2011 DISTANCE EDUCATION SURVEY RESULTS

T r e n ds i n e L e a r n i n g : T r a c k i n g T h e i m pa c T o f e L e a r n i n g aT co m m u n i Ty co L L eg e s

march 2012

IN FOCUS: THE YEAR IN REVIEW 2011 THE GREAT RECESSION CONTINUES

Most states and campuses have adjusted to doing more with less as the effects of the Great Recession have lingered into 2011. The economic downturn has impacted higher education as a whole, and distance education programs have suffered, especially in the areas of budget and stafng. Colleges have lacked the funding to address the chronic problems of student retention, course quality, ADA compliance, faculty training, student preparedness and accreditation-based assessment.

Moving to the Cloud

After years of talking about cloud computing, the past year has seen an explosion in the actual deployment and usage of cloud-based solutions. Most importantly, cloud-based solutions have accelerated the shift toward the use of shared applications and mobile devices for accessing content. A growing number of learning management system platforms are now cloud-based, providing colleges with an alternative to corporate-based models.

Shifting to Mobile deviCeS

Cloud computing, enhanced wireless network capacities, and growing interest among students and staff have challenged distance educators to nd ways to make higher education t on increasingly smaller mobile devices. Courses that are available on smartphones and tablet computers can make higher educational opportunities more accessible and exible. This trend has prompted educators to examine what constitutes educational content and student learning, and to nd better ways to package and deliver these materials to students.

the future of the learning ManageMent SySteM

A growing chorus has questioned the future of the learning management system (LMS), claiming it is a dated relic of the past. They express frustration with the corporate mentality many LMS owners have exhibited, which has resulted in mergers, consolidations and end of life decisions. Cloud computing offers an alternative platform that can give educators greater control over their virtual learning environment. Many campuses are looking to save on licensing costs, especially during the recent economic downturn, and have switched to open source solutions like Moodle and Sakai. On the other hand, the LMS offers educators a one-stop solution for offering online coursesa package that responds to myriad expectations, such as ADA compliance, nancial aid, student assessment, reporting and tracking, student authentication and technical support.

regional aCCreditation
In the fall of 2011, the Council of Regional Accrediting Commissions (C-RAC) developed the Interregional Guidelines for the Evaluation of Distance Education (Online Learning). These guidelines are designed to help institutions plan for distance education programming and to provide an assessment framework for institutions already involved in distance education. All of the regional higher education accrediting

ITC 2011 DISTANCE EDUCATION SURVEY RESULTS

organizations in the United States have adopted and endorsed these guidelines, which are intended for use by accreditation evaluation teams. The interregional guidelines replace the C-RAC Statement of Best Practices for Electronically Offered Degree and Certicate Programs, which the Middle States Commission on Higher Education published in 2002, and are intended to be used in conjunction with the relevant standards and policies of each accreditor. To view the guidelines, visit www.msche.org/publications/Guidelines-for-the-Evaluation-of-DistanceEducation-Programs.pdf

open eduCational reSourCeS

Open Educational Resources (OER) are materials used to support education that may be freely accessed, reused, modied and shared by anyone, writes Stephen Downes, senior researcher at the National Research University of Canada. The proliferation of smartphones, tablet computers, eBooks, other technology tools, and high-speed Internet access has given students the ability to access high-quality learning materials at no cost. Meanwhile, K-12 schools, states, and the federal government view OERs as a tool to help save precious nancial resources, as students balk at the ever-increasing cost of textbooks. The publishing community is looking for successful models that can make this trend toward OERs nancially sustainable. Additional resources and information about OERs are available from the OpenCourseWare Consortium, Creative Commons, Community College Consortium for Open Educational Resources, Open Course Library, Saylor Foundation, Kaleidoscope Project, OpenLearn and SCORE.

