2011 distance education survey results by ITC

  • 988 views
Uploaded on

2011 distance education survey results by ITC …

2011 distance education survey results by ITC
Instructional Technology, instruction, technology, education, ITC, distance, education, council, learning, survey, result,

More in: Education , Technology
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads

Views

Total Views
988
On Slideshare
0
From Embeds
0
Number of Embeds
1

Actions

Shares
Downloads
15
Comments
0
Likes
0

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide

Transcript

  • 1. 2011DISTANCE EDUCATION SURVEY RESULTST r e n ds i n e L e a r n i n g : T r a c k i n g T h e i m pa c To f e L e a r n i n g aT co m m u n i Ty co L L eg e smarch 2012
  • 2. IN FOCUS: THE YEAR IN REVIEW 2011THE GREAT RECESSION CONTINUESMost states and campuses have adjusted to doing more with less as the effects of the Great Recessionhave lingered into 2011. The economic downturn has impacted higher education as a whole, and distanceeducation programs have suffered, especially in the areas of budget and staffing. Colleges have lacked thefunding to address the chronic problems of student retention, course quality, ADA compliance, faculty training,student preparedness and accreditation-based assessment.Moving to the CloudAfter years of talking about cloud computing, the past year has seen an explosion in the actual deploymentand usage of cloud-based solutions. Most importantly, cloud-based solutions have accelerated the shifttoward the use of shared applications and mobile devices for accessing content. A growing number oflearning management system platforms are now cloud-based, providing colleges with an alternative tocorporate-based models.Shifting to Mobile deviCeSCloud computing, enhanced wireless network capacities, and growing interest among students and staff havechallenged distance educators to find ways to make higher education fit on increasingly smaller mobile devices.Courses that are available on smartphones and tablet computers can make higher educational opportunitiesmore accessible and flexible. This trend has prompted educators to examine what constitutes educationalcontent and student learning, and to find better ways to package and deliver these materials to students.the future of the learning ManageMent SySteMA growing chorus has questioned the future of the learning management system (LMS), claiming it is a datedrelic of the past. They express frustration with the corporate mentality many LMS owners have exhibited,which has resulted in mergers, consolidations and “end of life” decisions.Cloud computing offers an alternative platform that can give educators greater control over their virtuallearning environment. Many campuses are looking to save on licensing costs, especially during the recenteconomic downturn, and have switched to open source solutions like Moodle and Sakai.On the other hand, the LMS offers educators a one-stop solution for offering online courses—a package thatresponds to myriad expectations, such as ADA compliance, financial aid, student assessment, reporting andtracking, student authentication and technical support.regional aCCreditationIn the fall of 2011, the Council of Regional Accrediting Commissions (C-RAC) developed the InterregionalGuidelines for the Evaluation of Distance Education (Online Learning). These guidelines are designedto help institutions plan for distance education programming and to provide an assessment frameworkfor institutions already involved in distance education. All of the regional higher education accrediting2 ITC 2011 DISTANCE EDUCATION SURVEY RESULTS
  • 3. organizations in the United States have adopted and endorsed these guidelines, which are intended for use byaccreditation evaluation teams. The interregional guidelines replace the C-RAC Statement of Best Practicesfor Electronically Offered Degree and Certificate Programs, which the Middle States Commission on HigherEducation published in 2002, and are intended to be used in conjunction with the relevant standards andpolicies of each accreditor.To view the guidelines, visit www.msche.org/publications/Guidelines-for-the-Evaluation-of-Distance-Education-Programs.pdfopen eduCational reSourCeS“Open Educational Resources (OER) are materials used to support education that may be freely accessed,reused, modified and shared by anyone,” writes Stephen Downes, senior researcher at the National ResearchUniversity of Canada. The proliferation of smartphones, tablet computers, eBooks, other technology tools,and high-speed Internet access has given students the ability to access high-quality learning materials at nocost. Meanwhile, K-12 schools, states, and the federal government view OERs as a tool to help save preciousfinancial resources, as students balk at the ever-increasing cost of textbooks.The publishing community is looking for successful models that can make this trend toward OERs financiallysustainable. Additional resources and information about OERs are available from the OpenCourseWareConsortium, Creative Commons, Community College Consortium for Open Educational Resources, OpenCourse Library, Saylor Foundation, Kaleidoscope Project, OpenLearn and SCORE.inCreaSing federal engageMentNot surprisingly, the federal and state government’s interest in distance education has intensified, as studentdemand and enrollment in distance education has increased. Congress reauthorizes the Higher EducationAct of 1965 every four to six years, so distance educators need to pay close attention to any new regulationsCongress may attempt to put in place by 2014. Some key issues include: • State Authorization for Institutions Offering Distance Education to Out-of-State Students If an institution is offering postsecondary education through distance or correspondence education to students in a State in which it is not physically located, the institution must meet any State requirements for it to be legally offering postsecondary distance or correspondence education in that State. We are further providing that an institution must be able to document upon request by the Department that it has the applicable State approval. —Oct. 29, 2010 Amendments to the Higher Education Act Program Integrity Issues, State Authorization, Section §600.9. The Department of Education proposed this regulation in accordance with Congress’ reauthorization of the Higher Education Act, also called the Higher Education Opportunities Act in 2008. However, on July 12, 2011, the U.S. District Court for the District of Columbia struck down this controversial part of the regulations, stating the Department did not follow proper procedures when it issued this rule in October 2010. The Department appealed the court decision on September 8, 2011. Unfortunately, the Senate is unlikely to follow the House of Representative’s February 28, 2012 vote to repeal the state authorization legislation, so distance educators must wait to see if the Department’s appeal will succeed.Trends in eLearning: Tracking The impacT of eLearning aT communiTy coLLeges 3
