MAINTAINING A QUALITY DISTANCE
EDUCATION PROGRAM
California Community Colleges Chancellor’s Office
December 10, 2012
9:00 AM – 12:00 Noon
INTRODUCTIONS/OVERVIEW
•
Barry A. Russell, PhD
•
Vice Chancellor, Academic Affairs Division
•
LeBaron Woodyard
•
Dean, Academic Affairs Division
CHANCELLOR’S OFFICE, CALIFORNIA
COMMUNITY COLLEGES
7/12/2016
2
TITLE 5 REGULATIONS AND DISTANCE
EDUCATION GUIDELINES
•
LeBaron Woodyard
•
Dean, Academic Affairs Division
CHANCELLOR’S OFFICE, CALIFORNIA
COMMUNITY COLLEGES
7/12/2016
3
CALIFORNIA CODE OF REGULATIONS, TITLE 5
CALIFORNIA COMMUNITY COLLEGES DISTANCE
EDUCATION
•
Chapter 6, Curriculum and Instruction
•
Chapter 9, Fiscal Support
CHANCELLOR’S OFFICE, CALIFORNIA
COMMUNITY COLLEGES
7/12/2016
4
DISTANCE EDUCATION GUIDELINES
•
Chapter 6, Curriculum and Instruction
•
Standards and Criteria for Courses
•
Chapter 9, Fiscal Support
•
Attendance
•
Limitations on State Aid
•
Instructional and Other Materials
CHANCELLOR’S OFFICE, CALIFORNIA
COMMUNITY COLLEGES
7/12/2016
5
CHAPTER 6, CURRICULUM AND INSTRUCTION
•
Standards and Criteria for Courses
• 55200. Definition and Application
• 55202. Course Quality Standards
• 55204. Instructor Contact
• 55206. Separate Course Approval
• 55208. Faculty Selection and Workload
• 55210. Ongoing Responsibility of Districts
CHANCELLOR’S OFFICE, CALIFORNIA
COMMUNITY COLLEGES
7/12/2016
6
55200. DEFINITION AND APPLICATION
•
Distance education means instruction in which the instructor and student are separated
by distance and interact through the assistance of communication technology. All distance
education is subject to the general requirements of this chapter as well as the specific
requirements of this article. In addition, instruction provided as distance education is
subject to the requirements that may be imposed by the Americans with Disabilities Act
(42 U.S.C. §12100 et seq.) and section 508 of the Rehabilitation Act of 1973, as
amended, (29 U.S.C. §794d).
CHANCELLOR’S OFFICE, CALIFORNIA
COMMUNITY COLLEGES
7/12/2016
7
55202. COURSE QUALITY STANDARDS
•
The same standards of course quality shall be applied to any portion of a course
conducted through distance education as are applied to traditional classroom courses, in
regard to the course quality judgment made pursuant to the requirements of section
55002, and in regard to any local course quality determination or review process.
Determinations and judgments about the quality of distance education under the course
quality standards shall be made with the full involvement of faculty in accordance with the
provisions of subchapter 2 (commencing with section 53200) of chapter 2.
CHANCELLOR’S OFFICE, CALIFORNIA
COMMUNITY COLLEGES
7/12/2016
8
55204 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) Any portion of a course conducted through distance education includes 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. Regular effective contact is an academic and professional matter pursuant to
sections 53200 et seq.
•
(b) Any portion of a course provided through distance education is conducted consistent
with guidelines issued by the Chancellor pursuant to section 409 of the Procedures and
Standing Orders of the Board of Governors.
CHANCELLOR’S OFFICE, CALIFORNIA
COMMUNITY COLLEGES
7/12/2016
9
55206. SEPARATE COURSE APPROVAL
•
If any portion of the instruction in a proposed or existing course or course section is
designed to be provided through distance education in lieu of face-to-face interaction
between instructor and student, the course shall be separately reviewed and approved
according to the district's adopted course approval procedures.
CHANCELLOR’S OFFICE, CALIFORNIA
COMMUNITY COLLEGES
7/12/2016
10
CHAPTER 9, FISCAL SUPPORT
•
Attendance
•
58003.1 Full-time Equivalent Student; Computation
•
58006 Application of Actual Student Contact Hours of Attendance Procedure
•
58007 Noncredit Courses
•
58009 Application of Alternative Attendance Procedure
•
58051 Method for Computing Full-Time Equivalent Student (FTES)
•
58056 Immediate Supervision and Control
CHANCELLOR’S OFFICE, CALIFORNIA
COMMUNITY COLLEGES
7/12/2016
11
ATTENDANCE ACCOUNTING AND
REPORTING METHODS
•
Elias Regalado
•
Fiscal Affairs Division
CHANCELLOR’S OFFICE, CALIFORNIA
COMMUNITY COLLEGES
7/12/2016
12
California Community Colleges
Chancellor’s Office
Quality Distance Education
Webinar
Attendance Accounting
And Reporting for
Distance Education Courses
December 10, 2012
Presentation Topics






FTES and the Apportionment Attendance
Report (CCFS-320)
Requirements for Reporting Course FTES on
the CCFS-320
Intent and Accountability Standards
Attendance Accounting and Reporting for Distance
Education (DE) Courses
Common Questions Concerning DE Courses and
Attendance Accounting
Audit implications for DE Courses
* Unless otherwise indicated, all legal citations refer to California Code of Regulations, Title 5
Apportionment Attendance Report
(CCFS-320)

Overview:




