Distance Education: Hybrid Courses CIO Conference October 2005.

Distance Education:Hybrid Courses

CIO Conference

October 2005

FOUR METHODS OF APPORTIONMENTFOR DISTANCE EDUCATION

Weekly CensusRegularly Scheduled, Coterminous with Primary Term

Advantages: No positive attendance tracking; maximizes apportionment Disadvantage: Not compatible with “by arrangement” nature of DE courses

Daily CensusRegularly Scheduled, Not Coterminous with Primary Term Advantages and disadvantages: Same as for Weekly Census

Positive AttendanceNot Regularly Scheduled Advantage: Compatible with “by arrangement” nature of DE Disadvantage: Need to track and report online hours for students

Independent Study Advantage: No need to track hours Disadvantage: Collects one WSCH per unit of credit

TECHNOLOGY-MEDIATED INSTRUCTION

Web-Enhanced Course is scheduled on campus; instructor uses web or

Internet to post syllabus, class assignments. Not considered DE for apportionment

Online

Essentially all instruction is online; may be occasional campus meetings

Considered DE for apportionment Hybrid Courses

At least 51% instruction is online; remainder on campus Considered DE for apportionment

SCHEDULING HYBRID COURSES

Fixed day/time for classroom component

By arrangement hours for online component

WC or DC apportionment methods: not possible because of online “by arrangement” hours

PA: not practical to collect hours (unless web system permits online tracking)

IS: will permit a fixed day/time component + by arrangement component

SCHEDULING FOR HYBRID COURSES (Lecture Courses Only)

Apportionment Method: Distance Ed/Independent Study

Collects one WSCH per Unit Credit.

U n i t s

O n lin e C la s s r m T o t a l O n lin e C la s s r m T o t a l % O n lin e

1 9 8 1 7 N / A N / A1 . 5 1 3 1 2 2 5 N / A N / A

2 1 7 1 6 3 3 N / A N / A2 . 5 2 1 2 0 4 1 1 . 4 1 . 3 4 3 . 2 5 1 . 8 5

3 2 5 2 4 4 9 1 . 6 1 . 5 4 9 . 6 5 1 . 6 14 3 3 3 1 6 4 2 . 3 2 6 8 . 8 5 3 . 4 95 4 1 3 9 8 0 2 . 6 2 . 4 8 0 5 2 . 0 0

1 6 - W e e k S e s s i o n

I n I S I S , s h o w a ) s c h e d u l e d m e e t i n g d a y / t i m e / l o c a t i o n a n d

b ) h o u r s b y a r r a n g e m e n t f o r o n l i n e c o m p o n e n t .

T o t a l P l a n n e d S c h e d u l e H o u r s H o u r s p e r w e e k

U n i t s


1 9 8 1 7 N / A N / A1 . 5 1 3 1 2 2 5 1 . 6 1 . 5 2 4 . 8 5 1 . 6 1

2 1 7 1 6 3 3 2 . 3 2 3 4 . 4 5 3 . 4 92 . 5 2 1 2 0 4 1 2 . 7 2 . 4 4 0 . 8 5 2 . 9 4

3 2 5 2 4 4 9 3 . 3 3 5 0 . 4 5 2 . 3 84 3 3 3 1 6 4 4 3 . 8 6 2 . 4 5 1 . 2 85 4 1 3 9 8 0 5 . 3 4 . 8 8 0 . 8 5 2 . 4 8

8 - W e e k S e s s i o n







U n i t s


1 9 8 1 7 1 . 8 1 . 6 1 7 5 2 . 9 41 . 5 1 3 1 2 2 5 2 . 6 2 . 4 2 5 5 2 . 0 0

2 1 7 1 6 3 3 3 . 5 3 . 3 3 4 5 1 . 4 72 . 5 2 1 2 0 4 1 4 . 2 4 4 1 5 1 . 2 2

3 2 5 2 4 4 9 5 4 . 8 4 9 5 1 . 0 24 3 3 3 1 6 4 6 . 6 6 . 3 6 4 . 5 5 1 . 1 65 4 1 3 9 8 0 8 . 2 7 . 8 8 0 5 1 . 2 5

5 - W e e k S e s s i o n







ADVANTAGES OF HYBRID COURSES

For Students Most DE students are local; work/family

commitments require more flexibility Reduces student time on campus

For Instructors Smaller commitment than a full DE course:

encourages instructors to try distance education Provides classroom time for testing, face-to-face

interaction

Facilities Assists in room scheduling

SCHEDULE NARRATIVE (Ad)

SAN DIEGO MESA COLLEGE

Highlighting Computer Technology

Many courses at San Diego Mesa College require students to use computer technology. These courses fall into three major categories.

