Distance Education Strategic Plan - 4CD
Contra Costa Community College DistrictDistance EducationStrategic Plan2017-2022
CONTENTSIntroduction . 2Plan Development Chronology . 2In Appreciation. 3Core Beliefs & District Goals . 4Background . 5Current Trends . 7Distance Education Strategic Goals . 13Proposed Five-Year Action Plan for Implementation . 16Appendix . 19Definitions . 19References & Sources of Authority . 19Strategic Plan Development Feedback . 23Online Survey Feedback . 341 Page
Distance Education Strategic PlanINTRODUCTIONIn 2014 the Contra Costa Community College District adopted a strategic plan with four specific goalsaimed at actualizing the District’s vision of excellence in learning and equitable student success. Chiefamong these goals is a focus on enhancing student learning and success to create opportunities forthoughtful reflection and learning that uses meaningful data and creates opportunities for dialogueamong the richly diverse communities we serve. One identified objective under this area is to supporthigh-quality distance education as option for increasing access and promoting student success. To thisend, in the fall of 2016 the District engaged in a dialog about ways to strengthen distance education inand among the three colleges in the district: Contra Costa College, Diablo Valley College and LosMedanos College.Under the charge of providing guidance and strategic direction for college and District leadership arounddistance education, the District Distance Education Council (DDEC) played a key role in initiating thedialog and developing a comprehensive plan for supporting high-quality distance education in thefuture. The purpose of the Contra Costa Community College District Distance Education Strategic Plan(Plan) is to provide districtwide goals and broad strategic recommendations to support the colleges withtheir distance education programs. Furthermore, the Plan provides concrete objectives that facilitateachieving the District’s adopted strategic goals.PLAN DEVELOPMENT CHRONOLOGYDateJune 20, 2016July-August 2016August 24, 2016September 16, 2016September 20-27,2016September 27, 2016September 28, 2016September 28, 2016October 11, 2016October 13, 2016October 24, 2016October 26, 20162 PageEvent/ActionChancellor Assigns Distance Education Strategic Plan DevelopmentDistrict Distance Education Council (DDEC) Chairs and District Lead DevelopDraft Strategic Planning Timeline & Action PlanDDEC Meeting: Discussion of Strategic Planning Timeline & Action PlanDistrictwide Strategic Planning SessionVideo of Districtwide Strategic Planning Session & Online Survey Available forAdditional FeedbackExpanded Chancellor’s Cabinet Meeting: Review Planning Session Feedbackand Preliminary GoalsDDEC Meeting: Review Planning Session Feedback & Establish PreliminaryGoalsFeedback on Preliminary Goals from Colleges: Distance education committeesand Academic SenatesDDEC Meeting: Review Feedback & Incorporate Feedback on Preliminary Goalsand Develop Action ItemsVice Presidents’ Meeting: Review Draft Goals and Action ItemsDDEC Meeting: Review & Approve Draft of Strategic Plan
November 15, 2016November 30, 2016December 6, 2016December 14, 2016Expanded Chancellor’s Cabinet & Consultation Council: Review & ApproveDraft Strategic PlanProduce Final Draft of Strategic PlanDistrictwide Governance Council: Review Final Draft of Strategic PlanBoard Meeting: Approve Final Draft of Strategic PlanIN APPRECIATIONWe express appreciation to all participants in the development of the plan.Yasuko (Sue) AbeGhada Al-MasriCheryl CarterJohn CorballyJimmie (Vern) CromartieMarva DeLoachNicole DespinsBeth GoehringKathleen HalaszynskiScott HubbardEugene HuffLaurie HuffmanMelissa JacobsonAnne KingsleyMegan KinneyMonica LanderosLaurie LemaWilbert LlesesBeth McBrienMojdeh MehdizadehSandra MooreHenry NeidermeierJennifer OunjianSophia RamirezRichard Ramos3 PageRonald RusayMarilyn SargentCarolyn SeeferBinita SinhaLisa Smiley-RatchfordClayton SmithGregory StoupJennifer TejadaSatish WarrierTed WiedenNancy YbarraDistrict Distance Education CouncilCourtney DiputadoJudith FlumSally Montemayor-LenzRebecca OpsataRichard RobisonMario TejadaPenny WilkinsDeborah WilsonTammeil Gilkerson (District Lead)
CORE BELIEFS & DISTRICT GOALSVisionTo be a beacon of excellence in learning and equitable student success.MissionTo transform lives by providing outstanding learning opportunities, nurturing and empowering allstudents to achieve their educational goals.Values Equity Through DiversityLearning CultureOpen Communication at Every LevelCollaborative PartnershipsThoughtful ReflectionAcademic FreedomIntegrityInnovative ExperimentationRespect for All Members of the Contra Costa Community College District CommunityDistrict Goals: 2014-2019Goal 1: Enhance student learning and successGoal 2: Strengthen current and create new partnershipsGoal 3: Create a culture of continuous improvement and tangible successGoal 4: Be good stewards of the District’s resourcesDistance Education MissionTo provide equitable access to innovative and high-quality online learning opportunities and studentsupport services that empower students to achieve their educational goals.4 Page