Required by Title 5 §58003.4
Prepared in accordance with deadlines and
instructions prescribed by the Chancellor’s
Office
The Chancellor's Office calculates the amount
of State General Apportionment funds, based
primarily on the number of FTES workload
that districts report on the CCFS-320
Also provides workload measure for Lottery
allocation, Basic Skills funding, & DOF WSCH
Basic Definitions
A Contact Hour is…

The basic unit of attendance for computing FullTime Equivalent Student (FTES)
One FTES is equivalent to 525 contact hours
or
1 student x 15 weekly contact hours x 35 weeks = 525


Not a headcount
Formerly known as “ADA” or Average Daily
Attendance
Requirements for Reporting Course FTES
on the CCFS-320






The basic conditions or standards for claiming FTES are
provided by Title 5 §§ 58050 and 58161, including
Appropriate course/program approval
Unless expressly exempted, course must be open to the
general public
Unless expressly exempted (DE courses are exempted),
courses are under the immediate supervision and control of
a qualified academic employee of the district
For credit course enrollments, a student must receive an
evaluative or nonevaluative symbol
Many other conditions affecting apportionment eligibility
may apply, including requirements specific to DE courses,
such as “regular effective contact” and the same quality
standards as regular classroom courses
Intent of Basic Attendance
Accounting Requirements
Consistent with Title 5 §58052, the basic attendance
accounting requirements are intended to promote the following
purposes:




To ensure effectiveness of instruction
To ensure that state aid is apportioned according to the
same standards to all districts
To ensure the safety of students
To ensure that the state, districts, and students receive a
reasonable return for monies expended
Accountability




Education Code §84001 provides that “the system of public
support for the California Community Colleges should be
designed to strengthen and encourage local control of
community college education.”
Consistent with this intent, Title 5 §59116 provides that
districts shall be fully accountable for the accuracy of the
accounting and reporting of student attendance and shall
promptly resolve inaccuracies in attendance accounting
and reporting
Specifically, districts must establish procedures, policies,
and internal controls that will assure that FTES for State
Apportionment purposes meet all requirements of law
Each district is required to provide for an annual audit,
which includes attendance accounting in its scope
Attendance Accounting for Distance
Education Courses
Consistent with Title 5 §58003.1, DE courses can apply any
attendance accounting procedure that they are qualified to
use, including the following basic procedures:



Weekly Census
Daily Census
Actual Hours of Attendance (Positive Attendance)
If the DE course does not meet the requirements to apply one
of these basic procedures or if it prefers not to, it must apply
the:

Alternative Attendance Accounting Procedure
– Credit Indep. Study, WEE, and Certain DE Courses
– Noncredit Indep. Study / Noncredit DE Courses
Attributes of a Distance Education Credit Course
Applying the Weekly Census Procedure

Offered for Credit and in primary terms only

Course is coterminous with the primary term




Meets same number of days and hours each
week of primary term, including TBA hours
Synchronous Instruction occurs each scheduled
class meeting and students and instructor are
able to interact during the class session via
some sort of communication technology
Clears the rolls of inactive enrollment as of
census date
WSCH is from regularly scheduled contact hours
Attributes of a Distance Education Credit Course
Applying the Daily Census Procedure






Offered for Credit and meets five or more days
Meets same number of hours on each scheduled
day, including TBA hours
Not coterminous with the primary term
Synchronous Instruction occurs each scheduled
class meeting and students and instructor are
able to interact during the class session via
some sort of communication technology.
Clears the rolls of inactive enrollment as of
census day
DSCH is from regularly scheduled contact hours
Attributes of a Distance Education Course
Applying the Positive Attendance Procedure




Synchronous Instruction occurs each scheduled
class meeting and students and instructor are
able to interact during the class session via
some sort of communication technology.
Instructor must keep accurate records of every
hour each student attends
Any course can be on the positive attendance
basis with the exception of Independent Study
and Cooperative Work Experience courses
Contact hours based upon the count of students
present at each course meeting. No census
date.
Attributes of a Distance Education Credit Course
on Alternative Attendance Accounting Procedure

Most DE courses do not have the attributes
necessary to apply one of the basic attendance
accounting procedures:
– Weekly Census, Daily Census, and Positive attendance


For these courses, the only option left is the
Alternative Attendance Accounting Procedure
Unless eligible for an exception provided by Title
5 §58009, this procedure uses the number of
units of credit as the basis for determining the
number of student contact hours for the course
Attributes of a Distance Education Credit Course
on Alternative Attendance Accounting Procedure


The Title 5 §58009 exception applies only to
Independent Study LABORATORY courses and
DE LABORATORY courses which consist partly
or exclusively of laboratory work
For courses under this exception, §58009 allows
a district to substitute the contact hours based
on units of credit with the contact hours that
would be generated by the same course under
the Weekly or Daily census procedures (i.e., a
regular classroom based course)
Attributes of a Distance Education Credit Course
on Alternative Attendance Accounting Procedure


§58009 exception approved by Board of
Governors in 2006 to address significant
differences in the amount of FTES generated
between an Independent Study or DE Laboratory
course and a traditional delivery course.
Non-laboratory credit DE courses on the
alternative attendance accounting procedure
must still determine WSCH based on the number
of units of Credit
Credit FTES Computation Examples
Example FTES calculations:
Example 1:
Computation of 3-unit Lecture Course

Weekly Census:
– 3 WSCH x 30 students x 17.5 TLM = 1,575 CH
– 1,575 CH / 525 = 3.0 FTES

Alternative Attendance Accounting Procedure
– 3 Units of Credit x 30 students x 17.5 TLM = 1,575 CH
– 1,575 CH / 525 = 3.0 FTES
Credit FTES Computation Examples
Example FTES calculations (continued):
Example 2:
Computation of 1-unit Laboratory Course