inCreaSing federal engageMent

Not surprisingly, the federal and state governments interest in distance education has intensied, as student demand and enrollment in distance education has increased. Congress reauthorizes the Higher Education Act of 1965 every four to six years, so distance educators need to pay close attention to any new regulations Congress may attempt to put in place by 2014. Some key issues include: State Authorization for Institutions Offering Distance Education to Out-of-State Students If an institution is offering postsecondary education through distance or correspondence education to students in a State in which it is not physically located, the institution must meet any State requirements for it to be legally offering postsecondary distance or correspondence education in that State. We are further providing that an institution must be able to document upon request by the Department that it has the applicable State approval. Oct. 29, 2010 Amendments to the Higher Education Act Program Integrity Issues, State Authorization, Section 600.9. The Department of Education proposed this regulation in accordance with Congress reauthorization of the Higher Education Act, also called the Higher Education Opportunities Act in 2008. However, on July 12, 2011, the U.S. District Court for the District of Columbia struck down this controversial part of the regulations, stating the Department did not follow proper procedures when it issued this rule in October 2010. The Department appealed the court decision on September 8, 2011. Unfortunately, the Senate is unlikely to follow the House of Representatives February 28, 2012 vote to repeal the state authorization legislation, so distance educators must wait to see if the Departments appeal will succeed.

Trends in eLearning: Tracking The impacT of eLearning aT communiTy coLLeges

Regardless of the courts action, the Departments October 2010 proposal raised states awareness of their legal authority to require out-of-state higher education institutions to seek permission to teach their residents online. The proposal also prompted state governments to learn about the variety and scope of out-of-state distance education programs. During the past year, many states have been scrambling to get their regulations in ordersince they are beginning to be inundated with authorization requests from out-of-state distance learning institutions. States continue to require authorization for out-of-state colleges that have a point of presence within their borders, but they have different denitions for what constitutes presence. For example, presence could be triggered when an out-of-state institution has a recruitment ofce or advertises online courses within its borders; employs state residents as online instructors or offers online courses to more than one resident; or even if it contracts with a hospital to offer local clinical internships or library access to its online students. To help institutions comply with state regulations, the State Higher Education Executive Ofcers (SHEEO) has created several invaluable directories, which they update regularly. These directories include state-by-state agency and contact information. They also include data on the types of educational providers they authorize, exemptions, physical presence policy (triggers), application processes, associated fees, interstate reciprocity agreements, contact information for consumer/ student protection and student complaints, legislative or regulatory changes, and enforcement measures. Visit www.sheeo.org/stateauth/stateauth-home.htm to access these resourses. The Council of State Governments is coordinating an effort to create a state compact, or reciprocity agreement, in which states would agree to recognize accredited, out-of state institutions. The participants hope to have a draft available in the summer of 2012, so each state could begin obtaining individual state legislative support for such an agreement. Financial Aid Fraud Rings On September 26, 2011, the Ofce of the Inspector General released a report which alerted the Department of Education and higher education institutions to the presence of an increasing number of nancial aid fraud rings that have targeted community colleges and other distance learning course providers. To learn more about the report, visit www2.ed.gov/about/ofces/list/oig/invtreports/ l42l0001.pdf. The members of these rings have applied for, and obtained, student nancial aid after enrolling to take courses which they never intended to complete from higher education institutions. Typically, a ringleader steals the social security numbers or other information he or she needs to fabricate a group of straw students, or individuals provide their personal information in exchange for a portion of the proceeds. During the past year, the University of Phoenix has discovered 810 fraud rings made up of 18,000 individuals. Financial aid staff at American Public University received 68,000 harassing phone calls from students located in two Mississippi zip codes. The fraud rings have targeted community colleges due to their lower tuition rates, since a balance remains after tuition is paid to cover housing and other expenses. Rio Salado Community College helped convict and sentence 64 individuals who tried to defraud their institution of $538,000. Six individuals were indicted and pled guilty for enrolling 62 straw students in order to steal $200,000 from Los Rios Community College District.

