A Conversation About the Challenges Facing eLearning Leaders A Review of ITC’s Distance Education Survey
Sponsored bySponsored byArchived session and slidedeck will beavailable to all participants.Results of the 2012 ITC NationalResults of the 2012 ITC NationalDistance Education SurveyDistance Education SurveyWednesday, June 19th, 2013
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Fred LokkenTruckee Meadows CCReno, NevadaGeorge SelfCochise CollegeDouglas, ArizonaDavid RhoadsSan Diego Christian CollegeEl Cajon, California
ITC’s Report OverviewITC’s Report OverviewFred LokkenFred LokkenDean of WebCollegeDean of WebCollegeTruckee Meadows Community CollegeTruckee Meadows Community College
Do you consider the data you have foryour online classes to be adequate?
ITC Annual National DE Survey ResultsITC Annual National DE Survey Results• Survey conducted annually by theInstructional Technology Council• Only DE survey of community colleges• Designed for eLearning practitioners• 9thyear of the survey – longitudinal data– basis for ascertaining trends• Distributed to all CC Presidents,members of Congress and all Governors
ObservationObservationThe “Great Recession” has fostered an unprecedentedparadigm shift for higher education in the United States.It has redefined traditional funding formulas and fosteredeven greater momentum for the community collegemovement with a renewed focus on workforcedevelopment. As community colleges meet the newfunding challenge, eLearning will emerge as the “best toolin the shed” and become the major method of preparingthis and future generations.
Survey Results: Major IssuesSurvey Results: Major Issues• Rise of MOOCs• To date, mostly a top-tieruniversity-driven movement• Extremely expensive• Extremely low completions (4-6%)• Promoted as a business modelof sustainability for universities• Decision by ACE to grant credit -implications• Threat or opportunity?
Are you working with MOOCs orconsidering to do so in the next year?
Survey Results: Major FindingsSurvey Results: Major FindingsMOOCS“Massive Open Online Course”•Forty-two percent of respondents reported they have no plans forincorporating MOOC content into their online courses.•Forty-four percent reported they are beginning to explore optionsfor incorporating MOOC content into their entire courses.•Less than one percent reported they are offering course credit orcertificates for completing MOOCs.
Survey Results: Major issuesSurvey Results: Major issues• OER Movement – is it real?• What it is• Challenges of “buy-in” and sustainability• Change in campus textbook culture
Survey Results: Major FindingsSurvey Results: Major FindingsOER“Open Educational Resources”What level of impact do you expect OERs will have at yourinstitution in the next three to five years?•Thirty-six percent of respondents anticipate a significant impact•Sixty percent anticipate very little impact•Four percent anticipate no impact
Survey Results: Major FindingsSurvey Results: Major FindingsOERWhat roadblocks do you anticipate for the adoption of OER solutions at yourinstitution?•Sixty-seven percent of respondents indicated concern about the time facultyneed to locate and evaluate OERs•Sixty-six percent indicated concern about a lack of faculty awareness•Forty-five percent indicated concern about the credibility of sources•Twenty-one percent indicated concern about the lack of ancillary materials•Fourteen percent indicated the concern about a resistance from administration
Survey Results: Major IssuesSurvey Results: Major Issues• Increased Federal regulation – and opportunity –result of passage of the HEOA in 2008• Financial Aid fraud rings• State authorization• Student authentication• Veteran’s educational benefits
Financial Aid FraudFinancial Aid FraudDavid RhoadsDavid RhoadsDir. of Adult Professional StudiesDir. of Adult Professional StudiesSan Diego Christian CollegeSan Diego Christian College
What to Look ForWhat to Look For• Phone calls to/from prospects who sound like they are callingfrom a call center.• Prospects that are providing a large number of referrals.• Prospects that help many others complete their application andadmissions requirements.• Many prospects that have the same phone numbers oraddresses.• Many prospects that work at the same place of employment.• Many prospects that earned their GED from the same TestingCenter.• Multiple schools on NSLDS report.• Prospects with phone numbers from known FA fraud areas. (Ex:662, 601, 229 area codes)
How to Safeguard Your SchoolHow to Safeguard Your School• Train Admissions/FA staff on what to look for.• Train Admissions/FA staff on what to ask/say/not say.• Establish policies and procedures that can be followedand used in suspicious cases:• Require Verification for FA clearance to establish identity.• Copy of taxes, W2’s , etc…..• Copy of Driver’s License• Copy of Utility bill with name and address
State AuthorizationState AuthorizationStudent AuthenticationStudent AuthenticationGeorge SelfGeorge SelfDir. of Online CampusDir. of Online CampusCochise CollegeCochise College
State Authorization BackgroundState Authorization BackgroundFrom the Higher Ed Reauthorization Act: If an institutionis offering distance education to students in a State inwhich it is not physically located, the institution mustmeet any State requirements for it to be legally offeringdistance education in that State.
