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
6
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
7
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.
8