ITC 2011 DISTANCE EDUCATION SURVEY RESULTS

On October 20, 2011, the Department of Education sent higher education institutions a dear colleague letter which stated that detecting fraud before funds have been disbursed is the best way to combat this crime. We therefore seek the help of institutions and advise that you take... additional actions to identify and prevent the kind of student aid fraud identied in the IGs report. Examples of measures institutions have instituted to combat these perpetrators have included: Creating an interdepartmental fraud squad to monitor potential illegal activity, Creating an institutional policy to deny aid to suspicious individual(s), Providing enhanced training to student financial aid staffgiving them the confidence to deny nancial aid to suspicious students, Waiting two weeks before dispersing financial aid, Giving students partial financial aid payments throughout the term instead of one lump sum, Recording unsatisfactory academic performance, Looking twice at individuals who have multiple addresses, similar IP or home addresses, or unusual student enrollment clusters, Creating a system so faculty can report similar student assignments to alert staff about trends, Requiring students to attend an orientation when they enroll, Requiring students to provide a copy of their high-school transcript when they enroll.

Visit http://ifap.ed.gov/dpcletters/GEN1117.html for more steps institutions can take to deter these crimes.
Student Authentication When it reauthorized the Higher Education Act, also called the Higher Education Opportunities Act, in 2008, Congress required institutions offering distance education and correspondence education to have processes in place through which the institution establishes that the student who registers in a distance education or correspondence education course or program is the same student who participates in and completes the course or program and receives the academic credit. In its rulemaking proceeding, the Department of Education claried that accrediting bodies only need to require institutions to verify the identity of a student who participates in class or coursework by using, at the option of the institution, methods such asa secure login and pass code, proctored examinations, and new or other technologies and practices that are effectivein verifying student identication. This allows institutions to continue using the process they typically use to authenticate their online students within their course management systema login and passwordrather than impose a more rigorous or costly method. Attempts to reign in the nancial aid fraud rings could result in changes to this regulation, when Congress reauthorizes the Higher Education Act in 2014. Visit www2.ed.gov/policy/highered/leg/ hea08/index.html for more information.

Trends in eLearning: Tracking The impacT of eLearning aT communiTy coLLeges

itC Survey hiStory

The Instructional Technology Council (ITC) created its annual distance education survey in the fall of 2004, to respond to the growing need for national data related to distance learning program creation and development and to track key issues for faculty and students. Distance education practitioners have used data from the U.S. Department of Education and the annual series of reports by Sloan-C, but the landscape lacked a reliable source of longitudinal data gathered on a regular basis. The ITC Survey is designed to ll that gap, particularly given the newness of online instruction. Core survey questions have remained unchanged, however, ITC added additional questions on the use of assisted, hybrid and live interactive video courses in 2008, questions pertaining to student authentication in 2009, and questions about state authorization in this survey. The ITC board conducted its rst survey in the spring of 2005. Since many institutions do not gather or report information in the same way, some respondents had difculty answering certain key questions. The board rened the questions and reissued the survey in the fall of 2005. Since then, the survey window has fallen between late October and early November. In the fall of 2006, ITC distributed the survey to the full membership of the American Association of Community Colleges (AACC). Subsequent surveys have focused on ITC members in odd years and the combined ITC and AACC memberships in even years.

Survey Method
Distance education practitioners developed and reviewed the survey questions to ensure the data and information generated is of value to distance learning administrators and faculty. The authors divided the questions into four categories: general information, administrative, faculty, and student services. ITC e-mailed the survey to all member representatives (usually the director of the distance learning program) at 375 member institutions of the ITC. ITC received 143 completed responses. The completed surveys were reviewed to ensure a representative sample of institutions participated. The review conrmed an acceptable response rate, and an acceptable distribution of completed surveys, from a range of institution sizes and locations. For all percentages included in this report, no answer responses are not listedconsequently, data will not always equal 100 percent. Typically, the distance education administrator completed the survey on behalf of his or her institution. A longitudinal review established a strong continuity amongst completers70 percent of the annual submissions have come from the same campuses during the seven years of the survey.

diStribution of reSultS
Fred Lokken, the surveys author, past chair of ITC, and associate dean of the TMCC WebCollege at Truckee Meadows Community College, presented the preliminary results at ITCs annual eLearning 2012 conference in Long Beach, California on Feb. 18, 2012. Fred Lokken will present highlights from the survey ndings at ITCs sponsored forum at the annual convention of the American Association of Community Colleges (AACC) in Orlando, Florida on April 23, 2012. ITC will mail a printed version of the survey to ITC members and to the community college presidents of all AACC-member institutions. ITC will also post an electronic version of the results on its Web site, at www.itcnetwork.org.

