1. Online Student Success Findings and Recommendations April 29, 2009

2. Research  Areas of Emphasis  Student Learning  Faculty Instruction  Technology  Student Services  Variety of Research (almost 2 year span)  Students Input  Faculty Input  College Data  Online Research  Virtual Online Site Visits 2

3. Research Responses Students:Faculty: 3 ActivityDateResponses Assessment Week - SurveySpring 2007432 Focus GroupsFall 200838 Student SurveySpring 2009416 886 Responses ActivityDateResponses SurveySpring 200856 Focus GroupsFall 200821 SurveySpring 200949 Informal Discussion Group (Prep and Planning Week) Spring 200930 156 Responses

4. Research – Addt’l Comments  WebCT/ANGEL  Migration to ANGEL  Prior Spring 2008 – WebCT  Spring 2008 – Piloted 10 Courses in ANGEL  Summer/Fall ‘08 - All Courses Migrated  May have affected some of results but numbers still significant to make final recommendations  Team members: Input from areas involved in online learning  Each Academic Division  Deans  Online Learning  Student Services  Center for Learning and Teaching  Administrators and Staff from Institutional Effectiveness (as needed) 4

5. Findings 1. Myth: Online is Easier 1. Myth: Online is Easier Many students enroll in online classes based on the myth that they are easier and less time- consuming than on-campus classes. 2. Time Management: 2. Time Management: Many students lack effective time management skills needed for success in online courses. 5 FacultyStudentOther Faculty Focus Groups (FL ’08 ): 2 groups –impacts100% students Faculty Survey (FL ’08 ): 20% (Angel)/SP08 2% (WebCT) Student Focus Groups( FL ’08 ): 2 groups–impact s95% students Student Survey (SP ’07): 3.6-3.7 out of 5 (bottom 50% of items ) Student Survey ( SP ’09): 7th highest comment Merlot Report (FL ‘08): Students - #5 Retention factor FacultyStudentOther  Faculty Focus Groups (FL ’08 ): o 3 groups-impacts 100% students  Survey: FL’08: #1 obstacle  Survey SP’08: #2 obstacle  Student Focus Groups( FL ’08 ): o 2 groups-impacts 100% students o 1 group-impacts 100% students, o 1 group-impacts 50% students, o 1 group-impacts 50% students  Student Survey ( SP ’09): #4 most commented advice for future students

6. Findings 3.Procrastination: 3.Procrastination: Student procrastination contributes to poor achievement in online courses. 4.Computer Proficiency: 4.Computer Proficiency: Faculty identified lack of student computer knowledge/proficiency as a barrier for many online students. 58% of students surveyed reported they would utilize training in basic computer skills. 6 FacultyStudentOther  Faculty Focus Groups (FL ’08 ): 2 groups impacts 33% - 50% students 2 groups impacts 33% - 50% students  Faculty Survey FL’08: #1 course prerequisite; 93% stated it as a prerequisite need  Faculty Survey SP’08: 95% stated it as a prerequisite need  Faculty Discussion (SP ’09) : Area of Concern  Student Survey ( SP ’09): #9 most commented advice for future students, 58% said basic computer skills training would be helpful FacultyStudentOther  Student Focus Groups( FL ’08 ): 3 groups- impacts 70-80% students  Student Survey ( SP ’09): #7 obstacle  Merlot Report - Students Responses (FL ‘08): Independent Learning/Responsibility - #4 Retention factor

