MCCAVLC 2006 Distance Learning Administrators
Survey Results

  1. Name of institutions that responded:

AlpenaCommunity CollegeMontcalmCommunity College

BayCollegeMottCommunity College

DeltaCollegeMuskegonCommunity College

Grand RapidsCommunity CollegeNorthCentralMichiganCollege

JacksonCommunity CollegeNorthwestern MichiganCollege

KelloggCommunity CollegeOaklandCommunity College

KirtlandCommunity CollegeSchoolcraftCollege

Lake MichiganCollegeSt. Clair County Community College

LansingCommunity CollegeWashtenawCommunity College

MacombCommunity CollegeWayneCountyCommunity College

Mid-MichiganCommunity CollegeWestShoreCommunity College

MonroeCountyCommunity College

DISTANCE LEARNING PROGRAM INFORMATION

2. Title of person formally (or informally) responsible for distance learning at your institution:
Director of Distance Learning and Educational Technology
Associate Provost
Academic Deans
Director of Academic Technologies
Information Svc & College Dev Div Office
COD Coordinator
Vice Chancellor for Curriculum and Learning Technologies
Director of Distance Education
Vice President for Instruction and Instructional Development/Web Site Management Technician
Director of Learning Technologies
Director of Learning Resources
Executive Dean, Educational Systems & Information Technology
Coordinator of Flexible Learning Options
VP for Instruction & Student Learning(formally); Online Coordinator(informally); Online Tech Support (informally)
Associate Dean of eLearning & Instructional Technology
Director of Distance Learning & Information Technology
eServices Director
Director, Distance Learning
Distance Education Coordinator
eLearning Manager
Instructional Deans
Director Library and Academic Technologies (LAT) Coordinator Online Learning
Vice Provost for Learning Outreach
3. Your Distance Learning program administrator reports to:

Note: For those that reported “other” the descriptions were as follows:

  • Patti reports to the President, Ann to Dean of Business, Peg to VP of Technology
  • Associate VP of Student & Inst’l Support Services
  • Reports to the Dean of Teaching & Learning and the Executive Director of Communication Technology
4. Administratively, is the organization of your Distance Learning program:

Note: for those reporting a mix, the descriptions are as follows:

  • Academic departments develop online courses with support provided through Associate Provost’s office
  • Learning Technologies creates and supports online courses. Departments schedule the courses
  • Decisions on offerings and teachers come from the academic areas, but the support including training, development, advisory services & instructor/course recommendations come from a distance learning support unit.
  • Separate distance learning office, departmental control of scheduling
  • Recognized office provides oversight, but course offerings are the academic deans responsibility.
  • LAT in charge of Program in general Student Services in charge of registration/records Learning Support Services in charge of Tutoring, Proctoring Bookstore - Does online book ordering Library (division of LAT) does research and Library work

5. Administratively, how are policy/procedure decisions regarding the Distance Learning Program made (such as, program and course offerings, course development, orientation)?

Note: For those reporting ‘other’ the responses are below:
Program and course offerings are offered according to faculty preference; course development support is offered via the Office of Academic Technologies; online-student technical support is offered via the Office of Academic Technologies
Programmatic decisions are ultimately approved by CAO, but orientations, training requirements, instructor & course preparedness are determined by the DL office.
DL Administrator and Academic Dean coordinate the policy/procedure decisions with faculty input, involving faculty union as applicable
Committee including DL Administrator and academic deans
Through dialog between faculty members, department chairs and Deans
6. Does your institution have a strategic/business plan for the Distance Learning Program?

7. What types of credit courses are offered by your institution (mark all that apply):
a. What percentage of your program is stand-alone web classes?
Average: 54.9945Median: 61.5

97, 60, 2-3%, 73, 95, 63, 80, 10, 70, 21.90%, 50, 89, 13, 90, 75, 60, 35, 8 72, about 5%, 50%, 90%

b. What percentage of your program is blended/hybrid web classes?