ITC 2011 DISTANCE EDUCATION SURVEY RESULTS

2011 SURVEY RESULTS

general inforMation
Institutions Surveyed. More than 89 percent of respondents identied themselves as associates colleges (81.43 percent) or associates dominant colleges (7.86 percent). For information on institutional classications, visit http://classications.carnegiefoundation.org/descriptions/ugrad_program.php. Distance Education Enrollment Growth. ITC asked respondents to report comparative enrollment trends in distance education from Fall 2010 to Fall 2011 (the most recent full year of available data). Campuses reported an 8.2 percent increase for distance education enrollmentssubstantially higher than the overall increase in national campus enrollments, which averaged less than one percent nationally (Going the Distance: Online Education in the United States 2011, p. 4). Distance enrollment increased nine percent in 2010. The Sloan Consortium reported a ten percent growth in distance learning enrollments in its study, Going the Distance, Online Education in the United States 2011. Both surveys conrm two major trends: (1) online enrollments have been the predominant source of enrollment increases in higher education for the last decade, far out-stripping traditional enrollments, and (2) the growth in online enrollments is slowing (from a high of more than 20 percent growth a few years ago, to a more modest eight to 10 percent growth last year). ITC asked respondents to identify factors which contributed to the increased eLearning enrollments:

reasons Cited for increased elearning enrollments

Reason Economic downturn Typical distance education growth New enrollment initiative Dont know Other 2011 22 percent 28 percent 14 percent 7 percent 13 percent 2010 37 percent 39 percent 12 percent 5 percent 7 percent

Direct Report Line. In 2011, more than 72 percent of respondents indicated they reported to the vice president of academic affairs or an academic dean. This gure is up more than two percentage points over last years results and afrms that the trend toward reporting to the academic, rather than the technological side of the institution, continues to increase. Three percent of respondents reported directly to the president (down from six percent last year). More than three percent reported to a vice president for technology and 7.5 percent reported to a non-academic dean. The program to this point has undergone virtually no oversight or coordination.
Challenges for Administrators

Now, as we attempt to offer a cohesive distance ed product, we have to do many tasks at onceimplement faculty training, course quality reviews and improved student services. Decentralization to this point is making it difficult to gain acceptance for centralized responsibility/authority needed to bring the program into line with our vision for a quality, student-centered distance education program. 2011 ITC Survey Respondents

Trends in eLearning: Tracking The impacT of eLearning aT communiTy coLLeges

adMiniStrative QueStionS
Challenges. ITC asked respondents to rank the challenges their distance education program faces. For the past seven years, the number one challenge was the need for support staff for training and technical assistance. In 2011, the greatest challenge was providing adequate student services for distance education students. Many campuses have seen a signicant reduction in student services staff due to budget cuts. In 2009, ITC added two new challenges: adequate assessment of distance education classes and compliance with the student authentication requirements in the 2008 reauthorization of the Higher Education Act. Offering adequate assessment of distance education courses has emerged as a signicant challenge, ranked consistently as one of the administrators top three concerns. In 2011, ITC added two more additional challenges: compliance with the new student nancial aid attendance requirements and the new state authorization regulations.

