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