Overview of Distance Education & Online Learning at Yavapai College

Presented by: Stacey L. Hilton, Dean, Computer Technologies &

Instructional Support

Distance Education

Students engage in the learning process at a location separated from their instructor, and often other students.

Delivery Methods • Synchronous Instruction

• Asynchronous Instruction

Distance Education

Synchronous Instruction All of the students involved in live course activities at the same time.

• ITV Courses (two-way video or more) • Webcasts, web-conferences, webinars, etc. • Live desktop video (Skype, Google Hangouts,

Collaborate)

Distance Education

Asynchronous Instruction Students are free to participate individually and at their own location within a given time period.

• Most online courses fall within this category, unless live participation is required (blended or hybrid)

• Correspondence (print courses), pre-recorded video, or another digital format.

Distance Education

Hybrid/Blended Learning

• Many courses are designed with both synchronous and asynchronous methods in place.

• Part of instruction occurs at the student’s own time and place and part takes place in person or during a specific timeframe.

• YC uses the term hybrid courses which requires class attendance on a set number of dates, and allows students to work online for a substantial portion of the course.

Distance Education

Web Enhanced • Instructor teaches in classroom settings during

normal length of time, but uses a LMS to post supplemental materials.

Distance Delivery Accreditation

Higher Learning Commission policy requires an institution to seek the Commission’s prior approval if the institution plans to initiate or expand its distance-delivered offerings. The purpose of this visit was to evaluate Yavapai College’s request for approval to operate distance (online) delivery of associate degree programs. October 2011 Received approval to offer 100% degree and certificate

programs online

Best Practices in Distance Education

Best Practices For Electronically Offered Degree and Certificate Programs (Western Interstate Commission for Higher Education Cooperative for Educational Technologies (WCET)

1. Institutional Context and Commitment 2. Curriculum and Instruction 3. Faculty Support 4. Student Support 5. Evaluation and Assessment

State Authorization

• Requirement that institutions obtain authorization from the states in which they operate.

• Colleges that have out-of-state students need approval from the state in which the student resides.

Exempt – not required to seek authorization or permission to offer its online programs in the state

Authorized – have to apply and get granted authorization to offer online programs in the state.

State Authorization

• State Authorization Reciprocity Agreement created an approval mechanism for colleges with student enrollments in participating states.

Arizona was approved as a SARA state effective

November 11, 2014. Yavapai College submitting application for approval

at next meeting in October.

YC Online Degree/Certs

9 Degrees

17 Certificates AGEC Arizona General Education Curriculum

History of Online Courses Student Credit Hours (SCH)

Many community colleges have shown continued growth in distance learning enrollments, even as overall college enrollment has stabilized and even declined.

YC Online Enrollment Patterns

Paradigm Shift

• Improved student access to higher educational

opportunities • Rethinking of the traditional higher education model • Transformational link between learning and

technology • Offered students online courses equivalent in quality

to face-to-face courses • Prompted educators to explore new methods for

teaching, learning and communicating • Furthered the evolution – and revolution – of mobile

devices and cloud computing as a learning platform

What have educators accomplished?

ITC 2014 Distance Education Survey Results

Challenges

First-time student preparedness • Finding effective ways to prepare first-time online

students (features of LMS, computer skills, study habits, personal characteristics to succeed online)

• Many underestimate how much time online

coursework requires.

• Others fall behind or drop out the same reasons they enrolled in the first place (life challenges, work, family, too busy to prepare and complete online coursework)

ITC 2014 Distance Education Survey Results

Challenges

Lack of computer and Internet access • Access to a computer and/or mobile device is a

serious barrier for learning. • Broadband inadequacies barrier in both rural

and urban settings.

Lower student retention rates for online courses • Nationally, retention rates 8% lower than F2F • Consistent with Yavapai College statistics

ITC 2014 Distance Education Survey Results

Overcoming Challenges

First-time student preparedness • TeLS has improved faculty training • Faculty are designing more engaging online

environments • Orient new students to the operational features of

LMS. Lack of computer and Internet access

• Many rural areas have turned to community-owned networks.

Lower student retention rates for online courses

• Emphasis on retention and completion • Quality Matters

Quality Matters Standards

1. Course Overview and Introduction – The overall design of the course is made clear to the student at the beginning of the course.

2. Learning Objectives (Competencies) – Learning objectives are measurable and are clearly stated.

3. Assessment and Measurement – Assessment strategies are designed to evaluate student progress by reference to stated learning objectives, to measure the effectiveness of student learning; and to be integral to the learning process.

4. Instructional Materials – Instructional materials are sufficiently comprehensive to achieve stated course objectives and learning outcomes.

Quality Matters Standards

5. Learner Interaction and Engagement – Forms of interaction incorporated in the course motivate students and promote learning.

6. Course Technology – Course navigation and technology support student engagement and ensure access to course components.

7. Learner Support – The course facilitates student access to institutional support services essential to student success.

8. Accessibility – The course demonstrates a commitment to accessibility for all students.

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