  • 4. Regardless of the court’s action, the Department’s October 2010 proposal raised states’ awareness of their legal authority to require out-of-state higher education institutions to seek permission to teach their residents online. The proposal also prompted state governments to learn about the variety and scope of out-of-state distance education programs. During the past year, many states have been scrambling to get their regulations in order—since they are beginning to be inundated with authorization requests from out-of-state distance learning institutions. States continue to require authorization for out-of-state colleges that have a “point of presence” within their borders, but they have different definitions for what constitutes “presence.” For example, presence could be triggered when an out-of-state institution has a recruitment office or advertises online courses within its borders; employs state residents as online instructors or offers online courses to more than one resident; or even if it contracts with a hospital to offer local clinical internships or library access to its online students. To help institutions comply with state regulations, the State Higher Education Executive Officers (SHEEO) has created several invaluable directories, which they update regularly. These directories include state-by-state agency and contact information. They also include data on the types of educational providers they authorize, exemptions, physical presence policy (triggers), application processes, associated fees, interstate reciprocity agreements, contact information for consumer/ student protection and student complaints, legislative or regulatory changes, and enforcement measures. Visit www.sheeo.org/stateauth/stateauth-home.htm to access these resourses. The Council of State Governments is coordinating an effort to create a state compact, or reciprocity agreement, in which states would agree to recognize accredited, out-of state institutions. The participants hope to have a draft available in the summer of 2012, so each state could begin obtaining individual state legislative support for such an agreement. • Financial Aid Fraud Rings On September 26, 2011, the Office of the Inspector General released a report which alerted the Department of Education and higher education institutions to the presence of an increasing number of financial aid fraud rings that have targeted community colleges and other distance learning course providers. To learn more about the report, visit www2.ed.gov/about/offices/list/oig/invtreports/ l42l0001.pdf. The members of these rings have applied for, and obtained, student financial aid after enrolling to take courses which they never intended to complete from higher education institutions. Typically, a ringleader steals the social security numbers or other information he or she needs to fabricate a group of straw students, or individuals provide their personal information in exchange for a portion of the proceeds. During the past year, the University of Phoenix has discovered 810 fraud rings made up of 18,000 individuals. Financial aid staff at American Public University received 68,000 harassing phone calls from “students” located in two Mississippi zip codes. The fraud rings have targeted community colleges due to their lower tuition rates, since a balance remains after tuition is paid to cover housing and other expenses. Rio Salado Community College helped convict and sentence 64 individuals who tried to defraud their institution of $538,000. Six individuals were indicted and pled guilty for enrolling 62 straw students in order to steal $200,000 from Los Rios Community College District.4 ITC 2011 DISTANCE EDUCATION SURVEY RESULTS
  • 5. On October 20, 2011, the Department of Education sent higher education institutions a “dear colleague” letter which stated that “detecting fraud before funds have been disbursed is the best way to combat this crime. We therefore seek the help of institutions and advise that you take... additional actions to identify and prevent the kind of student aid fraud identified in the IG’s report.” Examples of measures institutions have instituted to combat these perpetrators have included: • Creating an interdepartmental “fraud squad” to monitor potential illegal activity, • Creating an institutional policy to deny aid to suspicious individual(s), • Providing enhanced training to student financial aid staff—giving them the confidence to deny financial aid to suspicious students, • Waiting two weeks before dispersing financial aid, • Giving students partial financial aid payments throughout the term instead of one lump sum, • Recording unsatisfactory academic performance, • Looking twice at individuals who have multiple addresses, similar IP or home addresses, or unusual student enrollment clusters, • Creating a system so faculty can report similar student assignments to alert staff about trends, • Requiring students to attend an orientation when they enroll, • Requiring students to provide a copy of their high-school transcript when they enroll. Visit http://ifap.ed.gov/dpcletters/GEN1117.html for more steps institutions can take to deter these crimes. • Student Authentication When it reauthorized the Higher Education Act, also called the Higher Education Opportunities Act, in 2008, Congress required institutions offering distance education and correspondence education to “have processes in place through which the institution establishes that the student who registers in a distance education or correspondence education course or program is the same student who participates in and completes the course or program and receives the academic credit.” In its rulemaking proceeding, the Department of Education clarified that accrediting bodies only need to require “institutions to verify the identity of a student who participates in class or coursework by using, at the option of the institution, methods such as—a secure login and pass code, proctored examinations, and new or other technologies and practices that are effective—in verifying student identification.” This allows institutions to continue using the process they typically use to authenticate their online students within their course management system—a login and password—rather than impose a more rigorous or costly method. Attempts to reign in the financial aid fraud rings could result in changes to this regulation, when Congress reauthorizes the Higher Education Act in 2014. Visit www2.ed.gov/policy/highered/leg/ hea08/index.html for more information.Trends in eLearning: Tracking The impacT of eLearning aT communiTy coLLeges 5
  • 6. itC Survey hiStory Survey MethodThe Instructional Technology Council (ITC) created Distance education practitioners developed andits annual distance education survey in the fall of reviewed the survey questions to ensure the data and2004, to respond to the growing need for national information generated is of value to distance learningdata related to distance learning program creation administrators and faculty. The authors divided theand development and to track key issues for faculty questions into four categories: general information,and students. Distance education practitioners have administrative, faculty, and student services.used data from the U.S. Department of Educationand the annual series of reports by Sloan-C, but the ITC e-mailed the survey to all memberlandscape lacked a reliable source of longitudinal representatives (usually the director of the distancedata gathered on a regular basis. The ITC Survey learning program) at 375 member institutions ofis designed to fill that gap, particularly given the the ITC. ITC received 143 completed responses.“newness” of online instruction. Core survey The completed surveys were reviewed to ensure aquestions have remained unchanged, however, ITC representative sample of institutions participated.added additional questions on the use of assisted, The review confirmed an acceptable response rate,hybrid and live interactive video courses in 2008, and an acceptable distribution of completed surveys,questions pertaining to student authentication in from a range of institution sizes and locations. For2009, and questions about state authorization in all percentages included in this report, “no answer”this survey. responses are not listed—consequently, data will not always equal 100 percent.The ITC board conducted its first survey in thespring of 2005. Since many institutions do not Typically, the distance education administratorgather or report information in the same way, completed the survey on behalf of his or hersome respondents had difficulty answering certain institution. A longitudinal review established a strongkey questions. The board refined the questions continuity amongst completers—70 percent ofand reissued the survey in the fall of 2005. Since the annual submissions have come from the samethen, the survey window has fallen between late campuses during the seven years of the survey.October and early November. In the fall of 2006,ITC distributed the survey to the full membership of diStribution of reSultSthe American Association of Community Colleges Fred Lokken, the survey’s author, past chair of ITC,(AACC). Subsequent surveys have focused on ITC and associate dean of the TMCC WebCollege atmembers in odd years and the combined ITC and Truckee Meadows Community College, presentedAACC memberships in even years. the preliminary results at ITC’s annual eLearning 2012 conference in Long Beach, California on Feb. 18, 2012. Fred Lokken will present highlights from the survey findings at ITC’s sponsored forum at the annual convention of the American Association of Community Colleges (AACC) in Orlando, Florida on April 23, 2012. ITC will mail a printed version of the survey to ITC members and to the community college presidents of all AACC-member institutions. ITC will also post an electronic version of the results on its Web site, at www.itcnetwork.org.6 ITC 2011 DISTANCE EDUCATION SURVEY RESULTS
