Maintaining a Quality Distance Education Program

Maintaining a Quality Distance Education Program
California Community Colleges Chancellor’s Office December 10, 2012 9:00 AM – 12:00 Noon

Introductions/Overview
11/7/2018 Chancellor’s Office, California Community Colleges

Title 5 Regulations and Distance Education Guidelines

Attendance Accounting and Reporting Methods

Accrediting Commission of Community and Junior Colleges (ACCJC) Policy on Distance Education

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

Online Instruction: Definition Appropriate?
34 CFR § (g). The agency must apply the definitions of distance education and correspondence education to determine the mode being employed.

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 § (Definitions)

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 § (Definitions)

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)

Monitoring and Follow-Up of Data Indicators
34 CFR § (a-e). The agency has and effectively applies monitoring and evaluation approaches.

C. Assuring Quality of Distance Education and Correspondence (DE/CE) Learning Programs
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

Quality of DE/CE Courses Continued
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

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

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.wiche.edu

ACCJC 10 Commercial Blvd., Suite 204 Novato, CA (FAX) Website:

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 State Strategy 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 State Strategy 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 Personal consultation on state processes for your institution SA Management Services Franklin partners with your institution to complete state authorization requirements and manage the system for your institution.

Student Authentication

Financial Aid Issues 11/7/2018
Chancellor’s Office, California Community Colleges

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: 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

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

College Presentation of Effective Practices in a Distance Education Program
San Diego Community College District 11/7/2018 Chancellor’s Office, California Community Colleges

Maintaining a Quality Distance Education Porgram
CCC Webinar December 20, 2012 Maintaining a Quality Distance Education Program Andrea Henne, EdD Dean, Online and Distributed Learning District Instructional Services & Planning December 10, 2012 CCC System Webinar Andrea Henne, San Diego Community College District

CCC Webinar December 20, 2012 Integrated Approach to DE Quality Student Services Student Preparation Online Students Course Design and Continuous Improvement Faculty Training and Support Andrea Henne, San Diego Community College District

CCC Webinar December 20, 2012 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 Andrea Henne, San Diego Community College District

CCC Webinar December 20, 2012 SDCCD Online Learning Pathways City College Miramar College Continuing Education Mesa College Andrea Henne, San Diego Community College District

CCC Webinar December 20, 2012 Snapshot of Fall 2012 535 Online & 24 Hybrid 1,147 Web-Enhanced 275 Online Faculty 380 Oncampus Faculty Sections 64,861 Enrollments in Blackboard as of 12/3/2012 Unduplicated online student headcount = 11,332 Enrollments Andrea Henne, San Diego Community College District

CCC Webinar December 20, 2012 Online FTES (Full-time Equivalent Students) Andrea Henne, San Diego Community College District

CCC Webinar December 20, 2012 Student Success Rates Andrea Henne, San Diego Community College District

CCC Webinar December 20, 2012 Student Retention Andrea Henne, San Diego Community College District

CCC Webinar December 20, 2012 Integrated Approach to DE Quality Student Services Student Preparation Online Students Course Design and Continuous Improvement Faculty Training and Support Andrea Henne, San Diego Community College District

CCC Webinar December 20, 2012 Assuring Quality in Student Preparation Online Learning Readiness Assessment Course Information Pages Tutorials and Student Orientation Andrea Henne, San Diego Community College District

CCC Webinar December 20, 2012 Andrea Henne, San Diego Community College District

CCC Webinar December 20, 2012 Assuring Quality in Student Preparation Sample Login = newstudent/newstudent Andrea Henne, San Diego Community College District

CCC Webinar December 20, 2012 Assuring Quality in Services and Support Accessible, convenient support 24/7/365 Live Chat Toll-Free Phone Web Form Knowledge Base Tutorials At the Colleges: Online Advising Online Tutoring Online Library Andrea Henne, San Diego Community College District

CCC Webinar December 20, 2012 Assuring Quality in Faculty Preparation Online Faculty Training and Certification Program 178 Certified Faculty One-to-one appointments with Instructional Designer Andrea Henne, San Diego Community College District

CCC Webinar December 20, 2012 “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. Andrea Henne, San Diego Community College District

CCC Webinar December 20, 2012 Sharing, Collaborating, Modeling Instructional Technology Workshops Online Teaching Showcase Andrea Henne, San Diego Community College District

CCC Webinar December 20, 2012 Contact Information Dr. Andrea Henne Dean, Online and Distributed Learning San Diego Community College District #sdccdol Andrea Henne, San Diego Community College District

Mt. San Jacinto College 11/7/2018 Chancellor’s Office, California Community Colleges

Financial Aid, Correspondence, Authentication…Should We Go On?
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:
: 12.48% of total headcount (unduplicated) : 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%).

Concerns about Distance Education
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

I. Recently accelerated external regulatory demands
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 You’d think that determining a date would be easy…but it’s not so easy when you don’t know what the rules are… By Knterox

Who is attending class?

Pre-emptive Solutions?
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

Regular Substantive (Effective) Instructor to Student Contact
DE or CE? Regular Substantive (Effective) Instructor to Student Contact

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. § (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 DE Coordinators’ Web Seminar Meetings

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%

Analysis of Alternative Delivery Modes Fall Terms: 2007-2011
Data Collection Analysis of Alternative Delivery Modes Fall Terms: Instructional Delivery Method Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011 Accelerated Online 80% 86% 91% 85% Full Semester Online 82% 88% 84% Accelerated Hybrid 89% Full Semester Hybrid 79% 87% Full Semester Face-to-Face 92% Accelerated Face-to-Face 95% 94% PAL -- 96% 98% 97% Table 1. Overall Retention Rates: Fall 2007-Fall 2011 (Percentage). Note: Includes all courses taught within each delivery mode.

Analysis of Alternative Delivery Modes
Data Collection Analysis of Alternative Delivery Modes Fall Terms: 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% 63% Accelerated Hybrid 55% 60% 61% 70% 69% Full Semester Hybrid 58% 59% 67% Full Semester Face-to-Face 72% 73% Accelerated Face-to-Face 78% 75% 80% 79% 83% PAL -- 84% 76% 74% 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: 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: E: President, Advisory Board, Community College Consortium for Open Educational Resources

Ohlone College 11/7/2018 Chancellor’s Office, California Community Colleges

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 college-wide 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

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

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

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 Annual eRetreats Michelle Pacansky-Brock Micah Orloff ADA/Accessibility trainings (HTCTU) Jayme Johnson Supply technology & guidance (laptops, webcams, etc) Project makes it easy for California Community College faculty and staff to learn about technology that will enhance student learning and 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

Ohlone College eCampus
@One Participants at Ohlone Total: 31 participants Enrolled in initial Online Teaching & Learning Course Certification In Progress Graduated and received Online Teaching Certificate Full-Time Faculty 9 2 7 Part-Time Faculty 6 1 3 Administrators Staff Total 15 4 12 Optional= put at end Ohlone College eCampus

Maintaining a Quality eCampus Student Success Rates

Maintaining a Quality Distance Education Program

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