Weekly Census:
– 3 WSCH x 30 students x 17.5 TLM = 1,575 CH
– 1,575 CH / 525 = 3.0 FTES

Alternative Attendance Accounting Procedure
– 3 WSCH based on §58009 exception x 30 students x 17.5
TLM = 1,575 CH
– 1,575 CH / 525 = 3.0 FTES
Attributes of a Distance Education Credit Course
on Alternative Attendance Accounting Procedure

For detailed guidance on this procedure, please
refer to the 2008 Distance Education Guidelines
and the document titled “Attributes of a Distance
Education Credit Course on Weekly, Daily, or
Positive Attendance Procedures.” Both are
available on our website.
Common Questions Concerning Distance Education
Courses and Attendance Accounting

What is a “hybrid” credit course and what is the
correct attendance accounting procedure for such a
Course?
– “Hybrid” courses are those that combine face-to-face
instruction with DE
– The scheduling and instructional delivery attributes of
the entire course (the non-DE part and the DE part) will
have to be considered to determine which attendance
accounting procedure can be applied (e.g., is the entire
class regularly scheduled?)
– If the entire course doesn’t qualify to be on a basic
procedure, then the Alternative Attendance Accounting
Procedure will have to be applied
– Only one attendance accounting procedure can be
applied per course
Common Questions Concerning Distance Education
Courses and Attendance Accounting

Since there are few or no meetings for some DE
courses, what would be the basis for an
instructor to determine if a student is actively
enrolled as of the census date?
– Should be based on documentation from “regular
effective contact” requirement in Title 5 §55204
– Local policies and instructor directives/guidance must
be developed for appropriate clearing of course rosters,
including for distance education courses
– Census rosters must be cleared of inactive enrollment
as of the census date, which includes:
• No shows; students who have officially withdrawn;
students have been dropped from the course
• A student must be dropped if no longer participating,
except if there are extenuating circumstances
Common Questions Concerning Distance Education
Courses and Attendance Accounting

If a course includes less than “51 percent”
instruction via DE, can it apply the Alternative
Attendance Accounting Procedure?
– Yes. The “51 percent” standard in Title 5 §55210 relates
only to what must be reported as a distance education
course via MIS to the Chancellor’s Office and has no
bearing on what attendance accounting procedure can
be applied for a particular course
– As indicated for “hybrid credit courses,” the scheduling
and instructional delivery attributes of the entire course
will have to be considered (the non-DE part and the DE
part), to determine which attendance accounting
procedure can be applied (e.g., is the entire class
regularly scheduled?)
Audit Implications for Distance Education Courses



Hybrid courses often apply the wrong
attendance accounting procedure (e.g., most
hybrid courses should be on the Alternative
Attendance Accounting Procedure, but
incorrectly apply the Weekly Census procedure)
It appears that some instruction is being
converted from the TBA scheduling option for
Weekly Census and Daily Census Courses to DE
Chancellor’s Office is considering the possibility
an audit compliance item that will focus on DE
courses
Contact Information
Elias Regalado, Specialist
Fiscal Services Unit
Chancellor’s Office
(916) 445-1165
eregalad@cccco.edu
ACCREDITING COMMISSION OF COMMUNITY
AND JUNIOR COLLEGES (ACCJC) POLICY ON
DISTANCE EDUCATION
•
Dr. Susan Clifford, Vice President, ACCJC
•
Mr. Jack Pond, Vice President, ACCJC
CHANCELLOR’S OFFICE, CALIFORNIA
COMMUNITY COLLEGES
7/12/2016
35
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
Quality Distance Education Program Webinar
California Community College System
Dr. Susan Clifford, Vice President
Mr. Jack Pond, Vice President
Accrediting Commission for Community and Junior Colleges/WASC
www.accjc.org
36
December 10, 2012
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
ONLINE INSTRUCTION:
DEFINITION APPROPRIATE?
34 CFR § 602.17(g). The agency must apply the
definitions of distance education and
correspondence education to determine the
mode being employed.
www.accjc.org
37
December 10, 2012
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
DISTANCE EDUCATION (DE)
•Instruction delivered to students who are
separated from the instructor
•Regular and substantive interaction between
students and the instructor
•May use Internet, one- or two-way
transmissions, audio/visual conferencing,
DVDs or CD-ROMs
34 CFR § 602.3 (Definitions)
www.accjc.org
38
December 10, 2012
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
CORRESPONDENCE EDUCATION (CE)
•Instructional material provided by mail or
electronic transmission (including
examinations) to students who are separated
from the instructor
•Limited interaction between students and
instructor and primarily initiated by students
•A course that is typically self-paced
34 CFR § 602.3 (Definitions)
www.accjc.org
39
December 10, 2012
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
ONLINE INSTRUCTION:
DEFINITION APPROPRIATE?
• The Commission must determine whether instruction
offered with students separated from the instructor is:
-the electronic equivalent of paperwork
and reading (CE), or
-required to, and does, involve regular and
substantive interaction with the instructor,
initiated by the instructor, and online activities are
included in the grade (DE)
www.accjc.org
40
December 10, 2012
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
MONITORING AND FOLLOW-UP
OF DATA INDICATORS
34 CFR § 602.19(a-e). The agency has and
effectively applies monitoring and evaluation
approaches.
www.accjc.org
41
December 10, 2012
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
ASSURING QUALITY OF DISTANCE
EDUCATION AND CORRESPONDENCE (DE/CE)
LEARNING PROGRAMS
C.
• Growth over time (number of courses offered, faculty
teaching, and students enrolled)
• Increased student expectations for course delivery,
admissions, orientation, registration, advising, tutoring
services, communication, and other services
• Compatibility with
institutional mission
Continued
www.accjc.org
42
December 10, 2012
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
QUALITY OF DE/CE COURSES C
ONTINUED
• Student achievement data (retention; course, program,
certificate and degree completion, and rates) in DE/CE and
face-to-face classes
• Student learning outcomes data in DE/CE and face-to-face
classes
• Integrity (course content, grading, faculty teaching capability,
student learning capability, faculty and student support,
faculty and student assessment systems, integration with
institutional mission)
• Verification of student identity
www.accjc.org
43
December 10, 2012
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
EVALUATING DISTANCE EDUCATION
• Does the college know where its DE students are from?
• Is there a policy that defines “regular and substantive
contact” for DE courses?
• Are there required qualifications, training, evaluation, and
professional development for DE faculty?
• How does the college prepare and monitor DE students to be
successful?
Continued
www.accjc.org
44
December 10, 2012
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
EVALUATING DISTANCE EDUCATION
• What evidence is there of:




Use of college resources
Student identity validation
Accessibility of DE programs/services
Regular and effective contact between student and faculty
• Are there policies that dictate satisfactory progress?
• How comparable are the DE student support services
(advising, tutoring, and learning resources) to those services
offered to ‘traditional’ students?
Use resources provided by WCET @ wcet.wiche.edu
www.accjc.org
45
December 10, 2012
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
ACCJC
10 Commercial Blvd., Suite 204
Novato, CA 94949
415-506-0234
(FAX) 415-506-0238
Website: www.accjc.org
Email: accjc@accjc.org
www.accjc.org
46
December 10, 2012
STATE AUTHORIZATION
•
Pamela K. Shay, DBA
•
Vice President of Accreditation and Institutional Effectiveness Franklin University
CHANCELLOR’S OFFICE, CALIFORNIA
COMMUNITY COLLEGES
7/12/2016
47
State Authorization Strategy
State Authorization Strategy
Dr. Pamela Shay
Franklin University
Vice President of Accreditation &
Institutional Effectiveness
• Nonprofit, private institution
• Online & campus-based programs
• Associate, Bachelor, and Master
degrees
• Students enrolled nationwide
Strategic Planning
Your School
State Regs
& Triggers
Key Players
State
Strategy
Know YOUR School
• Where do your students reside?
• What activities does your school conduct?
• What are your strategic plans (2-3 years)?
Know STATE Regulations
• Review relevant statutes and regulations
– “IT DEPENDS” on type of institution, delivery formats, level of
activities
• Compare multiple sources of information
• Create your own spreadsheet/table to
track information
Review Statutes and Regulations
• Definitions
• Exemptions
• Licensure programs with curricula or
requirements dictated by state professional
licensing boards, e.g. education, nursing,
social work
Identify “Triggers”
• Activities that may give rise to “physical
presence”, therefore impacting School’s status
in a specific state.
• Classroom onsite, marketing, recruiting, faculty
residence, attend college fairs, onsite testing,
library resources onsite, practicum/internships.
Compare
Build and Foster Relationships
External
• State Regulators
• Professional Organizations
Internal
• Maintain regular communication with marketing,
financial aid, academics, registrar, and
enrollment, human resources, finance,
assessment departments
• Need information on library resources, facilities,
advising, student services, technology
• Know institution’s strategic or growth plan
Build
Strategic Decisions Regarding State Authorization
•
•
•
•
•
Number of students
State expenses (initial, annual, bonds, etc.)
Cost of not serving existing students
Cost of monitoring and maintaining
Cost of personnel
Strategic Planning
Your School
State Regs
& Triggers
Key Players
State
Strategy
Thank you for your time and attention
Pamela Shay
Accreditation & Institutional
Effectiveness
Franklin University
201 S. Grant Avenue
Columbus, Ohio 43215
State Authorization
Resources by Franklin
University
Navigating the Chaos
Workshop
Franklin.edu/authorization-workshop
Consulting Services
Pamela.shay@franklin.edu
Personal consultation on state
processes for your institution
641.947.6135
SA Management Services
Franklin partners with your institution to
complete state authorization
requirements and manage the system
for your institution.
STUDENT AUTHENTICATION
•
Mitra Hoshiar, EdD
Pierce College, Los Angeles Community College District
CHANCELLOR’S OFFICE, CALIFORNIA
COMMUNITY COLLEGES
7/12/2016
59
The Effectiveness of Student Authentication and Student Authenticity in
Online Learning at Community Colleges
Mitra Hoshiar
Los Angeles Pierce College
Introduction