  • 7. 2011 SURVEY RESULTSgeneral inforMationInstitutions Surveyed. More than 89 percent of respondents identified themselves as associate’s colleges(81.43 percent) or associate’s dominant colleges (7.86 percent). For information on institutional classifications,visit http://classifications.carnegiefoundation.org/descriptions/ugrad_program.php.Distance Education Enrollment Growth. ITC asked respondents to report comparative enrollment trendsin distance education from Fall 2010 to Fall 2011 (the most recent full year of available data). Campusesreported an 8.2 percent increase for distance education enrollments—substantially higher than the overallincrease in national campus enrollments, which averaged less than one percent nationally (Going the Distance:Online Education in the United States 2011, p. 4). Distance enrollment increased nine percent in 2010.The Sloan Consortium reported a ten percent growth in distance learning enrollments in its study, “Goingthe Distance, Online Education in the United States 2011.” Both surveys confirm two major trends: (1)online enrollments have been the predominant source of enrollment increases in higher education for the lastdecade, far out-stripping traditional enrollments, and (2) the growth in online enrollments is slowing (from ahigh of more than 20 percent growth a few years ago, to a more modest eight to 10 percent growth last year).ITC asked respondents to identify factors which contributed to the increased eLearning enrollments:reasons Cited for increased elearning enrollments Reason 2011 2010 Economic downturn 22 percent 37 percent Typical distance education growth 28 percent 39 percent New enrollment initiative 14 percent 12 percent Don’t know 7 percent 5 percent Other 13 percent 7 percentDirect Report Line. In 2011, more than 72 percent of respondents indicated they reported to the vicepresident of academic affairs or an academic dean. This figure is up more than two percentage points overlast year’s results and affirms that the trend toward reporting to the academic, rather than the technologicalside of the institution, continues to increase. Three percent of respondents reported directly to the president(down from six percent last year). More than three percent reported to a vice president for technology and 7.5percent reported to a non-academic dean. • The program to this point has undergone virtually no oversight or coordination. Challenges • Now, as we attempt to offer a cohesive distance ed product, we have to do many tasks at for once—implement faculty training, course quality reviews and improved student services.Administrators • Decentralization to this point is making it difficult to gain acceptance for centralized  responsibility/authority needed to bring the program into line with our vision for a quality, student-centered distance education program. —2011 ITC Survey RespondentsTrends in eLearning: Tracking The impacT of eLearning aT communiTy coLLeges 7
  • 8. adMiniStrative QueStionSChallenges. ITC asked respondents to rank the challenges their distance education program faces. Forthe past seven years, the number one challenge was the need for support staff for training and technicalassistance. In 2011, the greatest challenge was providing adequate student services for distance educationstudents. Many campuses have seen a significant reduction in student services staff due to budget cuts.In 2009, ITC added two new challenges: adequate assessment of distance education classes and compliancewith the student authentication requirements in the 2008 reauthorization of the Higher Education Act.Offering adequate assessment of distance education courses has emerged as a significant challenge, rankedconsistently as one of the administrators’ top three concerns. In 2011, ITC added two more additionalchallenges: compliance with the new student financial aid attendance requirements and the new stateauthorization regulations.8 ITC 2011 DISTANCE EDUCATION SURVEY RESULTS
  • 9. Chart 1: greatest Challenges for distance education programs administratorsRange for responses—1 is the greatest challenge, 8 is the least challenging Rank Rank Rank Rank Rank Rank Rank Rank Challenge 2011 2010 2009 2008 2007 2006 2005 2004 Adequate student services for 1 3 2 2 2 3 5 2 distance education students Adequate assessment of distance 2 2 3 education classes Compliance with new financial aid 3 attendance requirements Operating and equipment budgets 4 4 4 3 3 2 2 3 Faculty acceptance 5 7 6 5 4 5 3 4 Organizational acceptance 6 8 8 7 7 7 6 6 Support staff needed for training and 7 1 1 1 1 1 1 1 technical assistance Adequate administrative authority 8 5 5 4 5 4 4 5 Adequate space for training and 9 6 7 6 6 6 7 7 technical assistance Student authentication 10 State authorization regulations 11 Student acceptance 12 10 10 8 8 8 8 8Learning Management System Usage. In 2011, 52 percent of respondents reported they used Blackboard/Angel learning management systems (LMS) (up from 50 percent in 2010, 51 percent in 2009, and down from56 percent in 2008). Blackboard may have stemmed its steady decline in market share, which it experienceddespite acquiring WebCT in 2005 and Angel Learning in 2009. Eight years ago, Blackboard and WebCTdominated with nearly 98 percent of the market. Clearly, other solutions from the changing LMS landscape,such as Desire2Learn and Moodle, have benefited.In 2011, 36 percent of respondents indicated they were considering switching their LMS in the next fewyears. This one-third response rate has been consistent for the past six years. Fifty-six percent of this year’sparticipants reported they do not plan to switch their LMS.Sixty-seven percent of responding institutions restrict the number of LMS platforms the campus will support.Table 1 provides the response pattern over the past five years. Variations in institutions participating in thesurvey from year to year can cloud the data and create anomalies.Trends in eLearning: Tracking The impacT of eLearning aT communiTy coLLeges 9
  • 10. table 1: lMS usage40%35%30% 2007 2008 2009 2010 201125%20%15%10%5%0% Blackboard WebCT Angel Moodle Desire2Learn” • Assuring Quality. Challenges for • We are involved in using Quality Matters and the Maryland Online COAT project, butAdministrators continue to develop faculty to assure quality is an ongoing pressure.  • We do not always meet our goals well due to time constraints and the heavy load we put on distance education faculty for other reasons. —2011 ITC Survey Respondent10 ITC 2011 DISTANCE EDUCATION SURVEY RESULTS
  • 11. Accessibility Compliance. ITC has tracked a steady Online Degrees. ITC defined an online degreedecline in confidence in Section 504 and Section 508 program as one in which at least 70 percent ofcompliance since it began asking survey participants coursework need to complete the degree is availableabout the accessibility of their online classes four online. Seventy-eight percent of respondentsyears ago. reported they offer at least one online degree program. This is consistent with the 2010 data. Completely compliant Some compliant Sixty-six percent of respondents reported they also or mostly compliant offer complete certificate programs online. Table 2 offers a percentage breakdown by degree type. 2011 53% 39% 2010 43% 28% 2009 54% 21% 2008 73% 26%table 2: online degrees offered by degree type50%45%40%35%30% 2009 2010 201125%20%15%10% 5% 0% AA Degree AS Degree AAS Degree AGS Degree BA Degree BS DegreeTrends in eLearning: Tracking The impacT of eLearning aT communiTy coLLeges 11