Average: 22.73684
Median: 15

3, 1, roughly 15%, 26%, 4, 27, 10, 40, 77.5%, 1, 2, 8, 5, 20, 65, 17%, about 50%, 50%, 10%
c. What percentage of your program is telecourses/cable or broadcast classes?

Average: 9.4Median: 10

25, less than 1%, 10, less than 1%, 10

d. What percentage of your program is telecourses/other distribution classes?

Average: 16.66667Median: 10.5

10, less than 1%, 6, 42, 11, about 30%,

e. What percentage of your program is live two-way interactive video classes?

Average: 7.181818Median: 4

4, 1%, 1, 4, 10, 3, 20, 4, 2, 20, about 10%

f. What percentage of your program is synchronized web-based conferencing?

30

g. What percentage of your program is audio classes?

About 5%

h. Briefly describe and provide percentage of your program for this class.

4--independent study - called “print-based”

8. Does your institution offer non-credit electronically-delivered classes?

If so, are non-credit offerings part of the DL program at your institution?

No – 13

Yes – 2 plus “We will offer non-credit online courses in Spring 2007 through the DL program, but do not offer them currently.”

9. As concerns course content, does your institution (mark all that apply)

10. What teaching platform does you institution use for web-based instruction (please mark all that apply):

Note: Responses under “other” include:

  • Movable Type blog software
  • Jenzbar
  1. Is your institution considering switching the learning management system (LMS) it currently uses for web-based instruction in the next few years?

Please describe the reasons for considering other platforms?

Current system not growing at rate of our program

Specific desired toolsets

Looking at options.

cost, student information system interface, technical support, curriculum tools

cost

As an alternative to rising price of current platform and need to tie online to active directory without increased cost.

Cost, product quality, customer service

cost, features

Switched from Blackboard to Angel this past year. Cost and Services were largest factors.

Integration with Datatel; better addresses number of users

Need enterprise version for LDAP OBDC

Student and faculty support

12. What type of license do you have for your LCMS?

Basic – 14 responses

Enterprise – 7

Four Year Contract - 1

13. When does your LCMS license expire?

Summer 2007 (includes Jun 08, August 07) – 10 responses

Summer 2008 (includes Jun 08, July 08 & August 08) – 4 responses

2007 – 1 response

Oct 07 – 1 response

On going – 1 response

2008 – 2 responses

30-Jun 09 – 1 response

2010 – 1 response

14. How do you host your online classes?

15. Are there any special assessments done of distance learning courses prior to offering to students?

For those who answered “Yes” above, here are the brief descriptions of the assessment process:

Evaluation using MCCVLC rubric with faculty, faculty’s supervisory dean, director of learning and instructional designer

Assessed according to quality rubric (college and MCCA VLC)

Review by Department and Distance Education

evaluated and reviewed by instructional development technician

Classes are evaluated for quality and approved by the Director of Learning Technologies

At a minimum, it is presented to our Distance Learning Advisory Subcommittee. Courses developed under a dl development contract are also reviewed by the Ex. Dean, Ed. Sys.

A Quality review is conducted prior to delivery, with recommendations provided back to the instructor and the academic chair.

Evaluation of courses by dept Deans.

Self-assessment by instructor using VLC course rubric, with broad tech review by DL administrator

Must meet approval of the Curriculum and Instruction Committee during development.

Online instruction committee review; department review of content

Guidelines, rubricand training are all expected--a look at the course before going live by distance education coordinator.

Division Review and Mentoring. (MCCVLC Rubric)

16. How do you evaluate your electronically-delivered courses (please mark all that apply):

Note: responses for ‘other’ are below:

Quality review includes best practices and instructional design standards

VLC rubric

17. Does your institution offer online degrees?

For those answering “yes” on the above, below is a listing of degrees offered online:

  • Associate in Arts Associate in Arts - Business Business Administration - Association in Applied Science Business Administration Certificate Associate in General Studies Diagnostic Medical Sonography Associate in Applied Science Diagnostic Medical Sonography Certificate Diagnostic Medical Sonography Vascular Technology Associate in Applied Science Diagnostic Medical Sonography Vascular Technology Certificate Diagnostic Medical Sonography Echocardiography Associate in Applied Science Diagnostic Medical Sonography Echocardiography Certificate Management Certificate Accounting - Associate in Applied Science Accounting – Certificate
  • 1. Business administration - Associate in Business Degree 2. International Business - Associate in Business Degree 3. Criminal Justice, Law Enforcement - Associate in Business Degree 4. E-Business - Associate in Business Degree 5. Computer Programmer/Analyst - Associate in Business Degree 6. Computer Database Specialist - Associate in Business Degree 7. General Associate Degree 8. E-Business - Certificate of Achievement 9. Microsoft Office Specialist Certification Preparation- Certificate of Completion 10. Correctional Officer Certificate of Completion 11. Computer Database Specialist - Certificate of Achievement 12. Computer Programmer/Analyst Certificate of Completion 13. Information Technology Basics - Certificate of Completion 14. Internet for Business - Certificate of Achievement 15. Internet for Business - Certificate of Completion
  • Certificate: Construction Supervision
  • MCCC is a member of a cooperative arrangement for a LPN to RN degree completion program.
  • ASA - Associate of Arts & Sciences (transfer degree) ADN - Assoc. of Nursing degree (hybrid program)
  • AA, AGE
  • criminal justice through MCCVLC general studies associate degree
  • LPN to RN
  • AA, AAS, AS, AGS
  • Computer Applications, Associate in Applied Science; Management--Association in Applied Science; Criminal Justice/Corrections--Associate in Science and Arts Degree
  • General Studies
  • General Studies Accounting

Please tell us what degrees you are planning to offer and when they will be available:

  • Associate of Arts; Certificates in Library Technology, Entrepreneurship, Project Management, Hotel and Restaurant Management. We are planning to offer degree programs online in 2007-2008.
  • Nursing – 2008
  • General Studies AA
  • Business Entrpreneur Certificate
  • Business, Early Childcare, Nursing.
  • general studies
  • Gen Ed

18. How are decisions regarding new distance learning courses and programs made at your institution?

Note: response for “other” below:

CAO/Educational Services based on defined critically weighted criteria (decision matrix in development)

19. Do section enrollment limits for distance learning courses differ from on-campus courses?

For those reporting “Yes”, please summarize the difference:

15 for new course. 25 all other distance learning courses.

Cap of 22 for online and hybrid.

Online courses are capped at 20.

For courses with face to face seat limits of 25 or more the maximum Seat Limit in an online section will be 25. For specific courses in which the contractual face to face seat limit is less than 25 the maximum seat limit in an online section will equal the face to face seat limit.

Some distance learning courses have prescribed contractual caps such as 25 for online courses.

Number is less, but we are working on a formal policy.

online courses capped at 20

22 for online sections, up to 40 for face to face

Online class sizes are less than traditional class size.

only telecourses differ by plus 30%

Online max at 23 for all courses, except Composition (max online or on-campus is 22). F2f sections in other areas vary in max size from 24-40.

Online 18-20 class size, Traditional 23-36 class size.

20% less than on-campus or maximum of 23

capacity of 20

Both online and hybrid are limited to 75% of capacity of face-to-face classes (the hybrid clause was added to contract this year).

Most are the same as F2F courses . . . a few are slightly lower and a few are slightly higher.

Some distance delivered courses have a lower maximum enrollment

Limit of 20

Distance learning maximum is 23 students

20. What is the most difficult class type for you to offer (mark all that apply) based on faculty resistance and/or pedagogical challenges:

For those reporting ‘other’, below are the responses:

  • Math
  • Development math, English, and reading.
  • math
  • Developmental education, math, some social science classes (e.g. political science and sociology)
  • History - resistance from faculty member
  • Core classes - 100-level English ; 100-level Math; Foreign languages

21. What services do you currently provide (mark all that apply):

22. What services do you plan to offer in the next year (mark all that apply):

23. What new technologies have been implemented in your distance learning program in the past two years? (i.e., podcasting, web meetings, etc.)

  • PodCasting, VodCasting

  • podcasting, wimba, wiki, blogs (learningobjects.com) and many other building blocks.