Authentication and authenticity are integral to academic honesty
criteria policies of every community college.
To Protect the integrity of online educational system:
--Authentication: educational institutions to authenticate
students (the process at institutional level)
--Authenticity: faculty members need to be aware of the
existence of substitute course takers and the importance
of online course design to uphold the quality of online
education (the quality at classroom level)
Introduction
The Higher Education Opportunity Act of 2008 (Federal Legislation)
mandates that institutions offering online courses include language in
their policies that define how students enrolled in online classes are
identified.
This study will:
1) Identify institutional responses (existing policies and practices,
professional development and training, and technology support
services) to regulations enacted as part of the reauthorization of
the Higher Education Opportunity Act of 2008.
2) Examine the level of faculty awareness of these federal regulations
based on “importance” ratings and “satisfaction” ratings.
Research Questions
1) Is there a significant difference between faculty
“importance” ratings and “satisfaction” ratings of
--Institutional policies and practices
--Professional development and training
--Technology support services
regarding student authentication and authenticity in online
learning?
Research Questions
2) To what extent are online faculty members aware of the
importance of student authentication and authenticity in
online learning?
3) How well does the combination of faculty background
characteristics, institutional policies and practices,
professional development and training, and technology
support services predict faculty awareness of the
importance of student authentication and authenticity in
online learning?
Theoretical/Conceptual Framework
1) Albert Bandura’s (1991) theoretical framework of Social
Cognitive Theory (the role of faculty in encouraging and
deterring deviant behavior, i.e. academic dishonesty)
2) James Rest's (1986) theoretical framework of Moral
Development Model (moral sensitivity, moral judgment,
moral focus, and moral character)
Institutional
Policies and
Practices
Effectiveness of
Student
Authentication
and Student
Authenticity
Technology
Support Services
mm
Faculty
Awareness of
Student
Authentication
and Student
Authenticity
Professional
Development
and Training
Literature Review
It is important for cyber educators to realize the
importance of authentication and authenticity. If
the institution has a weak authentication method, the
chances of security breaches increase” (Baggio &
Belderrain, 2011, p. 214)
Literature Review
Even if the reasons for cheating in online classes are
the same as the reasons for cheating in onsite
classes, for example, ignorance of class policies,
compensation for poor planning and time
management skills, poor study skills, competition
from classmates, and aggressive parents, faculty
and administrators have to be creative and
innovative to protect the integrity of courses
conducted in an online setting (Lagier & McEfee,
2011).
Literature Review
The relationship between the adoption of more
updated student identity verification techniques and
the perceptions of faculty regarding improvements
in academic honesty and institutional creditability
should be studied more comprehensively, despite
the fact that, no system will fully eliminate the issue
of student dishonesty (Schaefer, Barta, & Pavone,
2009).
Literature Review
The results of McNabb and Olmstead (2009)
suggested “levels and types of academic dishonesty
are similar in an online environment to that found oncampus, and that successful efforts to encourage
integrity are similar regardless of whether the course
is online or on-campus” (p. 218).
Results
Descriptive Statistics: Summarizes the participants’ demographic characteristics
Results
Reliability: Measures the consistency of the survey instrument
This study fell within the range of .75 to .92, which is moderate to good
reliability across all the domains.
Results
Results
Professional
Development
and Training
Technology
Support
Services
Faculty
Awareness
Institutional
Effectiveness of
Student
Authentication
and Authenticity
Institutional
Policies and
Practices
Demographic
Characteristics
Discussion and Conclusion
This study provides evidence that:
 Institutional policies and procedures, professional
development and training, and technology support
services are fundamental to the effectiveness of student
authentication and authenticity in online learning.
 There were significant gaps between what were
considered by faculty as important in the three areas and
what were in place in reality. In other words, there is a
lack of adequacy in the three key areas at community
colleges.
Discussion and Conclusion


Community college faculty in general were fairly
aware of the importance of the student authentication
and authenticity
Professional development and training, and
institutional policies and procedures had a positive
effect on the increase of faculty’s awareness.
Discussion and Conclusion

Implications for Policy and Practice
Promoting Academic Honesty (culture of trust, honesty, fairness,
responsibility, and respect)
 Course Design to Promote Academic Honesty (change their
online course assignments)
 Promoting Ethical Responsibilities (use of a code of ethical
conduct)
 Developing Adequate Policies and Practices (based on federal,
state, and local regulations, develop clear policy, inform
campus community, and practice from the top down )