  • 12. Course Enrollment Caps. Seventy-nine percent course content provider. Finding adequate staffingof respondents indicated they cap online class is a challenge for community college administrators,enrollments—a figure that has not changed but finding staff who are experienced in instructionalsubstantially in the past five years. The typical design is especially difficult.enrollment cap by class type also remained Once again, ITC confirmed that most collegesconsistent. Most respondents used the following develop their own content:limits: • Seventy-nine percent develop their own content.• Twenty-five students for an introductory math class • Nineteen percent use content created by the textbook publisher.• Twenty-five students for an introductory English composition class • Two percent contract or license materials from a content provider.• Twenty-seven students for an introductory political science class Most Diffi cult Classes. Respondents identified the most difficult courses to offer online, citing facultyClass Hosting. ITC confirmed that most colleges resistance and/or pedagogical challenges. This listoutsource the hosting services (i.e. servers) for their of results has not changed for the duration of the ITConline classes to a third party, or use the services survey.of a consortium. This trend could reflect budgetand staffing reductions at a growing number of The list of most difficult classes included:institutions. In addition, LMS solutions increasingly • Clinical requirements • Lab-based sciencestipulate that the college uses the company’s Web • Computer hardware • Mathsite to access their course materials. The surveyfound that: • Fine arts • Nursing• Thirty-six percent of respondents own and • Foreign language • Speech maintained their own servers—down from 50 • Industrial technology percent in 2008 and unchanged from 2010. Course Equivalency. Accreditation standards• Forty-five percent of respondents outsourced their require that distance education courses are server needs to a third party, such as a learning equivalent or better than those taught in a face-to- management system provider, publisher or IT face environment, in terms of content and rigor. In provider—up from 36 percent in 2010. 2011, nearly 80 percent of respondents indicated• Eleven percent of respondents shared servers their online classes were “equivalent” or “superior” with others, such as a state system, district or to traditional instruction at their campus. This consortium—down from seven percent from 2010. percentage was a significant drop from 2010’s 95 percent rating. Thirteen percent indicatedCourse Content Development. Colleges their classes needed improvement. Time will tellhave several options for online course content whether these figures constitute an anomaly ordevelopment. They can use their faculty, instructional indicate that distance educators have become moredesigners and administrative staff to develop their sophisticated appraisers of course quality.online course content, use materials offered by atextbook publisher, or purchase content from a online Challenges for Buy-in from student services personnel, providing Web-based information and services throughAdministrators traditional service areas with cross-trained staff.  —2011 ITC Survey Respondent12 ITC 2011 DISTANCE EDUCATION SURVEY RESULTS
  • 13. Services and Technology Support. Regional accrediting agencies also require that institutions offer distancelearning students support services equivalent to their face-to-face counterparts. As the number of onlinestudents has grown, most campuses have recognized the need to introduce or expand their virtual servicesand support. However, 2011 respondents reported a marked decrease in their online student support serviceofferings, despite the consistent increase shown in previous years. This could be due to budget cuts thatreduced staff numbers and colleges’ ability to contract with outside vendors. Chart 2 details the participants’responses to this section.Chart 2: Status report—Student Services and technology Support Plan to offer Plan to offer in next No plan Service/Technology Currently offer in two or year to offer more years 2011 2010 2005 2011 2010 2005 2011 2010 2011 2010 Audio/video streaming 68% 77% 46% 12% 9% 20% 4% 7% 8% 7% Campus testing center for 68% 81% 69% 1% 5% 3% 11% 1% 9% 12% distance education students Dedicated Web site for distance 65% 88% 80% 8% 4% 6% 4% 1% 12% 7% education program and students Distance education-specific 85% 95% 92% 4% 4% 4% 1% 0 0% 1% faculty training HelpDesk and technical support 86% 94% 91% 2% 2% 5% 0% 2% 2% 1% for distance education faculty HelpDesk and technical support 85%* 93% 86% 2% 2% 11% 0% 2% 3% 2% for distance education students 24/7 HelpDesk and technical 35% 6% 9% 38% support for distance education faculty/students** Online admission to institution 82% 94% 77% 4% 4% 14% 2% 1% 2% 1% Online counseling and advising 49% 60% 49% 16% 17% 27% 12% 14% 12% 9% services Online information and 82% 86% 80% 4% 6% 15% 4% 5% 1% 2% application for financial aid Online library services and 88% 94% 98% 1% 4% 1% 2% 1% 0% 1% resources Online payment of tuition and fees 85% 93% 77% 0% 5% 15% 5% 1% 1% 1% Online plagiarism evaluation 56% 53% 40% 8% 23% 25% 10% 11% 13% 13% Online registration for classes 86% 94% 86% 1% 2% 9% 2% 2% 1% 1% Online student course evaluation 79% 85% 83% 7% 8% 11% 2% 4% 2% 4% Online student organization, Web 49% 54% 42% 9% 21% 20% 12% 13% 18% 13% site and services Online student orientation for 63% 79% 75% 19% 16% 17% 5% 2% 2% 2% distance education classes Online textbook sales 79% 75% 70% 5% 8% 7% 2% 5% 3% 13% Online tutoring assistance 75% 71% 44% 11% 17% 15% 2% 9% 4% 4% Campus Web portal 62% 73% NA 8% 14% NA 12% 6% 8% 7% Audio Podcasting 65% 69% NA 9% 20% NA 3% 4% 10% 8% Vodcasting 58% 59% NA 13% 24% NA 5% 1% 13% 6% Digital video repository** 44% 9% 10% 24%** New questionTrends in eLearning: Tracking The impacT of eLearning aT communiTy coLLeges 13
  • 14. Challenges for Certain faculty groups are resistant to online course development, particularly in the area ofAdministrators science labs and online testing (proctoring).  —2011 ITC Survey RespondentDistance Education Fees. Thirty-nine percent of the respondents charge students an additional per-creditfee to take distance education classes. This is consistent with past surveys. Respondents charged betweenfour and 75 dollars, with a median average of 23 dollars. Some campuses have begun integrating relatedprogram costs into existing budgets, reducing the need for a separate fee, while others have shifted newcosts onto students to make up for budget shortfalls.The decision of whether to assess a separate student fee is tied closely to the institution’s culture, and thenumber of fees the college already charges students. Although some campuses have shifted their eLearningprograms to self-supporting (or assisted) models, most programs continue to receive mainstream budgetsupport. Community colleges are often sensitive to the issue of assessing additional fees, especially duringthese recessionary times.CourSe forMatS in teChnology-Mediated inStruCtionIn 2008, ITC introduced several questions concerning blended/hybrid and Web-facilitated courses. Thesurvey defined a “blended” or “hybrid” course as one that blends online with face-to-face delivery; 30to 79 percent of content is delivered online, with online discussions and some face-to-face meetings. A“Web-facilitated” course (also known as “Web-enhanced” or “Web-assisted”) is a face-to-face program thatincorporates the Web to facilitate activities; one to 29 percent of content is delivered online. Instructors oftenpost the syllabus and assignments within a learning management system or on a Web page.Type of Course Formats Offered • One percent of respondents offer cable/telecourse Respondents identified the