Define “Operating”Define “Operating”• The definition is left to each state’s laws andregulations.• “Physical presence” is often used, defined as:• Advertising in local media.• Direct advertising to students.• Preceptorships or other internships.• Requiring a student to take a proctored test in the state.• Hiring an adjunct faculty person (or any employee) in thestate.• Maintaining a server in the state.
ObservationsObservations• The “bottom line” seems to be consumer protectionwith an identified complaint procedure for students• Often states differentiate between public and privatecolleges• There are several “hard” states where high fees orcomplex applications make compliance challenging forcolleges• This is a “moving target” with frequent changes in stateregulations and no central source of information
UpdateUpdate• Parts of the rule enforcement for institutions werestruck down by the court and it seems DoED is notgoing to reintroduce them• Parts of the rule enforcement for states originallyscheduled for July 2013 has been postponed until July2014• Efforts at reciprocity or common application
Student VerificationStudent Verification• Accreditors have “…distance education oversightresponsibilities, including ensuring students are doingthe distance education coursework for which theyreceive credit.”• Regional accreditors accept simple password logonprocedures to verify students• Requiring proctored exams seems to be on the horizon
Survey Results: Major IssuesSurvey Results: Major Issues• Online Course Quality & Retention• Major improvements• Best practices for design• Administrators believe online courseshave reached parity with traditionalcourses• Impact of QM Movement
Are you experiencing a similar gapbetween online and traditionalstudent completion?
Major Issues:Major Issues:Student Success & Completion AgendaStudent Success & Completion Agenda• Completion rates of online classes continue to lag behindthose of traditional instruction – but the gap hasnarrowed• Student readiness/preparation is part of the trilogy ofonline student success• Student readiness (computer skills, understanding of thevirtual learning environment & study skills• Quality & consistent design of the virtual classroom• Faculty training & engagement• Need data – lots of it!
Survey Results: For-profits IssueSurvey Results: For-profits Issue• Target of most Federal regulation• Consumes over half of all availablefinancial aid• Extremely low completion rates• Have financial resources that dwarfwhat community colleges can generate• Redefining educational landscape• Competitive AND relevant
Survey Results: Major FindingsSurvey Results: Major Findings• Growth of eLearning enrollments slowing BUT stillsubstantial• 6.7 million students took at least one online class• 6.52% increase in CC online enrollments v.-2.64% decline for overall enrollmentsTable 1. Reasons Cited for Increased eLearning EnrollmentsReason 2012 2011 2010Economic downturn 18 percent 22 percent 37 percentTypical distance education growth 28 percent 28 percent 39 percentNew enrollment initiative 9 percent 14 percent 12 percentDon’t know 11 percent 7 percent 5 percentOther 21 percent 13 percent 7 percent
Survey Results: Major FindingsSurvey Results: Major FindingsTable 2: Greatest Challenges for Distance Education Programs AdministratorsRange for responses—1 is the most challenging, 8 is the least challengingChallenge Rank2012Rank2011Rank2010Rank2009Rank2008Rank2007Rank2006Rank2005Rank2004Adequate student services fordistance education students1 1 3 2 2 2 3 5 2Adequate assessment of distanceeducation classes2 2 2 3Support staff needed for trainingand technical assistance3 7 1 1 1 1 1 1 1Operating and equipmentbudgets4 4 4 4 3 3 2 2 3Adequate administrative authority 5 8 5 5 4 5 4 4 5State authorization regulations16 11 — — — — — — —Student authentication27 10 — — — — — — —Compliance with new financial aidattendance requirements38 3 — — — — — — —Adequate space for training andtechnical assistance9 9 6 7 6 6 6 7 7Faculty acceptance 10 5 7 6 5 4 5 3 4Organizational acceptance 11 6 8 8 7 7 7 6 6Student acceptance 12 12 10 10 8 8 8 8 81“Student authorization regulations” was introduced as a new option in 2011.2“Student authentication” was introduced as a new option in 2011.3“Compliance with new financial aid attendance requirements” was introduced as a new option in 2011.