BACKGROUNDTransforming the lives of students through outstanding and innovative instruction has consistently beena hallmark of the quality education offered at each of the three colleges in the Contra Costa CommunityCollege District. The history of distance education dates back to the early years when the District’scolleges, Contra Costa College, Diablo Valley College and Los Medanos College, offered distanceeducation courses in video (teleconference) formats. The development of online and hybrid coursesgrew organically at each college based on the interest of individual faculty and the creation of newtechnological resources that further eliminated place-based boundaries to instruction. Each collegeworked independently and chose its own Learning Management System (LMS) with local technicalsupport for faculty and students.In March 2011, the Chancellor’s Cabinet agreed to obtain a single LMS for all three colleges. Arepresentative group from across the District was convened to develop requirements, review, and selectthe LMS. The Learning Management System Taskforce (LMST) made a final selection of Desire2Learnand developed a training and migration plan. Classes were first offered on D2L beginning in summer2013 and the LMST completed its charge in spring 2014 when all classes were migrated from theindividual college’s legacy platforms.Moving to a shared LMS was the catalyst for a unified focus on distance education districtwide. Whilethe charge of the LMST was completed in spring 2014, it became clear that an ongoing districtwidegroup should continue to convene and focus on governance of the Desire2Learn system in terms ofmonitoring operations and performance, identifying training needs, and assessing opportunities for newupdates and upgrades. Now the Learning Management System Work Group (LMSWG), the membershipincludes college distance education coordinators and LMS administrators with leadership from theDistrict Director of Information Technology. In addition to the official charge, the LMSWG provides avenue for districtwide problem solving and best practices related to the LMS.Having a sophisticated learning management system districtwide allowed the District’s colleges to notonly have a unified system for online and hybrid courses, but provided a platform that could alsoenhance face-to-face instruction. Faculty throughout the district adopted Desire2Learn for a variety ofdifferent applications and usages. Given the more widespread use of the LMS for both online, hybridand face-to-face instruction, in fall 2013 the distance education chairs and coordinators from all threecolleges informally came together to create the District Distance Education Council (DDEC) to addressthe instructional technology needs in the district.Given the rapid growth in online learning, the District recognized the need to formally establish a groupthat would take a broader view of distance education beyond just the technical applications of the LMSinto areas such as online pedagogy, faculty professional development training and support, studentsupport, user interfaces, evaluation, policies, accreditation, state and federal expectations andrequirements, and more. Utilizing the distance education committees at each campus as a regularsource of input and feedback, DDEC was formally charged with providing regular interactions theLMSWG, instructional leadership at each college and the District Office to provide strategic direction,5 Page
guidance, and support to ensure that distance education is effective and consistent part of how theDistrict meets its mission. The DDEC reports directly to District’s Consultation Council.In June 2015 the Online Education Initiative (OEI), a California Community College Chancellor’s Officeprogram, offered a new learning management system, Canvas, to all California Community Colleges forfree. The colleges and District embarked on a feasibility study and joint decision-making process todetermine whether or not the District should adopt the new LMS. In December 2015 the District agreedto adopt the Canvas LMS and began implementation and training of administrators and key trainers inspring 2016. The first courses on Canvas were offered in summer 2016 by early faculty adopters andintensive support has been occurring to transition faculty and students