  • Podcasting, Blogging, Camtasia, Respondus

  • Web Meetings/conferencing,

  • Horizon Wimba voice tools

  • podcasting, Flash development, student online audio recording

  • ITV via Internet 2 technologies

  • camtasia

  • vod, podcasting, blogs, video usage (e.g. Captivate or Camtasia)

  • Streaming audio/video

  • wiki, games, course specific orientation on CD, narrated PowerPoints

  • streaming content; chat; increased attention on ADA issues

  • CMS based audio and video recording tool and the ability to turn recordings into podcasts and vodcasts.

  • Podcasts, webinars

  • Faculty webpages, videostreaming

24. What new technologies do you plan to implement in your distance learning program within the next two years?

  • New Course Management system

  • Upgrade to 7.2 and expand streaming/chat tools.

  • Videocasting, wikis, Contribute media and web server.

  • podcasting, audio

  • Podcasting

  • streaming video, Flash tutorials, chat helpdesk

  • More ITV courses and webinars, video broadcasting

  • podcasts

  • Unknown at this time but plan to hire an Instructional Technologist within the next 2 years.

  • streaming video

  • web conferencing tools

  • Training tutorials, using captivate for both students and faculty.

  • podcasting

  • more sophisticated games, podcasting, rss feeds

  • wikis; enhanced chat

  • web meetings; streaming video

  • Web Conferencing.

  • VODcasts

  • Podcasting, OE/OE Online Instructor Training

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Enrollment Data

25. Based on Fall 2006, please provide the following data:

Online courses offered / Online sections offered / Tele-courses offered / Tele-course sections provided / Hybrid/
blended courses offered / Number of hybrid/blended sections offered / Live two-way interactive video courses offered / Live two-way interactive video sections offered / Synchronized web-based conferencing courses offered / Synchronized web-based conferencing sections offered / Audio courses offered / Audio sections offered
75 / 103 / 0 / 0 / 1 / 2 / 0 / 0 / 0 / 0 / 0 / 0
50 / 60 / 30 / 40 / 3 / 3 / 2 / 2
26 / 57 / 0 / 0 / 7 / 7 / 0 / 0 / 0 / 0 / 0 / 0
42 / 62 / 1 / 2 / 115 / 348 / n/a / n/a / n/a / n/a / n/a / n/a
174 / 322 / 0 / 0 / 63 / 81 / 2 / 3 / 0 / 0 / 0 / 0
25 / 73 / 2 / 5 / 1 / 1
70 / 130 / 7 / 16 / 30 / 30 / 5 / 6 / 0 / 0 / 0 / 0
42 / 61 / 0 / 0 / 5 / 5 / 5 / 10 / 0 / 0 / 0 / 0
15 / 16 / 0 / 0 / 1 / 1
57 / 62 / 10 / 10 / 0 / 0 / 8 / 34 / 0 / 0 / 0 / 0
30 / 42 / 1 / 52 / 150 / 0 / 0 / 0 / 0 / 0 / 0 / 0
39 / 54 / 33 / 35
46 / 56 / 7 / 7 / 1 / 3 / 0 / 0 / 0 / 0 / 0 / 0
41 / 55 / 0 / 0 / 9 / 9 / 0 / 0 / 0 / 0 / 0 / 0
43 / 54 / 0 / 0 / 4 / 4 / 1 / 1 / 0 / 0 / 0 / 0
25 / 26 / 0 / 0 / 4 / 4 / 5 / 5 / 0 / 0 / 0 / 0
22 / 27 / 0 / 0 / 3 / 3 / 0 / 0 / 0 / 0 / 0 / 0
120 / 161 / 0 / 0 / 22 / 26 / 0 / 0 / 0 / 0 / 0 / 0
53 / 70 / 0 / 0 / 9 / 12
52 / 87 / 12 / 13 / 21 / 21 / 0 / 0 / 0 / 0 / 0 / 0
6 / 12 / 13 / 13 / 110 / 300 / 11 / 11 / 0 / 0 / 7 / 7
435 / 25 / 0 / 0 / 0 / 0 / 1 / 1 / 0 / 0 / 0 / 0
93 / 176 / 8 / 17