Survey Results: Major FindingsSurvey Results: Major Findings• Stabilization in the LMS market?Table 3: Learning Management System Usage2012 2011 2010 2009 2008 2007Blackboard Learn 35 percent 30 percent 26 percent 26 percent 38 percent 39 percentBlackboardWebCT12 percent 7 percent 10 percent 10 percent 20 percent 39 percentBlackboard AngelLearning215 percent 15 percent 10 percent — — —Angel Learning3— — — 13 percent 11 percent 9 percentDesire2Learn 15 percent 13 percent 8 percent 7 percent 5 percent 4 percentMoodle 14 percent 11 percent 9 percent 6 percent 11 percent 10 percentInstructure49 percent — — — — —1A rapidly declining number of colleges have used WebCT for their LMS since Blackboard acquired thecompany in 2005. Nevertheless, two percent of respondents still use WebCT even though Blackboard nolonger provides technical support.2Blackboard purchased Angel Learning in the fall of 2009.3Blackboard purchased Angel Learning in the fall of 2009.4Instructure launched Canvas in 2011.
Survey Results: Major FindingsSurvey Results: Major FindingsTable 5: Greatest Challenges Administrators Face Regarding Distance Learning FacultyRange for responses—1 is the most challenging, 8 is the least challengingChallenge Rank2012Rank2011Rank2010Rank2009Rank2008Rank2007Rank2006Rank2005Rank2004Engaging faculty indevelopment of onlinepedagogy11 — — — — — — — —Workload issues 2 1 2 1 1 1 1 1 1Training 3 2 1 2 2 2 2 3 4Evaluation of faculty 4Technical support 5 3 4 6 4 5 5 6 5Buy-in to online instruction 6 5 5 4 5 4 4 4 3Compensation 7 4 3 5 3 3 3 5 2Intellectual property andownership issues8 6 7 7 7 7 7 7 7Recruitment 9 7 6 3 6 6 6 2 61Engaging faculty in development of online pedagogy was introduced as a new question in 2012.
Survey Results: Major FindingsSurvey Results: Major FindingsTable 6: Greatest Challenges for Students Enrolled in Distance Education ClassesRange for responses—1 is the most challenging, 8 is the least challengingChallenge Rank2012Rank2011Rank2010Rank2009Rank2008Rank2007Rank2006Rank2005Rank2004Orientation/preparation fortaking distance educationclasses1 1 2 1 2 2 1 1 1Providing equivalent studentservices virtually2 5 5 4 5 5 4 3 4Assessing student learningand performance in distanceeducation classes3 2 1 2 1 3 2 2 2Computer problems/technicalsupport4 4 4 3 3 4 3 6 3Low student completion rate 5 3 3 6 4 6 5 4 6Completion of studentevaluations6 6 6 5 6 1 6 5 5Cheating 7 7 7 7 7 7 7 — 7Recruitment/interest indistance education bystudents8 8 8 8 8 8 8 8 8Disruptive student behavior19 — — — — — — — —1Disruptive student behavior was added as a new category in 2012.
Challenges…Challenges…• Continuing to improve online student retention• State authorization and the regional/national compacts• Financial Aid Fraud – aggressive monitoring• Identifying funding needed for expanded eLearning onyour campus (additional fees & differential tuition?)• Identifying the eLearning leadership needed for yourcampus• Staying current – and compliant -with increased Federal regulation• Creative collaborations
PlayersPlayers• Acxiom Identify-X Service: poses periodic questionsfrom public databases• Securexam Remote Proctor: fingerprint scanner and360-degree camera• Kryterion Webassessor: live human proctors for tests• Respondus Monitor: lockdown browser with testrecording
Helpful ResourcesHelpful Resources• PDF of 2012 ITC National DE Survey Report:http://www.itcnetwork.org/attachments/article/87/AnnualSurveyApril2013.pdf• Sloan-C Annual Survey of Online Education:http://sloanconsortium.org/publications/survey/changing_course_2012• Standards Documents Examples:http://www.tmcc.edu/webcollege/downloads/documents/WEBCCourseStandards.pdfhttp://www.tmcc.edu/webcollege/downloads/documents/WEBCInformConsent.pdf• New Media Consortium Technology Outlook:http://www.nmc.org/publications/2013-technology-outlook-community-collegeshttp://www.nmc.org/horizon-project• Instructional Technology Council website: - www.itcnetwork.org• State Higher Education Executive Officers Assoc. - http://www.sheeo.org/
For more informationFor more informationFred Lokken, Dean WebCollegeTruckee Meadows Community College(775) email@example.comGeorge Self, Dir. of Online CampusCochise Collegeselfg@cochise.eduDavid Rhoads, Dir. of Adult Professional StudiesSan Diego Christian Collegeddrhoads@sdcc.edu