Questions?
Contact Information: Mitra Hoshiar, Ed.D.
hoshiam@piercecollege.edu
FINANCIAL AID ISSUES
•
Timothy P. Bonnel
•
Student Financial Aid Programs Coordinator
•
Rhonda Mohr
•
Student Financial Aid Programs Specialist
•
Student Services and Special Programs Division
CHANCELLOR’S OFFICE, CALIFORNIA
COMMUNITY COLLEGES
7/12/2016
80
Distance Education Financial Aid
Implications
• Federal student aid programs (e.g. Pell
Grant)
– State Authorization Regulations effective
July 1, 2011
• Court vacated regulation that required
state approval from states other than home
state
• Does not relieve colleges from
requirement to adhere to state
requirements
Federal aid programs continued:
– State Complaint Process Required
• CCCCO Implemented a compliant
complaint process:
http://californiacommunitycolleges.cccco.
edu/ComplaintsForm.aspx
– Colleges must provide complaint process
contact info for all states where they offer
distance education
– Linking to a site maintained by a central body
meets the regulations
• http://www.sheeo.org/projects/stateauthorization-postsecondary-education
State Financial Aid Programs
• From CCCCO Legal Advisory 07-01
– Students do not have to demonstrate an intent
to become a California resident in order to
qualify for this exemption…. For example,
those who live in neighboring states and who
cross the border to attend classes are entitled
to this exemption… However, we have
determined that the exemption is not available
for persons who are absent from California,
but who are taking distance education classes
from California community colleges.
Disabled Students Accommodations in
Distance Education
• Scott Valverde
• Specialist, Disabled Students Programs and
Services
• Student Services and Special Programs
Division
7/12/2016
Chancellor’s Office, California Community Colleges
84
Distance Education and
Accessibility
California Community Colleges
DE Webinar
Scott Valverde
December 10, 2012
Access in Action
 Curriculum based on Universal Design
principles benefits all learners!
 We are here to help you…
 Navigate our complex system
 Understand the myriad of resources
available to you
 Understand all your responsibilities
Legal Issues
 DE courses are required by law to be accessible to
students with disabilities
 Federal Law
 Section 504 of the Rehabilitation Act
 ADA as amended
 California state law
 Title 5
Office for Civil Rights
 Joint “Dear Colleague” Letter
 http://www2.ed.gov/about/offices/list/ocr/letters/coll
eague-20100629.html
 “Requiring use of an emerging technology in a
classroom environment when the technology is
inaccessible…is discrimination…”
Systemwide Responsibility
 Jack Scott’s letter to the colleges
 “[The] requirement to provide the reasonable
accommodations and services…is an institutional
obligation, regardless of adequate state funding for
DSPS”
Got standards?
 Standards for access are available!
 Section 508
 Purchasing technology
 Software and hardware
 Videos/multimedia
 Web accessibility
 World Wide Web Consortium (W3C)
 WCAG 2.0
 http://www.w3.org/TR/WCAG/
What Access Means
 Video content is captioned.
 Synchronized captions for A/V
 Transcripts for sound-only presentations
 Documents (Word, PDF, PowerPoint) are
accessible.
 Text-based, structured files
 CMS/LMS being used is accessible.
 Conforms to ADA/Section 508 standards
 Note: Chat is notoriously inaccessible!
Trainings and Tools
• HTCTU resources (free!)
• www.htctu.net
• Trainings on-site and offsite—legal and technical
• Information and key documents
• Free Website assessment tool
•
HiSoftware Compliance Sherriff
• Distance Education Guidelines
• www.htctu.net/dlguidelines/dlg_index.html
• @ONE accessibility training
• www.onefortraining.org
Other Money-saving Resources
• EduStream (free!)
• www.edustream.org
• Repository of captioned video
• Educational broadcast channel
 Distance Education Captioning and Transcription
(DECT)
• Funding for video captioning
• Online and hybrid courses
….and coming soon…..
• “Sidekick” collaborative
• One-stop to find resources
• SensusAccess project
• Creating accessible documents
• Will include PDF and MP3
• SharePoint accessibility services
• Technical and informational webinars
Contact Information
Scott Valverde, DSPS Specialist
(916) 445-5809 or svalverde@cccco.edu
Or
Gaeir Dietrich, HTCTU Director
(408) 996-6047 or gdietrich@htctu.net
DSPS Website Address:
http://extranet.cccco.edu/Divisions/StudentServices/DSPS.aspx
COLLEGE PRESENTATION OF
EFFECTIVE PRACTICES IN A DISTANCE
EDUCATION PROGRAM
•
San Diego Community College District
•
Andrea Henne, EdD
CHANCELLOR’S OFFICE, CALIFORNIA
COMMUNITY COLLEGES
7/12/2016
96
Maintaining a Quality Distance
Education Program
Andrea Henne, EdD
Dean, Online and Distributed Learning
District Instructional Services & Planning
December 10, 2012
CCC System Webinar
Integrated Approach to DE Quality
Student Services
Student Preparation
Online Students
Faculty Training
and Support
Course Design
and
Continuous
Improvement
98
http://www.sdccd.edu/online
Mission and Goals:
1. To provide high-quality instructional services to the faculty, staff and
students of City College, Mesa College, Miramar College, and Continuing
Education.
2. To foster instructional leadership in the adoption of best practices for
the use of technology to promote educational effectiveness.
3. To promote quality innovative approaches to teaching and learning.
Priorities: Faculty and student training and support, instructional design,
course development, course delivery and support, best practices in
instructional technology
99
City
College
Mesa
College
SDCCD
Online
Learning
Pathways
Miramar
College
Continuing
Education
100
Snapshot of Fall 2012
Sections
Enrollments
•
•
•
•
535 Online & 24 Hybrid
1,147 Web-Enhanced
275 Online Faculty
380 Oncampus Faculty
• 64,861 Enrollments in
Blackboard as of 12/3/2012
• Unduplicated online student
headcount = 11,332
101
Online FTES
(Full-time Equivalent Students)
102
Student Success Rates
103
Student Retention
104
Integrated Approach to DE Quality
Student Services
Student Preparation
Online Students
Faculty Training
and Support
Course Design
and
Continuous
Improvement
105
Assuring Quality in Student Preparation
Online Learning Readiness Assessment
http://www.sdccdonline.net/assess.htm
Course Information Pages
http://www.sdccdonline.net/info-page-list.htm
Tutorials and Student Orientation
http://www.sdccdonline.net/students
106
107
108
109
Assuring Quality in Student Preparation
Sample Course @
https://blackboard.sdccd.edu
Login = newstudent/newstudent
110
111
Assuring Quality in Services and Support
Accessible, convenient support 24/7/365
https://www.sdccdonline.net/help
Live Chat
Toll-Free Phone
Web Form
Knowledge Base
Tutorials
At the Colleges:
•Online Advising
•Online Tutoring
•Online Library
112
Assuring Quality in Faculty Preparation