from Desire2Learn by summer2017. Through the adoption of Canvas, the district now has 24/7 telephone help service for both facultyand students which supplements the training available at each college.In addition to offering shared resources such as Canvas, the OEI is working to eliminate achievementgaps between online and traditional face-to-face courses by providing dedicated support to centralizeand scale best practices for online courses and instruction. The OEI is developing centralized onlinecourse application, registration and administration, in addition to creating standards for course contentand instruction in online courses. Moreover, the statewide initiative also includes a student readinesscomponent to support colleges as they help students assess whether or not online instruction is the bestmodality for their learning. In 2014, the Accrediting Commission for Community and Junior Colleges(ACCJC) also integrated more explicit requirements for planning and assessment of distance educationthrough the adoption of revised standards with increased emphasis on student learning andachievement. The District recognizes the need to stay abreast of these developments in order to assessand leverage opportunities to support high-quality distance education and ongoing assessmentdistrictwide.6 Page
CURRENT TRENDSOnline enrollment statewide is nearly one million students and continues to grow much faster than faceto-face enrollments in every student demographic category. A similar trend can be seen within theContra Costa Community College District. Currently total enrollment in online courses is approaching 9percent of total enrollments at 20,200 with 22 percent of students districtwide enrolling in at least oneonline course. This number is up from 15 percent ten years ago. Over the last 10 years, enrollment inonline and hybrid courses have been the only source of net enrollment growth in the District. The dip inonline enrollment in 2012-2013 aligns with reduction in sections across the District due to the statewideeconomic downturn. In 2015-2016 approximately two-thirds of the District’s distance education coursewere fully online (100%) with the other third consisting of hybrid courses. Online offerings are mostprevalent in business management disciplines, including travel marketing and computer informationsystems courses, which have the largest share of enrollments in online courses.Table 1: Ten Year Trend in 100% Online Enrollments7 Page
Table 2: Summary of District Online by Percentage of Online Component 2015-2016Table 3: Summary of College Online by Percent of Online Component 2015-20168 Page
Table 4: Participation in Online Course by Discipline 2015-2016Student participation rates in online courses are growing in every demographic category. While allparticipation is growing across demographic groups, White, Asian American and Filipino students areenrolling at higher rates than African American and Hispanic students. Additionally, there has been asteady and consistent gap in participation rates by gender, with the widest gap in 2015-2016 withfemales at 10.3 percent and males at 7.1 percent of students accessing online courses. The gapbetween traditional college age students, under 25 years old, and older students, above 25 years old,has also consistently grown every year since 2006-2007. Recent high school graduates enroll in onlinecourses to a lesser degree than older students. Whereas, students 40 years and older have experiencedthe fastest rate of growth in online enrollment districtwide.9 Page
Table 5: Participation Rates for Online Course by Student EthnicityTable 6: Participation Rates for Online Course by Gender10 P a g e
Table 7: Participation Rates for Online Course by AgeTable 8: Participation Rates for Online Course by Age (Detailed View)11 P a g e
Consistent with statewide findings, the District’s online course success rates are lower than traditionalface-to-face courses for every student demographic category. However, the gaps in success rates,across nearly all student populations, is shrinking and nearly all the gaps are smaller than what has beenobserved statewide. In 2006-2007 the success rate for online courses was 12.7 percentage points lowerthan those taking face-to-face courses. In 2015-2016 the gap in success rate shrunk by almost half to6.5 percentage points.Table 9: Ten Year Trend in Online Performance Gap (percentage point difference in course successrates, online minus face-to-face)Table 10: Ten Year Trend in Online Performance Gap (percentage point difference in course successrates, online minus face-to-face)12 P a g e