7. Findings 5. Student Prep/Orientation: 5. Student Prep/Orientation: Many online students are unprepared and/or uninformed with regard to learning, computer, and life skills needed for success in online courses. Students and faculty identified an orientation for online students as a need. 6. Achievement Rates: 6. Achievement Rates: Success rate of online students for the 2004 to Spring 2007 period was 58.8%. It was 59.2% in Fall 2007 and 59.5% in Fall 2008. While this is an increase, traditional classes have increased at a slightly faster pace. Therefore, the percent of non-achievers during the base period had a 5.4% difference. This increased to 6% for the Fall ’07 and Fall ’08 Semesters. 7 FacultyStudentOther Data from Institutional Effectiveness FacultyStudentOther  Faculty Focus Groups (FL ’08 ): 2 groups impacts 75% - 90% students  Faculty Survey FL’08: #1 improvement  Faculty Survey SP’08: #1 improvement  Student Focus Groups( FL ’08 ): 2 groups-impacts 75% students  Student Survey (SP ’09): Up to 74% said Student Prep /Orientation would be helpful, among top 10 areas to tell future students

8. Findings 7.OCCC Withdrawals:7.OCCC Withdrawals: In Fall 2008, 857 (25.3%) online students withdrew. For the same period 26.5% of traditional campus students withdrew. It was a total of 24.4% for all non-online students (Traditional Campus, Off Campus, Cooperative Alliance, Web Enhanced, Telecourse, Computer Assisted). 8.Dropout Rates: 8.Dropout Rates: In a survey conducted by Education Dynamics in November 2008, 40% of the students who dropped out failed to seek assistance before abandoning programs. In addition, the top five reasons for dropping out were In addition, 47% dropped out before completing one online course. 53% wanted more online student support services and web-based academic advising. 8 FacultyStudentOther Survey conducted by Education Dynamics-Released January 2009 FacultyStudentOther Data provided by Institutional Effectiveness. 41% Financial 32% Life Events 23% Health Issues 21% Lack of Faculty Interaction 21% Lack of Motivation

9. Findings 9.Course Success:9.Course Success: In Fall 2008, in terms students retained, online students were comparable to traditional students. However, in terms of course achievement, online students were significantly less successful in a greater percentage of their courses. 10.Communication: 10.Communication: Many students desire more interaction, feedback, and communication with the instructor and/or with other students in online courses. Many faculty believe that more proactivity from students would improve their success. Faculty and students have differing views about reciprocal communication issues (timelines, etiquette, channels) 9 FacultyStudentOther  Faculty Focus Groups (FL ’08 ): 2 groups-impacts 75-100% students  Faculty Survey (FL ’08 ): #2 Obstacle  Faculty Survey (SP ’08 ): #4 Obstacle  Faculty Discussion (SP ’09) : Area of Concern  Student Focus Groups( FL ’08 ): 3 groups-impacts 100% students, 4 groups-impacts 75-100% students  Student Survey ( SP ’09): #10 most commented under major obstacles  Student Survey ( SP ’09): #4 most commented advice for future students  Merlot Report – Faculty Responses (FL ‘08): #3 Retention factor  Merlot Report-Students Responses (FL ‘08): Discussion/ Interaction - #9 Retention factor FacultyStudentOther Data provided by Institutional Effectiveness.

10. Findings 11. Timely Faculty Response: 11. Timely Faculty Response: Some faculty do not provide response time expectations (including communication and grading) and/or adhere to established response time expectations. 12. Tutoring: 12. Tutoring: Students in online classes are not receiving adequate tutoring and lab assistance. 10 FacultyStudentOther  Student Focus Groups( FL ’08 ): 4 groups-impacts 75-100% students 2 groups-impacts 75% students  Student Survey ( SP ’09): #3 obstacle  Student Survey ( SP ’07): Area of concern FacultyStudentOther  Faculty Focus Groups (FL ’08 ): 1 group-impacts 100% students  Faculty Survey (FL ’08 ): Area of Concern  Faculty Discussion (SP ’09) : Area of Concern  Student Focus Groups( FL ’08 ): 1 group-impacts 100% students  Student Survey ( SP ’09): #10 under “money no object”  Student Survey ( SP ’07): lowest rated in accessibility of services/products by students  Merlot Report- Faculty Responses (FL ‘08): - Outside Assistance #8 Retention factor

