Transcript MCCVLC Distance Learning Administrators Survey

2014 MCCVLC Distance
Learning
Administrators Survey
Results & Discussion
Who
• Twenty-five submissions
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Alpena Community College
Mid‐Michigan Community College
Bay College
Monroe County Community College
Delta College
Montcalm Community College
Glen Oaks Community College
Mott Community College
Gogebic Community College
Muskegon Community College
Grand Rapids Community College North Central Michigan College
Henry Ford Community College Northwestern Michigan College
Kalamazoo Valley Comm College Oakland Community College
Kellogg Community College
Schoolcraft College
Kirtland Community College
St. Clair County Community College
Lake Michigan College
Washtenaw Community College
Macomb Community College
Wayne County Comm College District
West Shore Community College
Organization Structure
• Reporting Line
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40% report to Chief Academic Officer (2012 - 37%)(2013 – 42%)
24% report to Academic Dean (2012 - 30%)(2013 – 17%)
12% report to Non-Academic Administrator (2012–4%)(2013 – 13%)
16% report to President
• ITC National Survey: more than 72 percent of respondents
indicated they reported to the vice-president of academic affairs
or to an academic dean.
Organizational Structure - 2014
blended - separate distance education
office, departmental control of scheduling
(11)
32%
44%
centralized (i.e. a recognized office that
provides administrative oversight of DL
program) (6)
24%
decentralized (i.e. each discipline is
responsible for it’s DL offerings and there
is no institutional coordinating office) (8)
In 2013:
In 2012:
In 2011:
In 2010:
In 2008:
In 2006:
Centralized – 37%/Decentralized – 21%/Mix – 42%
Centralized – 33%/Decentralized – 26%/Mix – 33%
Centralized – 33%/Decentralized – 17%/Mix – 46%
Centralized – 48%/Decentralized – 19%/Mix – 33%
Centralized – 48%/Decentralized – 22%/ Mix – 30%
Centralized – 48%/Decentralized – 26%/ Mix – 26%
Personnel
Full-Time Staff in DE Program
Four or more (3)
12%
25%
One (5)
21%
Three (3)
Two (7)
29%
13%
Zero (6)
2013 – Majority of Programs had 1 – 2 FT Employees
2012 – Majority of Programs had 0 – 2 FT Employees
Personnel
Part-time Staff in DE Program
Four or more (3)
12%
One (7)
40%
28%
Three (3)
Two (2)
8%
12%
Zero (10)
2013 – Majority of programs had 1 – 4 (or more) pt staff
2012 - Majority of programs had 0 – 1 part-time staff
Program - Enrollments
Fall 2013 online enrollment compared to Fall 2012
4%
20%
a decrease from Fall 2012
(5)
about the same as Fall
2012 (7)
48%
28%
an increase from Fall 2012
(12)
No answer (1)
Program - Enrollments
• What is the percentage of enrollment (credit/contact hr) that
your institution’s online program is of the total enrollment
for your institution?
• Average: 18.75 (2012 - 15%) (2013 – 14.7%)
Median: 13.7% (2012 - 15%) (2013 – 12.4%)
• Nationally – ITC reports a modest growth of 5.2% in online
course enrollments.