1

Greatest Challenges

26. As a Distance Learning Administrator, please rank your greatest challenges:

Based on the combined scores of all eight identified challenges, the aggregate ranking of those challenges is as follows:

1Support staff needed for training and technical assistance

1 Adequate Administrative Authority

1 Faculty Acceptance

2 Measuring Quality/Quality Control

3 Operating and equipment budgets

4 Adequate student services for distance learning students

5 Organizational acceptance

6 Student acceptance

27. As the Distance Learning administrator, what other challenges are there for your distance learning program?

  • Communicating process to faculty and administrators.

  • Help desk coverage, making policy

  • Faculty available to teach distance courses

  • Need for more instructional design staffing

  • Adequate instructional design support, professional development for faculty, uneven computing skills among students

  • Faculty resistance to additional training and/or to development without compensation (simply as part of the job)

  • Need to offer more courses online, better policy for online adjunct faculty, more tech support for media input.

  • My biggest challenge is the faculty contract and trying to work within that framework, finding & keeping acceptable adjuncts

  • Increasing the number of available faculty; increasing demands of online students; increased complexity of courses - increased time to develop

  • Fairly evaluating new online courses; Providing peer evaluators; Providing guidelines for hybrid courses; Providing more research on success of online classes

  • Strategic Planning Issues, Additional Online Faculty Capacity, Online Program Development, Online Course and Program assessment/review.

  • Faculty training

  • Mindset of Faculty and long-term administrators is inflexible. President is behind our program as it is growing.

28. Are there any public policy issues that place restrictions on your distance learning program?

No – 6 responses

Yes – 1 response

Hmmm, don’t know if this fits in to the category of “policy”, but we do need more adjunct instructors to develop and teach online courses.

FACULTY INFORMATION

29. Of those teaching a distance learning course, what percentage are full time?

Average: 69.4Median: 72

65, 70, 46, 100, 85, 21, 34, 99, 82.1, 23, 98, 63, 80, 66, 98, 85, 36, 74, 77, about 90, 75, 60

30. Of those teaching a distance learning course, what percentage are part-time?

Average: 30.6Median: 25.5

35, 30, 54, 0, 15, 79, 66, 1, 17.9, 77, 2, 37, 20, 34, 2, 15, 64, 26, 23, about 10, 25, 40

31. Does your institution limit the number of distance learning classes that can be taught as part of a full-time teaching load?

Describe the limitations:

up to 50% of base load

Limit the number so as not to affect on campus classes

50% of base load must be taught traditional F2F

Some divisions require at least one on-campus course as part of teaching load

2

5>Full-time faculty

Can a full-time faculty member be located off-campus in another city/state?

  • No – 9 responses (All instructors maintain an on-campus presence, contract requires involvement in other campus activities (i.e., committees, etc.))

  • Yes – 2 responses

  • Yes, but they will have to fill the requirement of 5 hours on campus office hours.

  • We have no history of this occurrence at this time.

  • We allowed it once, but only for two semesters

  • Probably

32. Are there college policies/practices in place that encourage/discourage adjunct faculty teaching distance learning courses? Briefly describe.

No – 14 responses including the following descriptions:

  • No current practices in place

  • All of them are known to the college before they teach on-line. Those submitting unsolicited applications to teach online are not hired.

  • … neither are they pro-actively encouraged by Associate Deans.

  • Current Administration and Deans do not encourage online classes

  • Department chairs are reluctant to hire anyone that might take enrollment away from their classroom courses

  • Current Administration and Deans do not encourage online classes

  • Yes, limits, low pay.

  • They are included in our IPR agreement

  • Requires discipline approval.

  • Currently Faculty that get MVU certified to teach online will receive a $550 stipend.

  • Instructional Dean’s decision to encourage/discourage

  • A distance learning committee is working on setting up a process for all adjunct faculty to follow.

33. Do faculty receive differential compensation for (mark all that apply):