11. Findings 13. Tech Support: 13. Tech Support: Tech support for both students and faculty lacks (1)timely and effective response, and (2) availability for extended hours including nights and weekends. 14. Student Computer Issues: 14. Student Computer Issues: Students reported hardware, software, and Internet problems. Software installation and updates are a common problem, as is slow internet service. 11 FacultyStudentOther  Faculty Focus Groups (FL ’08 ): 2 groups–impacts 100% students  Faculty Survey (FL ’08 ): #3 needed improvement Student Focus Groups( FL ’08 ): 2 groups–impacts 95% students Student Survey ( SP ’09): 7th highest comment Student Survey (SP ’07): worst 50% of items Merlot Report – Student Responses (FL ‘08): #5 Retention factor FacultyStudentOther Student Focus Groups( FL ’08 ): 2 groups-impacts 95% students, 1 group-impacts 75% students, Student Survey ( SP ’09): #4 obstacle

12. Findings 15. OCCC Technology: 15. OCCC Technology: Faculty raised issues with the reliability of the ANGEL server and inadequate Datatel integration; issues included delayed login for late-enrolling students, system overload at peak times (Sunday evening), need for an interface between ANGEL and Datatel to allow direct importation of final grades 16.Course Development: 16.Course Development: Some existing ANGEL software limitations and administrative practices hinder faculty course development. 12 FacultyStudentOther Faculty Focus Groups (FL ’08 ): 1 group-impacts 100% students 1 group-impacts 40-50% students Faculty Survey FL’08: #4 area not working in ANGEL-Master Courses Other Areas of Concern Faculty Discussion (SP ’09): Most commented item FacultyStudentOther  Faculty Focus Groups (FL ’08 ): 2 groups - impacts 100% students  Faculty Survey FL’08: #1 area not working in ANGEL  Faculty Discussion (SP ’09) : Area of Concern  Merlot Report Faculty Responses (FL ‘08): Reliability of Server - #9 Retention factor

13. Findings 17. Course Standards: 17. Course Standards: Some Angel courses do not adhere to the OCCC established standards for online courses. 18.Instructor Training: 18.Instructor Training: Faculty and students identified the need for continuous instructor training in the use of technology, ANGEL, and online instruction. 13 FacultyStudentOther  Faculty Focus Groups (FL ’08 ): 3 groups impacts 95%-100% students  Faculty Survey FL’08: 40% of faculty expressed need for additional training  Faculty Survey SP’08: Area of Concern  Faculty Discussion (SP ’09) : Area of Concern  Student Focus Groups( FL ’08 ): 4 groups-impacts students 75%, 3 groups-impacts 90% students  Student Survey (SP ’09): Area of Concern FacultyStudentOther  Faculty Focus Groups (FL ’08 ): 2 groups-impacts 100% students 1 groups-impacts 100% students  Faculty Survey FL’08: Area of Concern  Faculty Discussion (SP ’09) : Area of Concern  Student Focus Groups( FL ’08 ): 2 groups-impacts 80-100% students 3 groups-impacts 90% students 1 group-impacts 75% students 2 groups-impacts 60% 1 group-impacts 100% students  Student Survey ( SP ’09): Area of Concern Merlot Report Faculty Responses (FL ‘08): Clearly-stated requirements - #2 retention factor  User-Friendly format - #10 retention factor Merlot Report Student Responses (FL ‘08):  Clearly-stated requirements - #3 retention factor  Course Design - #6 retention factor

14. Summary of Findings 14 Student Learning Faculty Instruction TechnologyStudent Services 1 Myth: Online Easier 2 Time Management 3 Procrastination 4 Computer Proficiency 5 Student Prep/Orientation 6 Achievement Rates 7 OCCC Withdrawals 8 Dropout Rates 9 Course Success 9 Communication 10 Timely Faculty Response 11 Tutoring 12 Tech Support 13 Student Computer Issues 14 OCCC Technology 15 Course Development 16 Course Standards 17 Instructor Training