Program Enrollments
• Demand for online courses
4%
48%
48%
being met (12)
exceeding current class
offerings (12)
No answer (1)
Program
12
10
8
6
4
2
0
Angel (2)
Blackboard (10)
Canvas (4)
Desire2Learn (2)
Moodle (7)
Other (2)
• LMS Switch
• Just 2 colleges said “Yes” (8%) – Down from 26% in 2012
• Nationally, LMS switching down to 27% - ITC Survey
WebStudy (1)
Programs
• Assessment of course prior to offering
• 76% have some assessment (2012 – 52%)(2013 – 73%)
• Assessment of course after offering
• 48% report having assessment practices at some point after
course is first offered (2012 – 46%)
• 24% report working on a review process
• Offering online degrees
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In 2014 – 60% offer online degrees (15 colleges) 3 have plans to
In 2013 – 58% said yes (14 colleges)
In 2012 – 48% said yes
In 2011 – 42% said yes
Nationally – 87% offer at least one online degree – ITC study
Program
• Section enrollment caps for online
Course
MCCVLC
ITC
Math
24
27
Composition
24
25
Intro Pol Science
24
30
Program
• Online remedial classes
4%
28%
No (17)
68%
Yes, for credit (7)
Yes, non-credit only (1)
Program
• Online competency-based courses
No (13)
16%
8%
52%
24%
No, but we are
investigating the options
(6)
Not at the present, but are
in development (2)
Yes (4)
Completion Rates
8%
40%
40%
4%
8%
About the same (10)
Much lower than the
overall retention rate
for the institution (2)
Slightly higher than the
overall retention rate
for the institution (1)
Slightly lower than the
overall retention rate
for the institution (10)
No answer (2)
Nationally – 45% claim retention is comparable to on-campus
rates; 53% said retention is lower for online classes; 2 percent
report retention is higher for online classes than for tradition
instruction. ITC – 2013 Study
Student Authentication
• 100% of respondents require authentic username/passcode
access to course
• Nationally – 100% have a similar requirement
• Other options:
• Proctored exams – 21 colleges
• Nationally 18% require online students take at least one proctored
exam
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Plagiarism detections service – 9 colleges
Web browser lock-down service – 6 college
Student engagement w/academic integrity policy – 7 colleges
Authentic assessments – 2 colleges
Open Educational Resources
• Impact on institutions
• 46% - Very Little (50% - Nationally)
• 21% - Significant (45% - Nationally)
• 33% - Not Sure
• Roadblocks to adoption
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Faculty reluctance to use (20)
Lack of faculty awareness (16) (ITC – 76%)
Time needed to locate/evaluate resources (18) (ITC – 77%)
Credibility of sources (15) (ITC - 48%)
Lack of ancillary materials (11) (ITC – 30%)
Resistance from administration (2) (ITC – 13%)
Course Quality
• Regarding course content and rigor – online courses compared
to face-to-face traditional courses:
• Superior to face-to-face traditional courses
• MCCVLC Study – 2 responses, 8%
• ITC Study – 14%
• Equivalent to face-to-face traditional courses
• MCCVLC Study – 17 responses, 68%
• ITC Study – 82%
• In need of improvement
• MCCVLC Study – 6 responses, 24%
• ITC Study – 4%
Course Development
• More colleges using a team development model
• 10 colleges use extensively/9 colleges use sometime
• Master/template courses
• 7 colleges employ master templates for all courses/8 colleges use
them sometimes
• Average length of time to develop online course
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3 – 6 months – 55% of colleges
1 – 3 months – 29% of colleges
6 – 9 months – 8% of colleges
9 – 12 months – 8% of colleges
• Average # of courses developed last year – 10
• Total # of courses developed last year among all - 222
Program - Greatest Challenges
Ranking 2014
Ranking
2013
(Spring)
ITC Ranking
2013 (Fall)
Adequate quality assessment of distance learning
courses
1
1
4
Support staff needed for training and technical
assistance
2
2
2
Adequate student services for distance learning
students
Adequate administrative authority
Operating and equipment budgets
State Authorization regulations
3
4
1
4
5
6
5
3
10
3
5
6
Compliance with new financial aid attendance
requirements
7
9
8
Compliance with student authentication regulations
Faculty acceptance
Organizational acceptance
Adequate space for training and technical assistance
Student acceptance
8
9
10
11
12
6
7
8
11
12
9
7
11
10
12
Challenge
Greatest Challenges
Ranking 2013
Callenge
Adequate quality assessment of distance learning
courses
Support
Callengestaff needed for training and technical