DISTANCE EDUCATION STRATEGIC GOALSGoal 1: Develop Principles of ExcellenceObjectives1.1 Develop districtwide principles and best practices that promote equitable student outcomes foronline teaching in collaboration with the academic senates at each college1.2 Develop recommended course templates and models to improve the student user experiencedistrictwide1.3 Provide dedicated instructional design support to ensure course development, consistency andaccessibilityPossible Action Items Collect and analyze best practices from other colleges and organizationsAlign best practices with accreditation standardsHire instructional designer(s)Goal 2: Enhance Professional DevelopmentObjectives2.1 Provide ongoing training for faculty and staff in both effective pedagogy and technology for onlineinstruction and delivery of online support services2.2. Establish regular discipline-specific and cross-disciplinary conversation sessions to discuss pedagogyand course development across the district2.3 Explore developing a mentorship support program for new online instructors2.4 Leverage resources to promote access and parity in training opportunities at each collegePossible Action Items Coordinate districtwide distance education training calendarPlan discipline-specific and cross-disciplinary activitiesSurvey faculty on training needs and mentorship interestCollect and analyze best practices from other colleges and organizations13 P a g e
Goal 3: Expand Student Support ServicesObjectives3.1 Develop districtwide principles and best practices for online student service delivery3.2 Provide a distance education orientation for students to assess their technology skills and readinessfor online instruction3.3 Develop district website for a single-point of access to a full range of student support services andonline course information3.4 Explore and promote cost saving opportunities for students, such as technology and textbookalternativesPossible Action Items Explore adoption of distance education orientationCurate and share resources on Open Educational Resources (OER)Collect and analyze best practices from other colleges and organizationsGoal 4: Improve Technology Infrastructure and SupportObjectives4.1 Create access to a media production studio to support faculty and staff to professionalize learningmaterials and resources for online instruction and services4.2 Explore providing peer-based support for students needing help with both hardware and softwarerelated issues4.3 Evaluate district technology infrastructure for providing high quality distance education incollaboration with technology staffPossible Action Items Analyze technology infrastructure (i.e., course search tools, Wi-Fi, LTI integration)Establish media production studio(s)Collect and analyze best practices from other colleges and organizations14 P a g e
Goal 5: Strengthen District Support for Coordination and ContinuousImprovementObjectives5.1 Explore models for districtwide coordination of distance education to provide leadership to fullyimplement the distance education strategic plan and to facilitate communication between the districtand colleges5.2 Identify funding to create an ongoing budget to support high quality distance education includingfunding for professional development, infrastructure-related needs and marketing5.3 Develop a regular process for districtwide data analysis of distance education to promote ongoingimprovement including standardized metrics and feedback from students, staff and faculty5.4 Monitor and assess external developments and explore integrating opportunities that will improvedistance education districtwidePossible Action Items Determine best structure of districtwide distance education coordination and budgetAssign and recommend responsibilities for coordinator of districtwide distance education planimplementationCollaborate with district research to create a data dashboard and regularly scheduled reportsCreate an ongoing process for collecting and analyzing external developments15 P a g e
PROPOSED FIVE-YEAR ACTION PLAN FOR IMPLEMENTATIONPossible Action ItemExplore adoption ofdistance educationorientationStrategic Goal3.2 Provide a distance educationorientation for students to assess theirtechnology skills and readiness for onlineinstructionProposed TimelineSpring 2017 Analyze technologyinfrastructure (i.e., coursesearch tools, Wi-Fi, LTIintegration)4.3 Evaluate district technologyinfrastructure for providing high qualitydistance education in collaboration withtechnology staffSpring 2017-ongoing Assign and recommendresponsibilities forcoordinator of districtwidedistance education planimplementation5.1 Explore models for districtwidecoordination of distance education toprovide leadership to fully implement thedistance education strategic plan and tofacilitate communication between thedistrict and collegesSpring 2017 Determine best structure