15. Recommendations 1. Orientation: 1. Orientation: Implement a required orientation for students considering enrolling in an online course including Angel training, computer literacy fundamentals, technology requirements, time management skills, online learning skills, and course expectations. 15 FindingsMeasurementsPotential Resources 1,2,3,4,5,6, 7, 8,9,10, 13,14 Creation of an Online Orientation in both online and campus formats. Number of students who take online orientation. AtD Online Team’s Website www.occc.edu/aphilipp/online/ VirtualVisits.htm www.occc.edu/aphilipp/online/ VirtualVisits.htm OU’s College of Nursing University System of GA: SORT Inver Hills Community College 2.Preparatory Training: 2.Preparatory Training: Provide additional training as deemed necessary by the Orientation experience. (This could include CS 1103, online tutorials, or workshops.) FindingsMeasurementsPotential Resources 2,3,4,7,8, 9,12,13,16 Identification of needs and creation of appropriate training. Number of students who complete preparatory training. IT Division SAMS, Online Tutorials AtD Online Team’s Website www.occc.edu/aphilipp/online University of Texas: Austin www.occc.edu/aphilipp/online

16. Recommendations 3. Tutoring and Lab Assistance: 3. Tutoring and Lab Assistance: Improve tutoring and lab assistance services in existing labs and other areas of campus for online students to include, but not limited to, adding tutors, lab staff, and supplemental instructors to Angel and other sections and giving them Angel or other appropriate training. Broaden accessibility of these services for online students by including communication channels such as phone, email, chat, and other emerging technologies. 16 FindingsMeasurementsPotential Resources 4, 6, 7,8,9,10, 12,14 Number of online sections with an assigned and trained course mentor (tutors, lab staff, supplemental instructors, etc.). Number of labs using communication channels and other emerging technologies to assist online students Number of students accessing tutor assistance. AtD Online Team’s Website www.occc.edu/aphilipp/online/ virtualvisits.htm www.occc.edu/aphilipp/online/ virtualvisits.htm Florida Community College 4. Withdrawals: 4. Withdrawals: Monitor and analyze the reasons for online student withdrawals. Implementation could be an online survey triggered by student withdrawal from a class. FindingsMeasurementsPotential Resources 6,7,8,9 Creation of a survey triggered by student withdrawal. Results will be analyzed each semester and presented to the Online Learning Committee for recommendations AtD Online Team’s Website www.occc.edu/aphilipp/online www.occc.edu/aphilipp/online

17. Recommendations 5. Faculty/Staff Training: 5. Faculty/Staff Training: Provide required initial and continuous training in the use of technology, Angel, and online instruction that is scheduled on a regular basis for faculty, lab staff, tutors, supplemental instructors, and others who help students. Topics for online instruction portion would include, but not be limited to, course expectations, communication techniques, learning styles, OCCC online course standards, and response time for assignments and grading. 17 FindingsMeasurementsPotential Resources 8,9,10,11,1 2,16,17,18 Number of new adjunct and full-time faculty who participate in the initial training. Number of adjunct and full-time faculty who participate in continuous training Number of staff who participate in training. Participant satisfaction with training content and schedule. AtD Online Team’s Website www.occc.edu/aphilipp/online Rice University Penn State Inver Hills Community College www.occc.edu/aphilipp/online Magna Webinars : Current CLT inventory includes : Managing Expectations and Handling Difficult Students Online Digital Media: The Latest Trends, Technology, and Standards