ITC 2011 DISTANCE EDUCATION SURVEY RESULTS

Chart 1: greatest Challenges for distance education programs administrators

Range for responses1 is the greatest challenge, 8 is the least challenging Rank 2011 Rank 2010 Rank 2009 Rank 2008 Rank 2007 Rank 2006 Rank 2005 Rank 2004

Challenge
Adequate student services for distance education students Adequate assessment of distance education classes
Compliance with new nancial aid attendance requirements

1 2 3 4 5 6 7 8 9 10 11 12

3 2

2 3

Operating and equipment budgets Faculty acceptance Organizational acceptance Support staff needed for training and technical assistance Adequate administrative authority Adequate space for training and technical assistance Student authentication
State authorization regulations

4 7 8 1 5 6

4 6 8 1 5 7

3 5 7 1 4 6

3 4 7 1 5 6

2 5 7 1 4 6

2 3 6 1 4 7

3 4 6 1 5 7

Student acceptance

10

10

Learning Management System Usage. In 2011, 52 percent of respondents reported they used Blackboard/ Angel learning management systems (LMS) (up from 50 percent in 2010, 51 percent in 2009, and down from 56 percent in 2008). Blackboard may have stemmed its steady decline in market share, which it experienced despite acquiring WebCT in 2005 and Angel Learning in 2009. Eight years ago, Blackboard and WebCT dominated with nearly 98 percent of the market. Clearly, other solutions from the changing LMS landscape, such as Desire2Learn and Moodle, have beneted. In 2011, 36 percent of respondents indicated they were considering switching their LMS in the next few years. This one-third response rate has been consistent for the past six years. Fifty-six percent of this years participants reported they do not plan to switch their LMS. Sixty-seven percent of responding institutions restrict the number of LMS platforms the campus will support. Table 1 provides the response pattern over the past ve years. Variations in institutions participating in the survey from year to year can cloud the data and create anomalies.

Trends in eLearning: Tracking The impacT of eLearning aT communiTy coLLeges

table 1: lMS usage

40% 35% 30% 2007 2008 2009 2010 2011 25% 20% 15% 10% 5%

0%

Blackboard

WebCT

Angel

Moodle

Desire2Learn

Challenges for Administrators

Assuring Quality. We are involved in using Quality Matters and the Maryland Online COAT project, but continue to develop faculty to assure quality is an ongoing pressure. We do not always meet our goals well due to time constraints and the heavy load we put on distance education faculty for other reasons. 2011 ITC Survey Respondent

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ITC 2011 DISTANCE EDUCATION SURVEY RESULTS

Accessibility Compliance. ITC has tracked a steady decline in condence in Section 504 and Section 508 compliance since it began asking survey participants about the accessibility of their online classes four years ago. Completely compliant Some compliant or mostly compliant 2011 2010 2009 2008 53% 43% 54% 73% 39% 28% 21% 26%

Online Degrees. ITC dened an online degree program as one in which at least 70 percent of coursework need to complete the degree is available online. Seventy-eight percent of respondents reported they offer at least one online degree program. This is consistent with the 2010 data. Sixty-six percent of respondents reported they also offer complete certicate programs online. Table 2 offers a percentage breakdown by degree type.

table 2: online degrees offered by degree type

50% 45% 40% 35% 30% 2009 2010 2011 25% 20% 15% 10% 5% 0%

AA Degree

AS Degree

AAS Degree

AGS Degree

BA Degree

BS Degree

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Course Enrollment Caps. Seventy-nine percent of respondents indicated they cap online class enrollmentsa gure that has not changed substantially in the past ve years. The typical enrollment cap by class type also remained consistent. Most respondents used the following limits: Twenty-five students for an introductory math class Twenty-five students for an introductory English composition class Twenty-seven students for an introductory political science class Class Hosting. ITC conrmed that most colleges outsource the hosting services (i.e. servers) for their online classes to a third party, or use the services of a consortium. This trend could reect budget and stafng reductions at a growing number of institutions. In addition, LMS solutions increasingly stipulate that the college uses the companys Web site to access their course materials. The survey found that: Thirty-six percent of respondents own and maintained their own serversdown from 50 percent in 2008 and unchanged from 2010.

course content provider. Finding adequate stafng is a challenge for community college administrators, but nding staff who are experienced in instructional design is especially difcult. Once again, ITC conrmed that most colleges develop their own content: Seventy-nine percent develop their own content. Nineteen percent use content created by the textbook publisher. Two percent contract or license materials from a content provider. Most Dif cult Classes. Respondents identied the most difcult courses to offer online, citing faculty resistance and/or pedagogical challenges. This list of results has not changed for the duration of the ITC survey. The list of most difcult classes included: Clinical requirements Lab-based science Computer hardware Fine arts Foreign language Industrial technology Math Nursing Speech