formats their technology- coursesdelivered credit courses use. The distribution of • One percent of respondents offer other forms of classes has remained mostly unchanged since telecourse classes2008, except for completely online classes, • Five percent of respondents offer live interactive which decreased 16 percent from 2008. Survey video coursesrespondents could identify more than one format.Their responses are summarized below: Blended/Hybrid Courses• Sixty-three percent of respondents offer • Fifty-five percent continue to increase the number completely online classes of blended/hybrid courses each term—up from• Twenty-seven percent of respondents offer 53 percent in 2009, but down from 75 percent in blended/hybrid courses 2010. • We have more student demand for distance education courses than we have faculty trained to build and teach them. Challenges for • We often need to help faculty and staff understand that K-12 students have had their Administrators hands held all through school and first-time college students have a difficult time  transitioning. • eLearning should focus on providing students with an ease of study, not a convenience for faculty. —2011 ITC Survey Respondent14 ITC 2011 DISTANCE EDUCATION SURVEY RESULTS
  • 15. • Twenty-two percent offer about the same number Interactive Video Courses of blended/hybrid courses each term—up from 18 Given the growth of and focus on online courses percent reported in 2010. and degrees, many surveys have overlooked more• Two percent are offering these blended/hybrid established technologies, such as interactive video classes for the first time—down from 6 percent classrooms. Respondents described their use of live reported in 2010. interactive video.• Two percent do not offer blended/hybrid courses. • Twenty-five percent offer the same number of live interactive video courses each term—this is downWeb-assisted/Web-enhanced/Web-facilitated slightly from 2010.Courses • Seventeen percent have reduced the number of • Sixty-nine percent continue to increase the live interactive video courses each term—this is number of these classes each term (as compared down slightly from 2010. with 77 percent in 2009 and 81 percent in 2010). • Ten percent have increased the number of live interactive video courses each term—this is down• Eight percent offer about the same number of from 17 percent in 2010 and 26 percent in 2009. these classes each term, consistent with the past several years of reporting. • Twenty-five percent have deactivated their network or have never offered live interactive video courses—this is consistent with 2010 and down from 40 percent in 2009. Challenges Lack of data tools and staff resources to collect and report effectiveness in support of continuous for improvement; time and decision-making challenges of a large and complex organization in a worldAdministrators that demands constant change and agile/adaptable operations.  —2011 ITC Survey RespondentTrends in eLearning: Tracking The impacT of eLearning aT communiTy coLLeges 15
  • 16. faCulty QueStionSChallenges. Administrators ranked the greatest faculty-related challenges they face. Addressing facultyworkload issues was their major challenge for the first six years of the survey. Although training replaced thisconcern in 2010, workload issues emerged again as the key concern in 2011. Chart 3 shows which issueshave been consistently ranked as areas of concern.Chart 3: greatest Challenges administrators face regarding distance learning facultyRange for responses—1 is the greatest challenge, 8 is the least challenging Rank Rank Rank Rank Rank Rank Rank Rank Challenge 2011 2010 2009 2008 2007 2006 2005 2004 Workload issues 1 2 1 1 1 1 1 1 Training 2 1 2 2 2 2 3 4 Technical support 3 4 6 4 5 5 6 5 Compensation 4 3 5 3 3 3 5 2 Buy-in to electronically-delivered 5 5 4 5 4 4 4 3 instruction Recruitment 7 6 3 6 6 6 2 6 Intellectual property/ownership 6 7 7 7 7 7 7 7 issues Challenges • Having the time and resources to pilot innovative programs. forAdministrators • Having enough support staff to accomplish department goals.  —2011 ITC Survey Respondent16 ITC 2011 DISTANCE EDUCATION SURVEY RESULTS
  • 17. Faculty Training. Faculty must take distance during a given period. For campuses that imposededucation training programs at 64 percent of the these restrictions, the normal limit is half of the overallparticipating colleges, a number that has been teaching load each term.consistent for the past four surveys. Administrators Course Ownership. Most institutions havethat hold faculty training programs also reported an established policies to address intellectual propertyincrease in the number of hours of training required—most require more than eight hours. The survey rights for distance education faculty and instructionalfound: designers. Most have adopted “work for hire” contracts, but intellectual property ownership can• Twenty-six percent require less than eight hours of be part of the staff person’s contract negotiations, training especially for those colleges that have faculty unions.• Eleven percent require eight hours of training In the absence of such an agreement, the content• Fifty-nine percent require more than eight hours of usually remains under the control of the faculty training member. Specifically, the ITC survey found:Teaching Ratios for Online Instruction. • Eleven percent reported that faculty own the Full-time faculty teach 61 percent of distance course contenteducation classes. Five percent more part-time • Thirty-four percent reported that the institution faculty are teaching online classes than in 2010. owns the course contentThese results align with the historic full-time vs. part- • Forty-one percent reported that both the faculty time faculty ratio that face-to-face classes at most member and the institution own the coursecommunity colleges experience. Distance learning contentadministrators continue to report that they have ahard time finding qualified faculty to teach online. • Five percent reported that the issue of ownership has not been defined on their campusFaculty Location. In 2011, 30 percent of theresponding institutions allow full-time faculty Many campuses and college systems have alsomembers to teach from out-of-city or out-of-state devised policies for intellectual property rights.locations, a decrease from 40 percent in 2010. • Eight percent have an informal policy for distance Few campuses look beyond their own instructors education in particularto teach online. However, since most campuses • Thirteen percent have a formal policy for distance have saturated their use of existing full-time faculty education in particularmembers who want to teach online, more arerecruiting statewide, regionally, or nationally to find • Forty-six percent have a formal policy for all instructors who are already trained to teach virtually courses (that is not distance education-specific)and have a proven track record. • Thirteen percent follow a formal district-wide or Limiting the Number of Classes Taught. Thirty-four statewide policy ( that is not distance education-percent of respondents limit the number of online specific)class sections a full-time faculty member can teach • Three percent have no formal policy Challenges for The ability to train faculty to quickly offer additional sections of courses when needed.Administrators —2011 ITC Survey Respondent Trends in eLearning: Tracking The impacT of eLearning aT communiTy coLLeges 17
