2. Distance Education: Hybrid Courses CIO Conference October 2005

3. FOUR METHODS OF APPORTIONMENT FOR DISTANCE EDUCATION Weekly Census Regularly Scheduled, Coterminous with Primary Term Advantages: No positive attendance tracking; maximizes apportionment Disadvantage: Not compatible with “by arrangement” nature of DE courses Daily Census Regularly Scheduled, Not Coterminous with Primary Term Advantages and disadvantages: Same as for Weekly Census Positive Attendance Not Regularly Scheduled Advantage: Compatible with “by arrangement” nature of DE Disadvantage: Need to track and report online hours for students Independent Study Advantage: No need to track hours Disadvantage: Collects one WSCH per unit of credit

4. TECHNOLOGY-MEDIATED INSTRUCTION Web-Enhanced Course is scheduled on campus; instructor uses web or Internet to post syllabus, class assignments. Not considered DE for apportionment Online Essentially all instruction is online; may be occasional campus meetings Considered DE for apportionment Hybrid Courses At least 51% instruction is online; remainder on campus Considered DE for apportionment

5. SCHEDULING HYBRID COURSES Fixed day/time for classroom component By arrangement hours for online component WC or DC apportionment methods: not possible because of online “by arrangement” hours PA: not practical to collect hours (unless web system permits online tracking) IS: will permit a fixed day/time component + by arrangement component

6. SCHEDULING FOR HYBRID COURSES (Lecture Courses Only) Apportionment Method: Distance Ed/Independent Study Collects one WSCH per Unit Credit.

7. SCHEDULING FOR HYBRID COURSES (Lecture Courses Only) Apportionment Method: Distance Ed/Independent Study Collects one WSCH per Unit Credit.

8. SCHEDULING FOR HYBRID COURSES (Lecture Courses Only) Apportionment Method: Distance Ed/Independent Study Collects one WSCH per Unit Credit.

9. ADVANTAGES OF HYBRID COURSES For Students Most DE students are local; work/family commitments require more flexibility Reduces student time on campus For Instructors Smaller commitment than a full DE course: encourages instructors to try distance education Provides classroom time for testing, face-to-face interaction Facilities Assists in room scheduling

10. SCHEDULE NARRATIVE (Ad) SAN DIEGO MESA COLLEGE Highlighting Computer Technology Many courses at San Diego Mesa College require students to use computer technology. These courses fall into three major categories.  Regular Campus-based Courses Courses taught on-campus where students write papers and/or carry out homework assignments using computer software or the web, and/or access the course syllabus and assignments online.

11.  Online Courses Courses taught online where the majority of instruction is provided via the web and/or SDCCD Online. The course may also have some irregularly scheduled meetings on campus for orientation, tests, etc.  Hybrid Courses Courses taught by blending on- campus meetings with online instruction. This type of course requires students to attend regularly scheduled meetings on-campus as well as receive instruction via the web and/or SDCCD Online. SCHEDULE NARRATIVE (Ad)

12. Hybrid courses having a majority of course work completed online are listed under the Online heading in the printed class schedule. These courses may also be found in the online schedule at http://schedule.sdccd.edu/ under the choice of On- Line/Distance Education Classes. http://schedule.sdccd.edu/ Students considering taking an online or online hybrid course are advised to take the Online Learning Readiness Assessment and to review the Online Student Orientation (http://www.sdccdonline.net) prior to registering to determine if they have the necessary technical and student skills to succeed with online learning.http://www.sdccdonline.net SCHEDULE NARRATIVE (Ad)

13. ISIS Comment for Hybrid Courses CRN XXXXX utilizes online instruction and regularly scheduled on-campus meetings. Online course instruction will be available at www.sdccdonline.net on the first day of class. Contact Prof. John Doe at jdoe@sdccd.edu for additional information. www.sdccdonline.netjdoe@sdccd.edu SCHEDULE NARRATIVE (Ad)

14. 2004-05 ANNUAL DISTANCE EDUCATION INSTITUTIONAL SURVEY 56 INSTITUTIONS REPORTED 53 campuses offer DE 50 do not target marketing of DE

15. FACULTY TRAINING Own initiative51 Flex sessions42 Accessibility training34 CVC regional center training27 @One training18 DE Development manual16 Released time12 Funded Education 9 2004-05 ANNUAL DISTANCE EDUCATION INSTITUTIONAL SURVEY