ofdistrictwide distanceeducation coordination andbudget5.2 Identify funding to create an ongoingbudget to support high quality distanceeducation including funding forprofessional development, infrastructurerelated needs and marketingSpring 2017 Create an ongoing processfor collecting and analyzingexternal developments5.4 Monitor and assess externaldevelopments and explore integratingopportunities that will improve distanceeducation districtwideSpring 2017-ongoing Collect and analyze bestpractices from othercolleges and organizations2017-2018 Align best practices withaccreditation standards1.1 Develop districtwide principles andbest practices that promote equitablestudent outcomes for online teaching incollaboration with the academic senates ateach college Coordinate districtwidedistance education trainingcalendar2.1 Provide ongoing training for facultyand staff in both effective pedagogy andtechnology for online instruction anddelivery of online support services2017-2018 16 P a g e
2.4 Leverage resources to promote accessand parity in training opportunities at eachcollege Collect and analyze bestpractices from othercolleges and organizations2.1 Provide ongoing training for facultyand staff in both effective pedagogy andtechnology for online instruction anddelivery of online support services2017-20182.3 Explore developing a mentorshipsupport program for new onlineinstructors Collect and analyze bestpractices from othercolleges and organizations3.1 Develop districtwide principles andbest practices for online student servicedelivery2017-20183.3 Develop district website for a singlepoint of access to a full range of studentsupport services and online courseinformation Collaborate with districtresearch to create a datadashboard and regularlyscheduled reports5.3 Develop a regular process fordistrictwide data analysis of distanceeducation to promote ongoingimprovement including standardizedmetrics and feedback from students, staffand faculty2017-2018 Hire instructionaldesigner(s)1.2 Develop recommended coursetemplates and models to improve thestudent user experience districtwide2018-20191.3 Provide dedicated instructional designsupport to ensure course development,consistency and accessibility Plan discipline-specific andcross-disciplinary activities2.1 Provide ongoing training for facultyand staff in both effective pedagogy andtechnology for online instruction anddelivery of online support services2.2 Establish regular discipline-specific andcross-disciplinary conversation sessions to17 P a g e2018-2019
discuss pedagogy and course developmentacross the district Survey faculty on trainingneeds and mentorshipinterest2.1 Provide ongoing training for facultyand staff in both effective pedagogy andtechnology for online instruction anddelivery of online support servicesdevelopment across the district2018-20192.3 Explore developing a mentorshipsupport program for new onlineinstructors Curate and share resourceson Open EducationalResources (OER)3.4 Explore and promote cost savingopportunities for students, such astechnology and textbook alternatives2018-2019 Establish media productionstudio(s)4.1 Create access to a media productionstudio to support faculty and staff toprofessionalize learning materials andresources for online instruction andservices2019-2020 Collect and analyze bestpractices from othercolleges and organizations4.1 Create access to a media productionstudio to support faculty and staff toprofessionalize learning materials andresources for online instruction andservices2019-20204.2 Explore providing peer-based supportfor students needing help with bothhardware and software related issues18 P a g e
APPENDIXDEFINITIONSDistance Education (ACCJC): “Distance education is defined, for the purpose of accreditation review as aformal interaction which uses one of more technologies to deliver instruction to students who areseparated from the instructor and which support regular or substantive interaction between the studentand the instructor, either synchronously or asynchronously.”Distance Education (Title 5, section 55200): “Instruction in which the instructor and student areseparated by distance and interact through the assistance of communication technology.”Instructional Technology: “Instructional Technology is the theory and practice of design, development,utilization, management, and evaluation of processes and resources for learning. Resources aresources of support for learning, including support systems and instructional materials andenvironments. . The purpose of instructional technology is to affect and effect learning” (Associationfor Educational Communications and Technology).Online Course: An online course in the Contra Costa Community College District is a class offeredentirely