  • 18. Student QueStionSThe ITC survey continues to affirm what seems to be obvious—a seemingly endless number of students likeonline classes and want more of them. Administrators also report a chronic gap between student demandand the number of available courses. Recent budget cutbacks have exacerbated the situation by reducing,rather than increasing, the number of online class sections available.Although increased enrollments and perpetual demand are generally good problems to have, administratorshave also reported the apparent lack of student preparedness for online learning. They see a lack of basiccomputer skills, a misunderstanding of the online learning environment, and insufficient student study skills.These issues coincide with the national call to improve overall student retention and persistence rates.For the past eight years, ITC has asked distance learning administrators about their greatest student-relatedchallenges. The 2011 results mirrored the feedback from 2010, although the challenge of orientation andpreparation returned to the number one position. Chart 4 details the trends the survey has documented since2004.Chart 4: greatest Challenges for Students enrolled in distance education ClassesRange for responses—1 is the greatest challenge, 8 is the least challenging Rank Rank Rank Rank Rank Rank Rank Rank Challenge 2011 2010 2009 2008 2007 2006 2005 2004 Orientation/preparation for taking 1 2 1 2 2 1 1 1 distance education classes Assessing student learning and performance in distance 2 1 2 1 3 2 2 2 education classes Low student completion rate 3 3 6 4 6 5 4 6 Computer problems/technical 4 4 3 3 4 3 6 3 support Providing equivalent student 5 5 4 5 5 4 3 4 services virtually Completion of student 6 6 5 6 1 6 5 5 evaluations Cheating 7 7 7 7 7 7 - 7 Recruitment/interest in distance 8 8 8 8 8 8 8 8 education by students Challenges • Need to increase number of online or hybrid sections to keep up with student demand. forAdministrators • Distance Learning does not have “control” over the courses (the courses are scheduled and  faculty assigned). —2011 ITC Survey Respondent18 ITC 2011 DISTANCE EDUCATION SURVEY RESULTS
  • 19. Completion Rates. Student retention and • Forty-eight percent of their students are completion issues have plagued administrators since traditional—age 18-25the inception of distance learning. During the early • Forty-seven percent of their students are non-years, retention and completion rates could easily traditional—age 26+fall below 50 percent. However, despite continuedmisconceptions, studies consistently report that Gender. ITC has consistently confirmed that morecolleges have positively addressed this challenge— women than men take online classes. The ITC surveythe gap between online retention and traditional respondents reported that:enrollment retention now averages eight percent. • Sixty-two percent of students are femaleIn 2011, administrators reported the followinginformation about distance education class retention • Thirty-seven percent of students are malerates. Student Demand. Most distance education• Forty percent said retention is comparable for programs have failed to meet student demand online and traditional instruction at their college for online instruction, since ITC began asking this• Fifty-three percent said retention is lower for question in 2005. online classes than for traditional instruction at • Sixty-two percent of colleges report that demand their college exceeds their distance education class offerings• Four percent said retention is higher for online • Thirty-seven percent of colleges report that classes than for traditional instruction at their demand is being met college Student Authentication. The 2008 HigherAcross eight years of data, the trend in online Education Opportunities Act requires distanceretention continues to improve, but challenges education administrators to create “processes thatremain, and addressing the gap is a major priority for establish that the student who registers in a distancemany programs. education course or program is the same studentTraditional vs. Nontraditional Students. Although who participates in and completes the program andmany expect the millennial generation to dominate receives the academic credit.” The Departmentonline classes, given their reputation for being tech- of Education’s corresponding regulations requiresavvy and technology-obsessed, ITC confirmed that accreditors to ensure that colleges authenticateolder students are just as likely to take online classes, students by using a secure login and pass code,especially since they value access and flexibility. proctored examinations, or “any new or otherOlder students might not be as comfortable using technologies and practices that are effective intechnology as their more youthful counterparts, but verifying student identification.”they are often more motivated to succeed and have • Ninty-nine percent of survey respondents require higher GPA and completion rates than those just who student authenticationjust graduated from high school. The ITC survey • One percent of survey respondents do not require respondents noted: authentication Challenges Distance learning is seen as an enrollment booster of late, but in the face of faculty union gridlock, for tightening budgets and few resources, expansion is difficult. The federal regulations, while well-Administrators intended, are nightmarish. Attempting to administer compliance imposes an undue burden on top  these other challenges. —2011 ITC Survey RespondentTrends in eLearning: Tracking The impacT of eLearning aT communiTy coLLeges 19
  • 20. obServationS and trendSSince ITC began surveying its members in 2005, continuity in a number of response areas has emerged.• Distance education programs—regardless of geographic location, enrollments, staffing and budget—face many of the same challenges with students, faculty and administration.• Demand for distance education courses by community college students continues to grow—at a rate much greater than demand for traditional courses. However, the unprecedented growth of the past decade is slowing on many campuses.• As online instruction continues to mature, distance education administrators see a pressing need to address course quality and design, faculty training and preparation, course assessment, and improvements in student readiness and retention.• Growth in the use of blended/hybrid and Web-assisted, Web-enhanced, Web-facilitated classes continues. This year, more respondents identified issues associated specifically with blended/hybrid courses.• The gap between distance learning and face-to-face student completion rates has significantly narrowed. Half of the survey respondents indicated that they have achieved equivalency.• Virtual student services and technology support services remain a priority on most campuses. It is unclear why a number of campuses have reduced these services in the past few years, but possible causes include budget cuts and increasing the bar for the level of effectiveness for these services.• The learning management system (LMS) market remains volatile. One third of campuses intend to change their LMS in the next two years.• Online program administration has shifted so that academic administrators, such as deans and the academic vice president, rather than the IT department or library services, are responsible for distance education.• Many campuses continue to lack compliance with the accessibility requirements for online instruction, outlined in sections 504 and 508 of the Rehabilitation Act. For more information, visit www.hhs.gov/ web/508/accenture_508/504_and_508_long.html.• Nearly every distance education program authenticates student access to online courses.20 ITC 2011 DISTANCE EDUCATION SURVEY RESULTS
