Maintaining a Quality Distance
Education Program
California Community Colleges
Chancellor’s Office
December 10, 2012
9:00 AM – 12:00 Noon
Introductions/Overview
7/12/2016
Chancellor’s Office, California Community Colleges
2
Title 5 Regulations and Distance
Education Guidelines
7/12/2016
Chancellor’s Office, California Community Colleges
3
Attendance Accounting and
Reporting Methods
7/12/2016
Chancellor’s Office, California Community Colleges
4
Accrediting Commission of Community and
Junior Colleges (ACCJC) Policy on
Distance Education
7/12/2016
Chancellor’s Office, California Community Colleges
5
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
6
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
7
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
8
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
9
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
10
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
11
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
12
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
13
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
14
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
15
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
16
December 10, 2012
State Authorization
• Pamela K. Shay, DBA
• Vice President of Accreditation and
Institutional Effectiveness Franklin University
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
7/12/2016
Chancellor’s Office, California Community Colleges
29
Financial Aid Issues
7/12/2016
Chancellor’s Office, California Community Colleges
30
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
7/12/2016
Chancellor’s Office, California Community Colleges
34
College Presentation of Effective Practices
in a Distance Education Program
• San Diego Community College District
7/12/2016
Chancellor’s Office, California Community Colleges
35
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
37
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
38
City
College
Mesa
College
SDCCD
Online
Learning
Pathways
Miramar
College
Continuing
Education
39
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
40
Online FTES
(Full-time Equivalent Students)
41
Student Success Rates
42
Student Retention
43
Integrated Approach to DE Quality
Student Services
Student Preparation
Online Students
Faculty Training
and Support
Course Design
and
Continuous
Improvement
44
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
45
46
47
48
Assuring Quality in Student Preparation
Sample Course @
https://blackboard.sdccd.edu
Login = newstudent/newstudent
49
50
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
51
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
52
53
“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.
54
55
56
Sharing, Collaborating, Modeling
Instructional Technology
Workshops
Online Teaching Showcase
57
58
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
59
College Presentation of Effective Practices
in a Distance Education Program
• Mt. San Jacinto College
7/12/2016
Chancellor’s Office, California Community Colleges
60
Hot Topics and Accreditation
Issues in Distance Education
Financial Aid, Correspondence,
Authentication…Should We Go On?
Dennis Bailey-Fournier , Cabrillo College
Dolores Davison, Foothill College
Patricia James Hanz, Mt. San Jacinto College
Danny Martino, Santiago Canyon College
In CCCs, distance learning continues to grow:
•2005-06: 12.48% of total headcount (unduplicated)
•2009-10: 23.54% of total headcount (unduplicated)
In US, over 6 million students took at least one online
class last year.
•Institutions indicating ‘‘Online education is critical to
the long-term strategy of my institution’’ reached its
highest level in 2011 (65.5%).

Federal and National Concerns
◦ A few cases of significant institutional growth and transformation
triggered Congressional concerns with exploitation of institutions,
students
◦ Growing amount of federal student aid funds, proportion going to
private institutions and for profit institutions offering DE
◦ Financial aid fraud for which Distance Education may be particularly
suited
◦ Growing number of degree mills that operate as “distance only”
institutions leading to problems for transfer institutions, employers
ACCJC Web Seminar Spring 2012
Some of the Hot Topics:
I. Recently accelerated external regulatory
demands
A. Student authentication
B. Last date of attendance / Title IV
II. Lack of clarity and consensus
A. Categorizing distance education
B. DE or CE?
C. Whose responsibility is it?
III. Some Consequences and Questions
Student Authentication
Academic Integrity and Authentication
HEOA requires accreditors to require institutions
“to have processes through which the
institution establishes that the student who
registers in a distance education course or
program is the same student who participates in
and completes the program and receives the
academic credit.”
(emphasis added)
Examples of Processes and Practices
1) College LMS
2) Proctored assessment
3) LMS log-in statement
Through the entry of my username and password I affirm that I am the student who
enrolled in this course. Furthermore, I affirm that I understand and agree to follow the
regulations regarding academic integrity and the use of student data as described in the
Student Conduct Code that governs student rights and responsibilities. Failure to abide by
the regulations may result in disciplinary action up to expulsion from the college.
4) Academic integrity in DE training
5) Plagiarism detection software
Why is it important to us???
What those looking in are looking for:
Institutions must use:
a) secure log-in and password, OR proctored
examinations, OR
b) and/or new or other technologies
c) and/or practices that are developed and
effective in verifying each student’s
identification
Last date of
attendance (LDA) &
Title IV
Must document
LDA and verify
“regular and
substantive
interaction”
between faculty
and student
By Knterox
Who is attending
class?





Make it clear to online teaching faculty that LMS statistics are
not enough.
Regular Effective Contact is defined and enforced
LDA policy is created and enforced that includes academic
engagement (activity).
Instructors save work of the student dropped and document
when the activity stopped.
Institutional definition
of Excessive Absences
DE or CE?
State Definition
• “Distance education means instruction in
which the instructor and student are
separated by distance and interact through
the assistance of communication
technology.”
• Same course-quality standards
• Regular, effective contact
• Separate curricular review
• Federal definition not much different
Correspondence Education
• Instructional material provided by mail or
electronic transmission (including
examinations) to students who are separated
from the instructor
• Limited interaction between student and
instructor and primarily initiated by students
• A course that is typically self-paced
34 C.F.R. § 602.3 (Definitions)
So, DE and CE are Different…
So What?
“We concluded the College was not eligible to
participate in [federal financial aid] because 50%
or more of its students were enrolled in
correspondence courses… We recommend…
require the college to return to the U.S.
Department of Education the $42,362,291 in
Title IV funds disbursed…”
Final Title IV Audit Report, Executive Summary
Main Resources
•
•
•
•
DE Coordinator
@ONE
Online Teaching Conference
Distance Education Captioning and
Transcription grant
• DE webinars
• ACCJC DE webinar
For more information--ACCJC Web Seminar:
DE on the Front Burner: New Regulations,
New Challenges and Accreditation
Spring 2012
http://tinyurl.com/accjcDE
DE Coordinators’ Web Seminar Meetings
http://www.onefortraining.org/coordinators
College Presentation of Effective Practices
in a Distance Education Program
7/12/2016
Chancellor’s Office, California Community Colleges
79
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
7/12/2016
Chancellor’s Office, California Community Colleges
89
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
70%
60%
50%
40%
30%
20%
10%
0%
Maintaining a Quality eCampus
Student Success Rates
Ohlone Average Year
Success Without Summer
Statewide Average Year
Success without Summer
7/12/2016
Chancellor’s Office, California Community Colleges
98
7/12/2016
Chancellor’s Office, California Community Colleges
99