Course Equivalency. Accreditation standards Forty-five percent of respondents outsourced their require that distance education courses are server needs to a third party, such as a learning equivalent or better than those taught in a face-tomanagement system provider, publisher or IT face environment, in terms of content and rigor. In providerup from 36 percent in 2010. 2011, nearly 80 percent of respondents indicated Eleven percent of respondents shared servers their online classes were equivalent or superior with others, such as a state system, district or to traditional instruction at their campus. This consortiumdown from seven percent from 2010. percentage was a signicant drop from 2010s 95 percent rating. Thirteen percent indicated Course Content Development. Colleges their classes needed improvement. Time will tell have several options for online course content whether these gures constitute an anomaly or development. They can use their faculty, instructional indicate that distance educators have become more designers and administrative staff to develop their sophisticated appraisers of course quality. online course content, use materials offered by a textbook publisher, or purchase content from a online

Challenges for Administrators

Buy-in from student services personnel, providing Web-based information and services through traditional service areas with cross-trained staff. 2011 ITC Survey Respondent

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ITC 2011 DISTANCE EDUCATION SURVEY RESULTS

Services and Technology Support. Regional accrediting agencies also require that institutions offer distance learning students support services equivalent to their face-to-face counterparts. As the number of online students has grown, most campuses have recognized the need to introduce or expand their virtual services and support. However, 2011 respondents reported a marked decrease in their online student support service offerings, despite the consistent increase shown in previous years. This could be due to budget cuts that reduced staff numbers and colleges ability to contract with outside vendors. Chart 2 details the participants responses to this section.

Chart 2: Status reportStudent Services and technology Support

Service/Technology Currently offer
2011 Audio/video streaming Campus testing center for distance education students Dedicated Web site for distance education program and students Distance education-specic faculty training HelpDesk and technical support for distance education faculty HelpDesk and technical support for distance education students 24/7 HelpDesk and technical support for distance education faculty/students** Online admission to institution Online counseling and advising services Online information and application for nancial aid Online library services and resources Online payment of tuition and fees Online plagiarism evaluation Online registration for classes Online student course evaluation Online student organization, Web site and services Online student orientation for distance education classes Online textbook sales Online tutoring assistance Campus Web portal Audio Podcasting Vodcasting Digital video repository** 68% 68% 65% 85% 86% 85%* 35% 82% 49% 82% 88% 85% 56% 86% 79% 49% 63% 79% 75% 62% 65% 58% 44% 94% 60% 86% 94% 93% 53% 94% 85% 54% 79% 75% 71% 73% 69% 59% 77% 49% 80% 98% 77% 40% 86% 83% 42% 75% 70% 44% NA NA NA 2010 77% 81% 88% 95% 94% 93% 2005 46% 69% 80% 92% 91% 86%

Plan to offer in next year

2011 12% 1% 8% 4% 2% 2% 6% 4% 16% 4% 1% 0% 8% 1% 7% 9% 19% 5% 11% 8% 9% 13% 9% 4% 17% 6% 4% 5% 23% 2% 8% 21% 16% 8% 17% 14% 20% 24% 14% 27% 15% 1% 15% 25% 9% 11% 20% 17% 7% 15% NA NA NA 2010 9% 5% 4% 4% 2% 2% 2005 20% 3% 6% 4% 5% 11%

Plan to offer in two or more years

2011 4% 11% 4% 1% 0% 0% 9% 2% 12% 4% 2% 5% 10% 2% 2% 12% 5% 2% 2% 12% 3% 5% 10% 1% 14% 5% 1% 1% 11% 2% 4% 13% 2% 5% 9% 6% 4% 1% 2010 7% 1% 1% 0 2% 2%