  • 21. iS your prograM typiCal?Administrators always wonder how their program compares to those at other institutions. Is it typical orconsistent with national trends? Highly successful individual programs do not always reflect these generalizedcharacteristics—variances often result from the culture of the institution and the role the distance educationprogram is expected to play.For most of the survey participants, their online program:1. Is the institution’s primary source for student 10. Acts as a change-agent at the institution, enrollment growth. prompting increased faculty training and professional development, rethinking teaching2. Does not offer enough courses to meet student pedagogy, and providing a catalyst for integrating demand. technology into instruction.3. Enhances access to higher education, due to its 11. Often leads the institution in dealing with issues increased flexibility and convenience. of innovative course design, rigor, course quality, and keeping up with new insights as to how4. Includes a nearly equal number of traditional and students learn. nontraditional students. 12. Struggles to attain understanding, acceptance5. Enrolls more female than male students (a 60-40 and support from campus leaders, who often split). lack direct experience with this method of6. Staff reports to the academic side of the teaching and learning, and feel a generational institution, and specifically to the dean or a disconnect. higher ranked administrator. 13. Has little or no control over faculty recruitment,7. Is under-staffed, working in cramped conditions, hiring, evaluation and retention. with an inadequate budget. 14. Is overwhelmed by, and lacks the staff necessary8. Offers approximately 160 online classes/class to comply with, state and federal government sections each semester. regulations, and struggles to determine the best way to respond in the face of these obstacles.9. Offers a growing percentage of Web-assisted and hybrid instruction.Trends in eLearning: Tracking The impacT of eLearning aT communiTy coLLeges 21
  • 22. ConCluSionThe ITC board of directors hopes this survey is valuable to distance education practitioners. With this datait strives to identify relevant data and ensure the information is tabulated and distributed in a timely fashion.The distance education landscape is constantly changing and the need for relevant and timely data andinformation is always important.Distance education is new ground for most senior college administrators—who are often asked to supportnew staffing, space and budget requests with a fixed or shrinking budget. Many have little, if any, directexperience managing distance education programs. College administrators want to ensure they make theright decisions that will benefit their students, faculty, staff and greater community, and make the most oflimited resources.Each year, ITC engages in an aggressive campaign to get the survey into the hands of key administrators anddistance education practitioners. This report is distributed to ITC members, community college presidents,attendees at the AACC annual convention, and is the subject of articles in relevant publications. The ITCboard will continue to do its best to empower decision makers with the information they need.I wish to thank all of the member institutions of the Instructional Technology Council (ITC) that participated inthe 2011 survey. Special appreciation goes to the ITC board of directors, for their continued support of theproject. Thanks also go to the members of the ITC survey committee, for their efforts to refine topic areasand help draft several new questions for each annual survey. I thank Travis Souza, WebCollege coordinator atTruckee Meadows Community College, for creating the online survey instrument and tabulating the data overthe past seven years, and Christine Mullins, ITC’s executive director, for her thorough work editing the surveyeach and every year.Fred LokkenITC Board of DirectorsAssociate Dean for WebCollege and Academic Support CenterTruckee Meadows Community CollegeReno, Nevadaabout the inStruCtional teChnology CounCil (itC)The Instructional Technology Council (ITC) is celebrating 35 years of providing exceptional leadership andprofessional development to its network of eLearning experts by advocating, collaborating, researching, andsharing exemplary, innovative practices and potential in learning technologies. An affiliated council of theAmerican Association of Community Colleges since 1977, ITC represents higher education institutions thatuse distance learning technologies in the United States and abroad internationally.ITC members receive a subscription to the ITC list serv with information on what’s happening in distanceeducation, an electronic newsletter, discounts to participate in ITC’s professional development Webinar series,distance learning grant information, updates on distance learning legislation, discounts to attend the annualeLearning Conference, and free access to ITC publications and research. Visit the ITC Web site atwww.itcnetwork.org to learn more or to join the organization.22 ITC 2011 DISTANCE EDUCATION SURVEY RESULTS
  • 23. inStruCtional teChnology CounCil prograM aCtivitieSJuly 1, 2010 – June 30, 2011State authorization for out-of-State distance education institutions• In 2010-11, ITC informed and advocated on behalf of ITC members on the Department of Education’s Oct. 29, 2010 regulation regarding state authorization for institutions offering distance education to out- of-state students. This regulation would be extremely costly to ITC members, impede out-of-state student access to distance education opportunities and programs, and could stymie many distance learning operations.• ITC staff created a special section on the ITC Web site with articles and resources to inform ITC members about federal and state requirements that “higher education institutions that offer distance or correspondence education to out-of-state students meet any state requirements to legally offer courses to the students in their state.”elearning news• Throughout 2010-11, ITC staff regularly informed its members about distance learning issues and trends via biweekly e-mail notices. The e-mails included short excerpts from articles on eLearning featured in Inside Higher Ed, The New York Times, the Chronicle of Higher Education, the blogosphere, among other news sources. ITC staff also sent members summaries and links to the latest eLearning research from the National Center for Educational Statistics and other Department of Education agencies, the Sloan Foundation, and other sources.• ITC archives past news updates on the member’s only section of its Web site.elearning 2011—feb. 19 – 22, 2011 in St. pete beach, florida• ITC’s annual professional development conference attracted 394 registrants and 15 exhibitors.• eLearning 2011 featured nearly 60 professional development concurrent sessions, a day of pre- conference workshops, inspiring general session speakers, and an exhibit hall.• Featured speakers at eLearning 2011 included: Cole Camplese, director of education technology services at Penn State University; Alan Levine, vice president at the New Media Consortium; David Wiley, associate professor of instructional psychology and technology at Brigham Young University; and Maria Andersen, math faculty at Muskegon Community College.• eLearning 2011 attendees participated in the following pre-conference workshops: • Designing High-Quality Online Courses for Student Success • Evaluating Online Faculty Performance • Life as Learning: The End of the Textbook and LMS • Strategic Planning Today—To Meet the Challenges of TomorrowTrends in eLearning: Tracking The impacT of eLearning aT communiTy coLLeges 23
  • 24. • Designing High-Quality Courses Blending Online and On-Campus Environments • The First-Semester Experience for eLearners • Seeing the ‘Virtual’ in Outdoor Field Trips • Teaching and Learning in the Digital Age • Tweet This—Social Networking in Higher EducationitC professional development Webinars• In 2011-12, ITC offered 32 weekly professional development Webinar presentations, which featured practical advice from distance learning experts for administrators, instructional designers, and faculty members.• Anne Arundel Community College provided ITC the use of its Blackboard Collaborate site for these presentations,which enabled presenters to showcase their Web sites, and share program, video and audio materials.itC 2011 leadership academy• ITC held the ITC 2011 Distance Learning Leadership Academy in Colorado Springs, Colorado on July 24- 26, 2011.• Twenty-nine participants worked with the academy faculty and members of the ITC board of directors to understand their home institutions, create a sound leadership strategy for their environment, develop a leadership model to fit their institution, identify and acquire key tools for successful leadership in distance learning and gain a network of practitioners.2010 distance education Survey results—trends in elearning: tracking the impactof elearning at Community Colleges• In the fall of 2010, ITC surveyed its members on the state of distance education at community colleges. Members of the ITC board of directors created and reviewed the survey questions, to ensure it gathered the data and information useful to distance learning administrators and faculty.• In March 2011, ITC published and distributed the 24-page report to ITC members, every member of the American Association of the Community Colleges, and to members of the press. This publication is also freely available on the ITC Web site.itC newsletter• ITC published a quarterly online newsletter, featuring articles written by ITC staff, the ITC board of directors, and by ITC members. Articles written by ITC members covered distance learning best practices, activities and events at their institutions and in their region.24 ITC 2011 DISTANCE EDUCATION SURVEY RESULTS
