Distance Learning Roundtable
FLEX Day
March 28, 2007, 9:30 a.m. - 12 noon
Agenda
Discussion: This report provides an overview of the LBCC Distance Learning (DL) program in 2005-06 and includes comprehensive data about the course offerings and the students attending the courses. In line with the CCC System Office Multiple Delivery Method initiative (initiative A4, System Office Strategic Plan, January 2006) and LBCC overarching goals for 2005-2010, the school offers DL courses that are equivalent and comparable to their on-campus version. To maintain the quality and integrity of the courses, all LBCC DL courses go through a separate rigorous approval process by the Curriculum Committee.
The LBCC DL program has grown significantly since its inception in Fall 1997. Dedicated faculty in various academic departments and the staff of the Instructional Technology Development Center have teamed up to design and offer 88 individual courses, and established the LBCC DL program as one of the largest programs in the California Community Colleges system. The primary objective of the program is to offers DL courses as an alternative learning mode for students who otherwise could not easily attend courses on campus. This includes single parents or students that are required to stay home with their families, students with inflexible work schedules, students with disabilities, students who work or live far from campus, etc.
Highlights from 2005-06 DL report:
• 267 DL course sections were offered in 2005-06 (up to 124 sections per semester); 9.4% increase from 04-05.
• 190 DL courses were offered in 2005-06 (up to 88 individual courses per semester); 7.9% increase from 04-05.
• 167 individual DL courses have been approved by the Curriculum Committee; 19.3% increase from 04-05.
• 7,327 students enrolled in DL courses in 2005-06; 22.7% increase from 2004-05.
• 63% of the DL students surveyed* indicated that they were unable to attend their course on campus.
• 87% of the DL students surveyed would like LBCC to offer more DL courses.
• 64% of the DL students surveyed took their courses to fulfill transfer or AA degree requirements.
• 75 full-time (50) and part-time (25) faculty taught DL courses in 2005-06; an increase of 23% from 2004-05.
87 full- and part-time faculty attended DL related faculty professional development at the FRC.
381 interactive instructional Web activities tailored for needs of DL students were developed by teams of faculty and ITDC staff.
Discussion: DL needs to be included in various bullets on all accreditation standards currently reviewed by the college. Some difference in definition of Online vs. Hybrid between Title V CCCCO guidelines and the ACCJC guidelines.
Action: 1.) DL faculty to get involved in Accreditation process as members or information providers for the various standard groups; 2.) Curriculum Committee / Course Eval Sub-Committee to revisit local definition of Online vs. Hybrid to reflect an instructional interpretation rather than the current one, which relies on a reporting interpretation.
Discussion: Separate Curriculum approval: explaining and clarifying process. course evaluation goals, and addendum forms and sections. The placement of the Director of DL on the Curriculum Committee, so far, has been a two-year process and it is not confirmed as of date. In relationship to the discussion of creating a taskforce, this piece of information might be helpful.
Discussion: Currently, only about 10% of GE courses are offered through DL. strategic offering of GE DL courses to increase available courses and options for students that otherwise could not attend courses on campus.
Discussion: DL in a form of online courses has existed and grown at LBCC since 1997. In spite of its current presence of serving about 8,000 students annually, and a great faculty buy-in (over 75 faculty member have been teaching DL courses), DL is barely included formally, and seldom addressed, during the planning process for matters involving strategic planning of the curriculum, student services, and faculty contracts. Additionally, some constituents on campus are yet to acknowledge its importance and contribution to enrollment and success of students who otherwise could not attend courses in on-campus courses. Amit: need for DL faculty to provide information about DL in any committee meeting or other college activities when some constituents attending these meeting are misinformed about DL at LBCC.
Action: Request the LBCC Academic Senate to include an agenda item for forming a task force for integrating Distance Learning in the LBCC planning process. Steve Wallech and Kim Anderson suggested they bring the request to the Senate.
Discussion: Last year, during the Mini DL Day at FLEX Day, two faculty groups were formed. One to address DL in the LBCC planning process and the other to handle faculty contractual issues associated with distance learning. Adrian Novotny, faculty chief negotiator, added that the only current reference to DL in faculty contract addresses TV courses, however, only 4 TV courses are currently offered at LBCC (versus 118 online and hybrid courses).
Action: faculty to send Adrian DL related contractual issues to keep him informed before next negotiation sessions.
Discussion: Should DL instructors be able conduct office hours on-line? Communication with individual students is much greater in DL courses than in on-campus courses. "Office Hours" are often conducted in DL courses in frequent instructor - student interactions on a weekly basis (or, often, more frequently).
Discussion: need to include DL related questions in upcoming hiring process of VP of Academic Affairs, and in general in faculty hiring to ensure DL efforts discussed during interviews are is indeed being accounted for and implemented after permanent positions are hired.
Discussion: Difficulty coordinating online students in groups due to their schedule limitation and needs during each week. CCC Confer and its archive capabilities can be used as a potential solution worth experimenting with. Also refer to afternoon session with CCC Confer.
Discussion: description of CPAS 805 and students preparation for, and success in, DL courses at LBCC. Core curriculum: S.I.D.E.Road project is linked in every DL course. Some faculty recommended conducting quizzes on S.I.D.E.Road during the first week of the course. Action: check out the possibility of linking helpdesk with CPAS 805 for individual student assistance (in each course offering) during the first two weeks of the DL courses, and beyond.
Discussion: Description of what e-portfolios are.
Action: Examine overarching current need for, and future implementation of, e-portfolios at LBCC. Current expressed need includes career and transfer services, tutoring early alert system, and qualitative SLOs assessment by students and faculty.
Discussion: high dropout rates of students during the first week of DL courses due to various reasons including procrastination, misconception of rigor of DL course, and misinformation regarding need for technology, etc. Also referenced: Tips for Retention in DL Courses composed by DL faculty roundtable, FLEX Day, March 2005.
Discussion: How can the process of contacting the students, especially during the first week and the period just before the course begins, be streamlined? Should instructors receive an email every time a student is enrolled in their class? Also, how can students' technology competencies be assessed upon registration to ensure that they can access and update their information on PeopleSoft? Also, examines non-text-based e-training for students to help those who do not read instructions.
Discussion: Offering of Study Abroad courses online will ensure that even if the eventual trip is not materialized for lack of participants, the virtual trip occurs throughout the semester. Also, how can LBCC courses be offered to international students online as preparation for their experience and courses that they will actually be taking on-campus at LBCC? (good enrollment sources for LBCC and a $$ savings for students overall.)
Discussion: Need to ensure that faculty have the appropriate access and resources to develop and conduct online courses. Gerry Jenkins: Technology Planning Committee addressed this need in the current Tech Plan. Amit: Academic affairs provided faculty stipends for online course development in 2006-07; 14 new courses are being developed thanks to these funds.
Discussion: Need to make the proctoring process easier, specifically in verifying proctors validity and credibility
Discussion: Need to address training for faculty who take over existing courses as an add-on teacher, or when the current instructor is unavailable for teaching the course.
Action: ITDC will develop and offer training; first session will be conducted in Summer 2007.
Discussion: Overview of synchronous presentation and discussion tool available *free* to community colleges faculty for use in their classes. Additional training and more in depth look at this tool is available during an afternoon session at the FRC.