Online Faculty
Training and
Certification
Program
178 Certified
Faculty
One-to-one
appointments
with
Instructional
Designer
www.sdccdonline.net/faculty/training
113
114
“Foundational Four” for
Quality Online Instruction
Establish and maintain expectations and goals.
Provide regular and frequent opportunities for
communication and feedback.
Actively engage and facilitate students’ learning.
Provide multiple opportunities for authentic
assessment and demonstration of student learning
outcomes.
115
116
117
Sharing, Collaborating, Modeling
Instructional Technology
Workshops
Online Teaching Showcase
118
119
Contact Information
http://www.sdccd.edu/online
Dr. Andrea Henne
Dean, Online and Distributed Learning
San Diego Community College District
ahenne@sdccd.edu
619-388-6750
#sdccdol
120
COLLEGE PRESENTATION OF
EFFECTIVE PRACTICES IN A DISTANCE
EDUCATION PROGRAM
•
Mt. San Jacinto College
•
Patricia James
•
Dean of Library & Technology
CHANCELLOR’S OFFICE, CALIFORNIA
COMMUNITY COLLEGES
7/12/2016
121
Pat James, Dean of
Library & Technology
pjames@msjc.edu
Three Critical
Quality Measures!
Regular Effective Contact and other
comprehensive policies developed
via shared governance
Training
Administrative Support
Components
Regular Effective Contact Policy:
http://my.msjc.edu/web/ol
Curriculum Committee Needed Help!
Educational Technology Committee came to the rescue.
Implemented in 2004, addresses compliance with Title
5 and the Higher Education Opportunities Act (federal)
In revision this year, new version due in Spring 2013
Used by administrators in discussions with faculty not
maintaining timely communication with students.
Components
MSJC Technology and Teaching and Learning Academy
Started in 2000 meeting faculty training needs at the time
Held every winter and summer break since 2000
Currently grant funded: Title V, STEM, and BSI
Now combines technology, online teaching, basic skills, STEM,
and other professional development workshops for all faculty,
staff and administrators.
Critical for establishing a culture of technology in teaching and
learning and professional development.
Recipient of the 2011 Technology Innovation Award from the
Chancellor’s Office
Recipient of a commendation in the 2011 Accreditation final
report
Academy Site (Fall 11 Schedule): http://tinyurl.com/AcademyF12
Academy Description: http://my.msjc.edu/web/AdademyAward.pdf
Spring 2013 Academy Site: https://sites.google.com/site/msjcacademy
Administrative Support
President of the college has been an online student and
supports development of the methodology across the
college
Instructional Administrators support program training
criteria, professional development, growth of the
program.
Student Services Administrators, Faculty and Staff are
instrumental in providing online support services.
Grant project managers support funding for the
academy program.
Other Stuff
Co-host the @ONE Professional Development program
http://onefortraining.org
Created comprehensive DE Program Plan and Faculty Handbook
http://tinyurl.com/MSJCDEHandbook
Faculty DE Coordinators’ (3) focus on a variety of needs including
working one-to-one with faculty and a teaching blog.
http://msjcteaching.wordpress.com/
DE Coordinators and Dean participate in Online Teaching
Conference and in DE Coordinators’ state-wide events.
Recent Recipient of a Gates Foundation Grant to develop a Mass
Open Online Course for foundational writing in partnership
with Coursera.
Links
MSJC Online Learning site: http://my.msjc.edu/web/ol
Academy Site (Fall 11 Schedule): http://tinyurl.com/AcademyF12
Academy Description: http://my.msjc.edu/web/AdademyAward.pdf
Spring 2013 Academy Site: https://sites.google.com/site/msjcacademy
DE Handbook: http://tinyurl.com/MSJCDEHandbook
MSJC Teaching Blog: http://msjcteaching.wordpress.com
Effective Practices Resources: http://my.msjc.edu/web/ol/ol
@ONE Professional Development Project: http://onefortraining.org
COLLEGE PRESENTATION OF
EFFECTIVE PRACTICES IN A DISTANCE
EDUCATION PROGRAM
•
College of the Canyons
•
James Glapa-Grossklag
•
Dean, Educational Technology, Learning Resources, and Distance Learning
CHANCELLOR’S OFFICE, CALIFORNIA
COMMUNITY COLLEGES
7/12/2016
129
College of the Canyons
Distance Learning Overview
Number of online sections
•
•
•
•
WI 2013 = 110 = 100% of total credit sections
FA 2012 = 169 = 11.5% of total
SU 2012 = 134 = 28.5% of total
SP 2012 = 191 = 12.5% of total
Scheduling formats
• Online classes—16-week, 8-week, and 5-week formats
• Hybrid classes, including public speaking and laboratory science
• Accelerated learning community cohorts for remedial math and
English
Training
Required training:
•
•
•
College-level coursework in OL teaching & learning
6 hours of LMS training
1 hour of accessibility (Section 508 and ADA) training
On-going training is offered on many topics, including: academic
integrity, media production, OER, flipping the classroom, and
assessment in online classes.
Accessibility (Section 508 and ADA) is integrated into most training.
Data Collection
Annual faculty and staff survey
Annual student survey
Regular program analysis
 Action implications
 Program review
 Dissemination
Data Collection
Annual student survey
• Students stating that SLOs were on the course
syllabus for an online class = 97%
• Students satisfied with tutoring available =
63%
Data Collection
Analysis of Alternative Delivery Modes
Fall Terms: 2007-2011
Instructional Delivery Method
Fall 2007
Fall 2008
Fall 2009
Fall 2010
Fall 2011
Accelerated Online
80%
80%
86%
91%
85%
Full Semester Online
80%
82%
86%
88%
84%