  • 25. itC awards for excellence in elearning• ITC recognized the recipients of ITC’s 2011 Awards for Excellence in eLearning at an awards luncheon on Feb. 21, 2011 during the eLearning 2011 conference in St. Petersburg, Florida. ITC staff organized the nomination process and recruited judging panels which included members of the ITC board of directors, past award winners, and other ITC members, to review the candidates.• Award categories included lifetime achievement, outstanding eLearning program, outstanding eLearning faculty, outstanding use of new technology and/or delivery system, outstanding student services, outstanding technical support and service, and outstanding eLearning student. You can view the award recipients at www.itcnetwork.org/about-itc/award-recipients.html.new itC Web Site• During the fall of 2010, ITC reviewed proposals from vendors and selected a Web site designer to redesign the ITC Web site.• ITC unveiled its new Web site in January 2011. The new Web site platform, Joomla, is a free, open-source Linux-based system, which is easy for ITC staff to modify and update, and includes sections exclusive to ITC members.• The new Web site gives ITC greater visibility, since its public elements are searchable on Google and other search engines, and visitors can search for topics within the ITC Web site. The site also includes a calendar and polling feature, and is trackable via Google Analytics.increased visibility for itC• ITC staff mailed a promotional package to community college presidents and other non-members.• In the spring of 2011, ITC surveyed its members to determine which ITC services they value and use most, and the professional development services they would like ITC to provide.• ITC staff updated the ITC membership brochure.• ITC regional representatives increased their contacts with the ITC members in their regions and encouraged non-members to join ITC.• ITC staff increased the number of participants on its e-mail contact list, from one to five individuals per ITC-member institution.Supported WebaiM’s goalS project• ITC supported WebAim’s GOALS project, a program the Department of Education funded to motivate college administrators to make their courses and student services accessible to all students, faculty and staff. ITC will help disseminate information about this project to its members, via its Webinar series and presentations at its eLearning conference.Trends in eLearning: Tracking The impacT of eLearning aT communiTy coLLeges 25
  • 26. broadband Connections for anchor institutions• In 2010-11, ITC served as an active participant on the Schools, Health and Libraries Broadband Coalition in order represent its members, and inform them on how the Obama administration’s broadband stimulus program could benefit their distance learning program.• On September 1, 2010, ITC staff and board member Mickey Slimp met with the leaders of the US UCAN project, to discuss how community colleges can be involved in this grant program. In July 2010, NTIA’s Broadband BTOP grant program awarded US UCAN $62.5 million to create a national advanced network infrastructure to help connect community anchor institutions “to support advanced applications not possible with today’s typical Internet service.”• On November 17, 2010, US UCAN’s Gary Bachula presented a special one-hour ITC professional development Webinar to discuss their broadband grant program.• On July 13, 2011, ITC submitted comments to the FCC regarding the Connect America Fund, the National Broadband Plan, and High-Cost Universal Service Support. These comments emphasized that ITC supports the transition of the high-cost program of the Universal Service Fund (USF) to support broadband services.itC forum at aaCC annual Convention• ITC sponsored the forum, “Student Success: The First Semester Experience for eLearners,” at the AACC 2011 Convention in New Orleans, Louisiana on April 10, 2011.• Presenters included Jean Runyon, dean of the virtual campus at Anne Arundel Community College, Fred Lokken, associate dean of TMCC WebCollege at Truckee Meadows Community College, Carol Spalding, president for Rowan Cabarrus Community College, and Rhonda Spells, executive director for eLearning Services at Prince George’s Community College.Pamela Quinn, chief executive officer of the Dallas County Community College District’s R. Jan LeCroyCenter for Educational Telecommunications, represented ITC on the American Association of CommunityColleges (AACC) board of directors.Mickey Slimp, executive director, Northeast Texas Consortium of Colleges and Universities, served onAACC’s Commission on Academic, Student and Community Development.Carol Spalding, president, Rowan-Cabarrus Community College, served on AACC’s Commission onResearch, Technology and Emerging Trends.Christine Mullins, ITC’s executive director, attended Maryland Distance Learning Association’s (MDLA) fallconference on November 9, 2010 and presented the session, “Recent Federal Legislation and Policy Initiativesfor Distance Education” at MDLA’s spring conference on March 3, 2011.Visit www.itcnetwork.org for more information about the Instructional Technology Council or to become amember of this national organization, whose mission is to provide exceptional leadership and professionaldevelopment to its network of eLearning experts by advocating, collaborating, researching, and sharingexemplary, innovative practices and potential in learning technologies.26 ITC 2011 DISTANCE EDUCATION SURVEY RESULTS
  • 27. itC board of direCtorS 2011-2012Jean Runyon Fred LokkenChair Associate Dean, TMCC WebCollegeDean, Virtual Campus Truckee Meadows Community CollegeAnne Arundel Community College Reno, NevadaArnold, Maryland Loraine SchmittAnne Johnson Western Regional RepresentativeChair-Elect Director, Distance Education and Instructional SupportNorth Central Regional Representative Portland Community CollegeDean, Humanities, Social Sciences and Online Portland, OregonProgrammingInver Hills Community College Mickey SlimpInver Grove Heights, Minnesota South Central Regional Representative Executive DirectorCarol Spalding Northeast Texas Consortium of Colleges andTreasurer Universities (NETnet)President Tyler, TexasRowan-Cabarrus Community CollegeSalisbury, North Carolina Rhonda Spells Northeast Regional RepresentativeChristine Mullins Executive Director, eLearning ServicesExecutive Director Prince George’s Community CollegeInstructional Technology Council Largo, MarylandWashington, DC Diane ThomasHoward Beattie Southeast Regional RepresentativeInternational Representative Director, Distance EducationEducation Specialist Greenville Technical CollegeHolland College Greenville, South CarolinaCharlottetown, Prince Edward Island, Canada Lynda WomerRonda Edwards Associate ProvostExecutive Director, MCCVLC St. Petersburg CollegeMichigan Community College Association Seminole, FloridaLansing, MichiganDan JonesExecutive Dean, Center for InstructionalSystems DevelopmentCoastline Community CollegeFountain Valley, CaliforniaTrends in eLearning: Tracking The impacT of eLearning aT communiTy coLLeges 27
  • 28. march 2012instructional Technology councilone dupont circle, n.W., suite 360Washington, d.c. 20036202-293-3110www.itcnetwork.orgcopyright 2012 by the instructional Technology council.all rights reserved.