2009-10
2008-09
2007-08
Enrolled*
7,397
6,559
6,956
9,003
10,453
10,257
Success
66.6%
61.6%
59.5%
60.9%
57.6%
56.9%
Completion
83%
78%
79%
80%
85%
79%
Figure 6 2007–2013 DE Success and Completion
*Enrollment in co-requisites removed.
However, students enrolled in Basic Skills level DE courses for 2012–13 demonstrate lower success and completion rates
than students taking degree applicable, transferable, or vocational courses. 4 The Chancellor’s Office Distance Education
report states, “If the student is one of those not particularly prepared for college-level work and not an especially motivated
beginning student, online courses early in the college experience may not be advised.” 5
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. The College is working
to identify distance learning courses best suited for students seeking degrees and certificates, and creating a predictable
schedule that allows students to complete their education plan in a reasonable period of time. Additionally, in collaboration
with the Division Deans, the Distance Education Program seeks to identify courses with the best potential to support
student success.
Figure 7
2008–2013 DE Success
Success
70
65
60
Success
55
50
08-09
09-10
10-11
11-12
12-13
4
Management Information Systems Data Mart. (2013). Distance Education Enrollment, Success, and Retention by Course Status. Retrieved
from http://datamart.cccco.edu/Outcomes/Course_Ret_Success.aspx
5
Harris, B. (2013). Distance Education Report. Retrieved from
http://californiacommunitycolleges.cccco.edu/Portals/0/reportsTB/REPORT_DistanceEducation2013_090313.pdf
6
V.
DE @ S TAT E WI D E L EV E L
Serving students in other states is one way to grow enrollment. However, due to the variation in State laws requiring
authorization to deliver a distance course to out-of state residents, the Chancellor’s Office has informed all California
Community Colleges that by July 2014, institutions are expected to comply with the laws of each state in which they
“operate.” As of summer 2013, only 15 colleges have obtained authorization. The Chancellor’s Office has acquired
membership in a State Authorization Network, but many details regarding the implementation of that consortium have yet
to unfold. The future will most likely include fees to participate in a negotiated authorization between all 50 states.
The Online Education Initiative is a major program undertaken by the Chancellor’s Office. It will oversee the
expansion of the California Virtual Campus (CVC) which is a catalog of online courses from accredited colleges in
California. This will establish an online course exchange in the CVC for California Community College students. The
proposed program is designed to increase the number of college associate degree graduates and transfers to four-year
colleges and improve the retention and success of students enrolled in online courses offered through the exchange.
VI.
DE @ CAB R IL L O
Distance students typically maintain a work schedule, are caring for family members, trying to improve job skills, and
balancing school and outside obligations. Students maximize their educational experience by combining both distance and
face-to-face classes to create a full load and graduate on time. Almost sixty-percent of DE students surveyed in the Fall
2012 term stated they enroll in DE courses to meet transfer and degree requirements. The distance education option also
provides program flexibility in scheduling and facility use. Additionally, online technologies are a vehicle to teach
important technology competency skills.
Faculty development is an important factor in designing and teaching an online course. Embedded in the Flex Calendar
program, Blackboard Academy is a two-day training opportunity for faculty to learn about online pedagogy and online
course design. They also have access to regular desktop seminars and instructor-led online courses through the @ONE
project. Faculty can immerse themselves in learning best practices for online course development and teaching while
participating as an online student.
This past year the Distance Education Committee created a DE Faculty Handbook and implemented new requirements
for faculty who want to teach online. The handbook is a supplemental guide to Cabrillo’s Faculty Handbook and informs
faculty of best practices, policies and procedures related to distance education.
Student success in distance learning must include a multi-variant approach. Planning should address not only faculty
development, but student services, and institutional support in building a program that addresses the needs of all students.
One such idea is access to a basic skills writing MOOC (massive open online course). Online courses like CG52,
Introduction to College, assist underprepared students in getting ready for transfer-level coursework. And continued
training in the use of Blackboard’s early alert systems help faculty contact students when pre-determined parameters of
participation are not reached. Faculty are also encouraged to design courses that are more learner-centered with ample
opportunities for engagement, a method for creating a learning community.
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.
According to the Chancellor’s Office, a sign of maturity in a distance education program is when a college evolves
from offering single courses to at least one comprehensive program offered exclusively at a distance. The Distance
Education Committee is working collaboratively with the Office of Instruction, and Carolyn Jackson in the Articulation
Office, to provide students degree options in the following areas: an A.A. degree in Liberal Arts and Sciences, Criminal
Justice—Corrections, both an A.A. and A.S. T. in Criminal Justice—Law Enforcement, and potentially AST Degrees in
Homeland Security, and Emergency Management. An A.S. Degree may also be possible in Accounting, and both an A.A.
and A.S. in Business. All online degree options were approved by ACCJC through a Substantive Change Proposal.
The following are Distance Education Program Outcomes for 2013–14:
 Continue to track student performance in online and hybrid classes and identify retention efforts used to improve
student achievement.
 Continue to develop online degree options for students.
 Continue to provide faculty opportunities to assess student performance in multiple ways.
 Continue to provide faculty sufficient professional development opportunities in online teaching.
 Track distance education student graduates who declare majors in one of the four online degrees available:
liberal studies, law enforcement, accounting, and business.
7