online that has no required face-to-face meetings. In the schedule of classes these courses arecoded as online.Hybrid Course: A hybrid course in the Contra Costa Community College District is a class that offersinstruction both online and on-campus. Required in-person class meetings are included in the scheduleof classes following a predictable pattern (on the same day(s) of the week and at the same time). In theschedule of classes these courses are coded as partially online.REFERENCES & SOURCES OF AUTHORITYDistance Education (ACCJC Guide to Evaluating Distance Education and Correspondence Education)Distance education is defined, for the purpose of accreditation review as a formal interaction which usesone of more technologies to deliver instruction to students who are separated from the instructor andwhich support regular or substantive interaction between the student and the instructor, eithersynchronously or asynchronously. Distance education often incorporated technologies such as theinternet; on-way and two-way transmissions through open broadcast, closed circuit, cable, microwave,broadband lines, fiber optics, satellites or wireless communication devices; audio conferencing; or videocassettes, DVDs, and CD-ROMs in conjunction with any other technologies.Instructor Contact (ACCJC Implementation of New U.S. Department of Education Regulations, NewEvaluation Team Responsibilities)The (evaluation) team must assess whether the courses are distance education (with regular andsubstantive interaction with the instructor, initiated by the instructor, and online activities are includedas a part of the student’s grade).19 P a g e
Distance Education (Title 5, section 55200)Distance education means instruction in which the instructor and student are separated by distance andinteract through the assistance of communication technology. All distance education is subject to thegeneral requirements of this chapter as well as the specific requirements of this article. In addition,instruction provided as distance education is subject to the requirements that may be imposed by theAmericans with Disabilities Act (42 U.S.C. § 12100 et seq.) and section 508 of the Rehabilitation Act of1973, as amended (29 U.S.C. § 794d).Standards of Course Quality (Title 5, section 55202)The same standards of course quality shall be applied to any portion of a course conducted throughdistance education as are applied to traditional classroom courses, in regard to the course qualityjudgment made pursuant to the requirements of section 55002, and in regard to any local course qualitydetermination or review process. Determinations and judgments about the quality of distance educationunder the course quality standards shall be made with the full involvement of faculty in accordance withthe provisions of subchapter 2 (commencing with section 53200) of chapter 2.)Instructor Contact (Title 5, section 55204)In addition to the requirements of section 55002 and any locally established requirements applicable toall courses, district governing boards shall ensure that:(a) Any portion of a course conducted through distance education includes regular effective contactbetween instructor and students, through group or individual meetings, orientation and review sessions,supplemental seminar or study sessions, field trips, library workshops, telephone contact,correspondence, voice mail, e-mail, or other activities. Regular effective contact is an academic andprofessional matter pursuant to sections 53200 et seq.(b) Any portion of a course provided through distance education is conducted consistent with guidelinesissued by the Chancellor pursuant to section 409 of the Procedures and Standing Orders of the Board ofGovernors.Separate Course Approval (Title 5, section 55206)If any portion of the instruction in a proposed or existing course or course section is designed to beprovided through distance education in lieu of face-to-face interaction between instructor and student,the course shall be separately reviewed and approved according to the district's adopted courseapproval procedures. (Title 5, section 55206)Faculty Selection and Workload (Title 5, section 55208)(a) Instructors of course sections delivered via distance education technology shall be selected by thesame procedures used to determine all instructional assignments. Instructors shall possess the minimumqualifications for the discipline into which the co
Draft Strategic Planning Timeline & Action Plan August 24, 2016 DDEC Meeting: Discussion of Strategic Planning Timeline & Action Plan September 16, 2016 Districtwide Strategic Planning Session September 20-27, 2016 Video of Districtwide Strategic Planning Sess
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