assistance
Operating and equipment budgets
Adequate quality assessment of distance learning
Adequate student services for distance learning
courses
students
Support staff needed for training and technical
Adequate administrative authority
assistance
Student authentication in online courses
Operating and equipment budgets
Faculty acceptance
Adequate student services for distance learning
Organizational acceptance
students
Compliance with new financial aid attendance
Adequate administrative authority
requirements
Student authentication in online courses
State Authorization regulations
Faculty acceptance
Adequate space for training and technical assistance
Organizational acceptance
Student acceptance
Compliance with new financial aid attendance
1
Ranking 2013
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3
1
4
5
2
6
3
7
8
4
5
9
6
10
7
11
8
12
Ranking
2012
(Spring)
2
Ranking
2012
5
(Spring)
1
2
4
3
5
7
1
9
8
4
3
6
7
9
10
8
11
ITC Ranking
2012 (Fall)
2
ITC Ranking
2012 (Fall)
3
4
2
1
5
3
7
4
10
11
1
5
8
7
6
10
9
11
12
Greatest Challenges
• Other Challenges
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Maintaining/Achieving Quality
Faculty – Contracts, Training
Lack of vision by upper administration
Decentralized situation = Responsibility and no authority
Lack of commitment from other departments
• Public Policy Issues
• Future federal regulations – state authorization
• HLC
Faculty – Greatest Challenges
Challenges
Ranking
2014
ITC
Ranking
2013 (Fall)
Engaging faculty in developing online pedagogy
1
1
Evaluation of faculty
2
2
Union contracts
3
Training
4
3
Workload issues
5
4
Technical support
6
6
Buy-in to electronically delivered instruction
7
9
Recruitment
8
8
Compensation
9
5
Intellectual property/ownership issues
10
7
Faculty
• Teaching Ratios for online course
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Full time average – 68% ( for 2012 - 63%)
Nationally – 57%
Part time average – 34% (for 2012 - 37%)
Nationally – 43%
Everyone continues to have a hard time finding qualified faculty
• Limiting number of classes taught
• 40% do not limit (for 2012 - 48%)
Faculty
• Limit the number of courses taught as a full load
40%
60%
No (15)
Yes (10)
Faculty
• Interaction with students requirement
32%
No (17)
68%
Yes (8)
Faculty
• Mandatory training to teach online
36%
No (9)
64%
Yes (16)
Nationally, nearly 60% require 6 or more hours of training
In 2012 – 59% reported mandatory training to teach online
Faculty
• Re-certification for seasoned online faculty
12%
No (16)
24%
64%
We are considering
this option (6)
Yes (3)
Student – Greatest Challenges
Ranking
2014
ITC
Ranking
2013 (Fall)
1
1
2
7
Providing equivalent virtual student services (e.g.
financial aid, library services, tutoring)
3
2
Assessing student learning and performance in distance
education environment
4
3
Low student completion rate
5
5
Completion of evaluations
6
6
Computer problems/technical support
7
4
Recruitment/interest in distance learning
8
8
Disruptive student behavior
9
9
Challenges
Orientation/student readiness for taking distance
education classes
Cheating/Secure online testing
Student Support Services
Service
Dedicated distance learning program website
Online student orientation for distance learning classes (or
orientation CD)
Dedicated faculty training staff for distance learning program
24/7 faculty help desk and technical support for distance
learning classes
24/7 student help desk and technical support for distance
learning classes
Campus testing center for distance learning classes
Online library services
Online advising services
Online tutoring assistance
Online student organization website and services
Online plagiarism evaluation
Online student course evaluation
Online counseling services
Online writing lab
Online admissions to institution
Online information and application to financial aid
Online payment of tuition and fees
Online registration of courses
Online textbook sales
Currently
offer
15
No plans to offer
Plan to offer in
the next year
4
3
Plan to offer in
two or more
years
3
17
1
6
1
19
1
3
1
9
11
0
5
7
13
2
5
21
21
11
13
0
1
4
3
1
2
4
3
3
1
6
6
14
15
21
7
6
22
9
5
0
12
11
3
0
3
3
3
5
0
2
2
1
3
0
0
23
24
25
25
1
1
0
0
1
0
0
0
0
0
0
0
Library Services
• Librarian assigned to serve distance learning courses
42%
58%
No (14)
Yes (10)
Library Services
• Institution follows ACRL (Association of College & Research
Libraries) Standards for Distance Learning Library Services
12%
28%
In process (7)
28%
No (8)
Yes (7)
32%
No answer (3)
2014 MCCVLC Distance
Learning
Administrators Survey
Results & Discussion