eStudent Support Services & Academic Quality That Help Drive Student Completion

Goals  building online student support services to enhance persistence and engagement for students  providing more accessible professional development for faculty to teach distance learning  improving quality in distance learning courses

eStudent Support Services  student orientation  eLearning Orientation  new student orientation  online student services  virtual front door  eAdvising  online tutoring (smarthinking)

Virtual Front Door

VFD usage  exceeded performance indicator by 226%  average of 331,665 page views per month

eAdvising Usage  exceeded our performance indicator by 336%  26,222 students use eAdvising  Percentage Increase in usage  Year 2 to 3 129%  Year 3 to 4 45%

eAdvising Usage by Student Modality

eAdvising Student Success

Online Tutoring Usage  exceeded our performance indicator by 330%  9,121 sessions  8,909 smarthinking  212 Ohio consortium  Percentage increase of usage  Year 2 to 3 is 80%,  Year 3 to year 4 is 88%

Smarthinking Usage by Student Modality

Online Tutoring Student Success Number of students satisfied

Online Tutoring Student Success

Online Orientation

  web based eLearning orientation – tracking learning objects accessed by SNumber – student self selects lessons  revised new student orientation – Over 1500 completed online NSO since September 2012 – interactive learning objects – tracking of completion of learning objects – integration with student information system to release hold on student registration

Persistence DL students  semester to semester  Fall 2011 to Spring 2012, 67%  met performance indicator  year to year  Fall 2011 to Fall 2012, 44.9%  exceeded performance indicator by 6%

Faculty Development  exceeded our performance indicator by 197%  316 faculty completed the Level One workshops to be certified to teach blended or online courses

Teaching for Online Learning (TFOL)  workshop A  designing and building your course  workshop B  planning, managing, and teaching your course  workshop C  enhancing your course  workshop D  sharing your best practice

Academic Quality  15 faculty submitted courses for peer review  exceeded indicator by 25%  18 courses quality matters recognized

Sample Dev Ed Courses  created developmental Math and English Blended Courses  math course has been taught by several faculty for the past six semesters  institutionalized

Title III Blog 

Thank You for Your Participation  Dr. Christina Royal    Sandy Moses  

Supporting Student and Faculty Success in Distance Learning  July 2008 receive approval to offer 3 fully online degrees  2008 college applies for Title III grant  Oct 2008 college receives Title III $2 MM grant from department of education  Nov 2008 steering committee in place  Dec 2008 eight sub-committees formed  Jan 2009 work begins

College Wide Inclusion  Faculty Preparedness  Teaching for Online Learning  Academic Quality  Quality and Course Design  Master (Sample) Course  Student Services  Online Student Orientation  Virtual Front Door  Online Tutoring  eAdvising  Institutional Management  Infrastructure and Technology

Lessons Learned  inclusivity/diversity of buy-in  let people get there on their own  do your research…network, don’t re-invent the wheel  importance of audience/user feedback  usability testing  importance of metrics  flexibility for continuous improvement  consider sustainability beyond the grant up front before you implement…if you can

Major Successes  involved students in design & development  virtual front door institutionalized  eAdvising institutionalized  sustainability discussions started early  culture changed  student success data  college relationships built with eLi  unexpected outcomes