Accelerated Hybrid
82%
82%
85%
89%
86%
Full Semester Hybrid
79%
84%
82%
85%
87%
Full Semester Face-to-Face
89%
91%
92%
91%
92%
Accelerated Face-to-Face
95%
94%
94%
95%
95%
--
96%
98%
95%
97%
PAL
Table 1. Overall Retention Rates: Fall 2007-Fall
2011 (Percentage).
Note: Includes all courses taught within each
delivery mode.
Data Collection
Analysis of Alternative Delivery Modes
Fall Terms: 2007-2011
Instructional Delivery Method
Fall 2007
Fall 2008
Fall 2009
Fall 2010
Fall 2011
Accelerated Online
50%
54%
64%
68%
65%
Full Semester Online
56%
57%
64%
68%
63%
Accelerated Hybrid
55%
60%
61%
70%
69%
Full Semester Hybrid
58%
63%
59%
67%
63%
Full Semester Face-to-Face
68%
70%
72%
72%
73%
Accelerated Face-to-Face
78%
75%
80%
79%
83%
--
84%
76%
74%
83%
PAL
Table 2. Overall Success Rates: Fall 2007-Fall
2011 (Percentage).
Note: Includes all courses taught within each
delivery mode.
Open Educational Resources
COC develops and uses open textbooks resulting in savings for students
Content available via COC OER repository
•
3 Sociology courses using open textbooks, including 2 authored by our
faculty:
25 sections of Sociology x 35 students x $100 per textbook = $87,500 student savings
•
2 Water Technology courses using open textbooks, both authored by our
faculty:
4 sections x 35 students x $100 per textbook = $14,000 student savings
•
1 Math course using open courseware from Carnegie Mellon University:
26 sections x 35 students x $150 per textbook = $136,500
Total student savings during SP12 and FA12 = $238,000
Collaboration
Training: Academic Senate, Professional Development, IT
Accessibility: DSPS, IT
Data collection: Institutional Development
OER: Professional Development, IT, faculty
And many, many, many more departments….
Contact
James Glapa-Grossklag
Dean, Educational Technology, Learning Resources, and Distance Learning
College of the Canyons
Santa Clarita, CA 91355
T: 661.362.3632
E: james.glapa-grossklag@canyons.edu
President, Advisory Board, Community College Consortium for Open
Educational Resources
COLLEGE PRESENTATION OF
EFFECTIVE PRACTICES IN A DISTANCE
EDUCATION PROGRAM
•
Ohlone College
•
Lesley Anne Buehler
•
Dean of Business, Technology and Learning Resources
CHANCELLOR’S OFFICE, CALIFORNIA
COMMUNITY COLLEGES
7/12/2016
139
Welcome to Ohlone College’s
eCampus
WE VIEW OUR eCAMPUS AS A LEARNING DESTINATION JUST AS WE DO OUR
FREMONT AND NEWARK CAMPUSES.
eCampus
Presented by
Lesley Anne Buehler
Dean of Business, Technology and Learning Resources
Ohlone College eCampus
Maintaining a Quality eCampus
Ohlone’s eCampus is Integrated into collegewide planning processes
•Linked to Strategic Goals
Goal 1: Through innovative programs and services,
improve student learning and achievement
Goal 3: Promote continuous, needs-based learning and
professional development opportunities for all district
personnel.
•Incorporated into Education Master Planning
•Component of overall Enrollment Planning
Ohlone College eCampus
Maintaining a Quality eCampus
The operational support side of the eCampus –course
management system; Blackboard, is lead by Lesley
Buehler, Dean of Business, Technology and Learning
Resources, a full-time classified staff position, and
some additional support staff who have responsibilities
to assist faculty with technical and course design
questions.
Courses offered via an online instruction method are
reviewed by our Distance Education Committee,
(Subcommittee of our Curriculum Committee), then
approved by the Curriculum Committee upon
recommendation of the DE committee.
Ohlone College eCampus
Maintaining a Quality eCampus
• Oversight for eCampus courses are provided by the
respective Academic Division Deans in collaboration
with their faculty.
• In addition, a focused effort on faculty development
for faculty teaching online courses is coordinated
with the college’s faculty development coordinator.
Ohlone College eCampus
Maintaining a Quality eCampus
Innovation Think Tank 2012 for
Online Teaching
Faculty Development
• Faculty are continuously
implementing innovative
activities, sharing best
practices, and participating
in faculty development
opportunities specifically
focused on creating a
successful and engaging
online learning
environment.
Ohlone College eCampus
Maintaining a Quality eCampus
Faculty Development (con’t)
• Weekly drop-in Blackboard
support
• Semi-annual Blackboard
trainings (@One)
• Annual eRetreats
– Michelle Pacansky-Brock
– Micah Orloff
• ADA/Accessibility trainings
(HTCTU)
– Jayme Johnson
• Supply technology &
guidance (laptops,
webcams, etc)
The @ONE Project makes it easy for
California Community College
faculty and staff to learn about
technology that will enhance
student learning and
success. @ONE’s programs provide
training, online resources and
research for free - or at a very low
cost - thanks to funding from the
California Community College
Chancellor's Office
Telecommunication and Technology
Infrastructure Program (TTIP).
Ohlone College eCampus
@One Participants at Ohlone
Total: 31 participants
Enrolled in initial Certification In
Online Teaching Progress
& Learning
Course
Graduated and
received Online
Teaching
Certificate from
@One
Full-Time Faculty
9
2
7
Part-Time Faculty
6
1
3
Administrators
2
Staff
Total
1
15
Ohlone College eCampus
4
12
Maintaining a Quality eCampus
Student Success Rates
70%
60%
50%
40%
30%
20%
10%
0%
Ohlone Average Year
Success Without Summer
Statewide Average Year
Success without Summer
Thank you!
Need more info
Contact
eCampus@ohlone.edu
Ohlone College eCampus
ADJOURNMENT
CHANCELLOR’S OFFICE, CALIFORNIA
COMMUNITY COLLEGES
7/12/2016
149