18. Recommendations 6. Online Portal : 6. Online Portal : Create a web portal (web page) for online learning, including but not limited to, links to Angel, the online bookstore, Mine Online, Tech Support, Financial Aid, Advisement, Online Orientation, ECHO, Smarthinking, student testimonials, lab centers, Library, and Bursar. (Consider providing the portal link as online.occc.edu and the Angel link as angel.occc.edu.) 18 FindingsMeasurementsPotential Resources 8, 9, 10, 11,12,16, 17,18 Creation of an online portal web page. Number of hits including hits for each link on the page. Quick feedback survey link on the web page.(one or two questions) AtD Online Team’s Website www.occc.edu/aphilipp/online www.occc.edu/aphilipp/online Rio Salado St. Petersburg E-Campus 7. Tech Support: 7. Tech Support: Provide seamless, timely and effective tech support for online students and faculty. (Eventually tech support should be 24/7.) This support should resolve issues involving Angel, log-in, Datatel, and other areas. Tech Support should be a one-stop shop where user makes a contact, receiver works with OCCC staff to resolve problems, and users are not passed from office to office. FindingsMeasurementsPotential Resources 13,15 Creation of “one-stop shop” tech support team Faculty, staff, and student satisfaction with problem resolution Number of tech support requests AtD Online Team’s Website www.occc.edu/aphilipp/online UMUC (Maryland) San Diego Community College www.occc.edu/aphilipp/online UT Tele-campus

19. Recommendations 8. OCCC Hardware: 8. OCCC Hardware: Improve Angel server performance to reduce downtime and problems at peak usage. Provide adequate Angel server capacity to support online components in all classes. 19 FindingsMeasurementPotential Resources 15 Angel server capacity meets demands as utilization increases. Diminishing Angel server downtime and problems at peak usage. User survey 9. Datatel Integration: 9. Datatel Integration: Integrate Datatel with Angel to handle issues including but not limited to the following: grade book integration between Angel and Mine Online (Datatel), registration, deregistration of students not completing pre-requisites, and delayed Angel log-in for late enrolling students. FindingsMeasurementPotential Resources 3,4,5,6,7, 8,9,11,15 Implementation of deregistration before the beginning of the semester of students who do not complete prerequisites. Integration of ANGEL’s grade book with Datatel Decrease of login wait-times after late enrollment from 24-48 hours to 12 hours or to real-time.

20. Recommendations 10. Online Learning-Standing Committee: 10. Online Learning-Standing Committee: Online Faculty Task Force should be an official standing committee that meets monthly. Members would include representatives from each division, an academic dean, and from the Online Learning Office. Issues that currently need to be addressed include official OCCC online course standards, orientation, online portal, faculty/staff training, Angel administrative practices (Examples: Master courses, Learning Object Repositories, Angel components, and use of Angel in campus sections), and course development/redesign compensation. 20 FindingsMeasurementsPotential Resources All Findings Creation of Online Learning Committee as an official, standing college committee. Electronic minutes from monthly meeting which will include progress on AtD recommendations. Online faculty survey/focus groups AtD Online Team’s Website www.occc.edu/aphilipp/online www.occc.edu/aphilipp/online 11. Periodic Review: 11. Periodic Review: Periodic review and updating of these recommendations should be in consultation with the Online Learning Committee. FindingsMeasurementsPotential Resources All Findings Reports to AtD meetings. Electronic minutes from monthly meeting of the Online Learning Committee which will include progress on AtD recommendations. AtD Online Team’s Website www.occc.edu/aphilipp/online www.occc.edu/aphilipp/online

21. Summary of Recommendations 21 Student Learning Faculty Instruction TechnologyStudent Services 1Orientation 2Preparatory Training 3 Tutoring and Lab Assistance Tutoring and Lab Assistance 4Withdrawals 5Faculty/Staff Training 6Online Portal 7Tech Support 8OCCC Hardware 9Datatel Integration 10 Online Learning - Standing Committee 11Periodic Review

22. Summary Recommendation: Enhance the overall online learning experience and increase student success in online classesMeasurement: Student success in online learning 22

23. 23 Resources for Implementation Teams

24. 24 Online Student Success Team Chair Anita Philipp Administrative Assistant Jane Hinojosa Institutional Effectiveness Assistance Joyce Morgan-Dees, Dr. Janet Perry, Stephen Crynes Arts and Humanities Jon Inglett Business Anita Williams Deans Susan Van Schuyver Information Technology Mary Williams Math Ken Harrelson Social Sciences Peggy Jordan Science Sonya Williams Student Services E. J. Warren