Regular Campus-based Courses

Courses taught on-campus where students write papers and/or carry out homework assignments using computer software or the web, and/or access the course syllabus and assignments online.

Online Courses Courses taught online where the majority of instruction is provided via the web and/or SDCCD Online. The course may also have some irregularly scheduled meetings on campus for orientation, tests, etc.

Hybrid Courses Courses taught by blending on- campus meetings with online instruction. This type of course requires students to attend regularly scheduled meetings on-campus as well as receive instruction via the web and/or SDCCD Online.


Hybrid courses having a majority of course work completed online are listed under the Online heading in the printed class schedule. These courses may also be found in the online schedule at http://schedule.sdccd.edu/ under the choice of On-Line/Distance Education Classes.

Students considering taking an online or online hybrid course are advised to take the Online Learning Readiness Assessment and to review the Online Student Orientation (http://www.sdccdonline.net) prior to registering to determine if they have the necessary technical and student skills to succeed with online learning.


ISIS Comment for Hybrid Courses

CRN XXXXX utilizes online instruction and regularly scheduled on-campus meetings. Online course instruction will be available at www.sdccdonline.net on the first day of class. Contact Prof. John Doe at [email protected] for additional information.


2004-05 ANNUAL DISTANCE EDUCATION INSTITUTIONAL SURVEY

56 INSTITUTIONS REPORTED

53 campuses offer DE

50 do not target marketing of DE

FACULTY TRAINING Own initiative 51 Flex sessions 42 Accessibility training 34 CVC regional center training 27 @One training 18 DE Development manual 16 Released time 12 Funded Education 9


COLLABORATION WITH OTHER COLLEGES

No 31

Yes 25


DE STUDENTS COMMUNICATE WITH INSTRUCTORS VIA

Email 55 Voice mail 53 Face to face 52 Internet 52 Telephone 49 Other -


RANKED MOST IMPORTANT FOR DEVELOPING, TEACHING AND DELIVERING DE COURSES

#1 Student learning #2 Faculty training #3 Curriculum development / approval #4 Technical support

Regular personal contact: student/faculty


LOWER RANKED WERE

Compensation Teaching load Articulation/Transfer State apportionment formula Institutional funding Equipment/facility Scheduling Class size Copy right/intellectual property right Help desk



Faculty Selection Process For DE Same as campus-based courses 54 Different 2

Cost-benefit Analysis Formal 28 Informal 28


Start-Up Costs And Continuing Costs Same or Higher

Equipment Technology support Faculty Development Curriculum/Course development (for Start Up) Course production

Same Faculty salary Instructional supplies


Degree Or Certificate in DE in 2001- 02

No 37

Yes 19


Implementation Cost For 2001-02

$10,000 or less in all categories Equipment replacement/upgrade Technology support Faculty development Instruction supply Curriculum/Course development On-line conversion Course production

FACULTY SURVEY STATEWIDE,SPRING 2005

Type of Distance Education Class

On-line 301

Telecourse 26


Majority Have taught an equivalent classroom-based class Have taught online 1-5 years Have taught this class online 1-5 years

Training Self-study 270 On-campus workshops 255 On-line training 219 Informal training from peer 209


Primary reasons they teach a DE class

Convenience to students 264 Expand students learning opportunities 213 Challenge of new technology 168 Media enhances learning 105


One-on-one communication with DE More frequent

Two-way Interactive communication Less frequent


Primary types of materials

Textbooks 323 Syllabi 309 Instructor-designed lessons 280 Web-based materials 268 Originally developed material 227 Prepackaged lessons 123


How satisfied with reliability of technology

Very satisfied 154 Mostly satisfied 156 Satisfied 31 Dissatisfied 9 Very dissatisfied 2


Barriers to implementation of effective distance education at your college

Significant barriers Inadequate faculty compensation for

development Insufficient time for development


Barriers to implementation of effective distance education at your college Somewhat of a barrier

Resistant faculty Technical support for students Technical support for faculty Compensation for teaching Unclear class size limits Disproportionate work load Insufficient technical training Insufficient pedagogical training Insufficient number of instructional technology designers


Barriers to implementation of effective distance education at your college

Little or no barrier Inadequate technology infrastructure Cost of technology Unresolved copyright/intellectual property

issues


Barriers to Student Success

Significant barriers Self-motivation Time management skills Reading/writing skills


Barriers to Student Success

Somewhat of a barrier Technology skills Technology support Online student services Lack of face-to-face interaction Computer access at home Learning styles


Compensation for online Yes 35 No 317

Part of load 246 Hourly adjustment 45 Release time 4 Combination 11 Other 11


Compensation for development Yes 88 No 264

Release time 21 Part of load 14 Combination 8 Hourly stipend 2 Other 8

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Distance Education: Hybrid Courses CIO Conference October 2005.

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