16. COLLABORATION WITH OTHER COLLEGES No31 Yes25 2004-05 ANNUAL DISTANCE EDUCATION INSTITUTIONAL SURVEY

17. DE STUDENTS COMMUNICATE WITH INSTRUCTORS VIA Email55 Voice mail53 Face to face52 Internet52 Telephone49 Other - 2004-05 ANNUAL DISTANCE EDUCATION INSTITUTIONAL SURVEY

18. RANKED MOST IMPORTANT FOR DEVELOPING, TEACHING AND DELIVERING DE COURSES #1 Student learning #2 Faculty training #3 Curriculum development / approval #4 Technical support Regular personal contact: student/faculty 2004-05 ANNUAL DISTANCE EDUCATION INSTITUTIONAL SURVEY

19. LOWER RANKED WERE Compensation Teaching load Articulation/Transfer State apportionment formula Institutional funding Equipment/facility Scheduling Class size Copy right/intellectual property right Help desk 2004-05 ANNUAL DISTANCE EDUCATION INSTITUTIONAL SURVEY

20. Faculty Selection Process For DE Same as campus-based courses54 Different 2 Cost-benefit Analysis Formal28 Informal28

21. 2004-05 ANNUAL DISTANCE EDUCATION INSTITUTIONAL SURVEY Start-Up Costs And Continuing Costs Same or Higher Equipment Technology support Faculty Development Curriculum/Course development (for Start Up) Course production Same Faculty salary Instructional supplies

22. 2004-05 ANNUAL DISTANCE EDUCATION INSTITUTIONAL SURVEY Degree Or Certificate in DE in 2001- 02 No 37 Yes19

23. 2004-05 ANNUAL DISTANCE EDUCATION INSTITUTIONAL SURVEY Implementation Cost For 2001-02 $10,000 or less in all categories Equipment replacement/upgrade Technology support Faculty development Instruction supply Curriculum/Course development On-line conversion Course production

24. FACULTY SURVEY STATEWIDE, SPRING 2005 Type of Distance Education Class On-line301 Telecourse 26

25. FACULTY SURVEY STATEWIDE, SPRING 2005 Majority Have taught an equivalent classroom-based class Have taught online 1-5 years Have taught this class online 1-5 years Training Self-study270 On-campus workshops255 On-line training219 Informal training from peer209

26. FACULTY SURVEY STATEWIDE, SPRING 2005 Primary reasons they teach a DE class Convenience to students264 Expand students learning opportunities213 Challenge of new technology168 Media enhances learning105

27. FACULTY SURVEY STATEWIDE, SPRING 2005 One-on-one communication with DE More frequent Two-way Interactive communication Less frequent

28. FACULTY SURVEY STATEWIDE, SPRING 2005 Primary types of materials Textbooks323 Syllabi309 Instructor-designed lessons280 Web-based materials268 Originally developed material227 Prepackaged lessons123

29. FACULTY SURVEY STATEWIDE, SPRING 2005 How satisfied with reliability of technology Very satisfied154 Mostly satisfied156 Satisfied 31 Dissatisfied 9 Very dissatisfied 2

30. FACULTY SURVEY STATEWIDE, SPRING 2005 Barriers to implementation of effective distance education at your college Significant barriers Inadequate faculty compensation for development Insufficient time for development

31. FACULTY SURVEY STATEWIDE, SPRING 2005 Barriers to implementation of effective distance education at your college Somewhat of a barrier Resistant faculty Technical support for students Technical support for faculty Compensation for teaching Unclear class size limits Disproportionate work load Insufficient technical training Insufficient pedagogical training Insufficient number of instructional technology designers

32. FACULTY SURVEY STATEWIDE, SPRING 2005 Barriers to implementation of effective distance education at your college Little or no barrier Inadequate technology infrastructure Cost of technology Unresolved copyright/intellectual property issues

33. FACULTY SURVEY STATEWIDE, SPRING 2005 Barriers to Student Success Significant barriers Self-motivation Time management skills Reading/writing skills

34. FACULTY SURVEY STATEWIDE, SPRING 2005 Barriers to Student Success Somewhat of a barrier Technology skills Technology support Online student services Lack of face-to-face interaction Computer access at home Learning styles

35. FACULTY SURVEY STATEWIDE, SPRING 2005 Compensation for online Yes 35 No317 Part of load246 Hourly adjustment 45 Release time 4 Combination 11 Other 11

36. FACULTY SURVEY STATEWIDE, SPRING 2005 Compensation for development Yes 88 No264 Release time 21 Part of load 14 Combination 8 Hourly stipend 2 Other 8