No plan to offer
2011 8% 9% 12% 0% 2% 3% 38% 2% 12% 1% 0% 1% 13% 1% 2% 18% 2% 3% 4% 8% 10% 13% 24% 1% 9% 2% 1% 1% 13% 1% 4% 13% 2% 13% 4% 7% 8% 6% 2010 7% 12% 7% 1% 1% 2%

** New question

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Challenges for Administrators

Certain faculty groups are resistant to online course development, particularly in the area of science labs and online testing (proctoring). 2011 ITC Survey Respondent

Distance Education Fees. Thirty-nine percent of the respondents charge students an additional per-credit fee to take distance education classes. This is consistent with past surveys. Respondents charged between four and 75 dollars, with a median average of 23 dollars. Some campuses have begun integrating related program costs into existing budgets, reducing the need for a separate fee, while others have shifted new costs onto students to make up for budget shortfalls. The decision of whether to assess a separate student fee is tied closely to the institutions culture, and the number of fees the college already charges students. Although some campuses have shifted their eLearning programs to self-supporting (or assisted) models, most programs continue to receive mainstream budget support. Community colleges are often sensitive to the issue of assessing additional fees, especially during these recessionary times.

CourSe forMatS in teChnology-Mediated inStruCtion

In 2008, ITC introduced several questions concerning blended/hybrid and Web-facilitated courses. The survey dened a blended or hybrid course as one that blends online with face-to-face delivery; 30 to 79 percent of content is delivered online, with online discussions and some face-to-face meetings. A Web-facilitated course (also known as Web-enhanced or Web-assisted) is a face-to-face program that incorporates the Web to facilitate activities; one to 29 percent of content is delivered online. Instructors often post the syllabus and assignments within a learning management system or on a Web page. Type of Course Formats Offered Respondents identied the formats their technologydelivered credit courses use. The distribution of classes has remained mostly unchanged since 2008, except for completely online classes, which decreased 16 percent from 2008. Survey respondents could identify more than one format. Their responses are summarized below: Sixty-three percent of respondents offer completely online classes Twenty-seven percent of respondents offer blended/hybrid courses One percent of respondents offer cable/telecourse courses One percent of respondents offer other forms of telecourse classes Five percent of respondents offer live interactive video courses Blended/Hybrid Courses Fifty-five percent continue to increase the number of blended/hybrid courses each termup from 53 percent in 2009, but down from 75 percent in 2010.

Challenges for We often need to help faculty and staff understand that K-12 students have had their Administrators hands held all through school and rst-time college students have a difcult time

We have more student demand for distance education courses than we have faculty trained to build and teach them.

transitioning. eLearning should focus on providing students with an ease of study, not a convenience for faculty. 2011 ITC Survey Respondent

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ITC 2011 DISTANCE EDUCATION SURVEY RESULTS

 Twenty-two percent offer about the same number of blended/hybrid courses each termup from 18 percent reported in 2010. Two percent are offering these blended/hybrid classes for the rst timedown from 6 percent reported in 2010. Two percent do not offer blended/hybrid courses. Web-assisted/Web-enhanced/Web-facilitated Courses Sixty-nine percent continue to increase the number of these classes each term (as compared with 77 percent in 2009 and 81 percent in 2010). Eight percent offer about the same number of these classes each term, consistent with the past several years of reporting.

Interactive Video Courses Given the growth of and focus on online courses and degrees, many surveys have overlooked more established technologies, such as interactive video classrooms. Respondents described their use of live interactive video. Twenty-five percent offer the same number of live interactive video courses each termthis is down slightly from 2010. Seventeen percent have reduced the number of live interactive video courses each termthis is down slightly from 2010. Ten percent have increased the number of live interactive video courses each termthis is down from 17 percent in 2010 and 26 percent in 2009. Twenty-five percent have deactivated their network or have never offered live interactive video coursesthis is consistent with 2010 and down from 40 percent in 2009.

Challenges for Administrators

Lack of data tools and staff resources to collect and report effectiveness in support of continuous improvement; time and decision-making challenges of a large and complex organization in a world that demands constant change and agile/adaptable operations. 2011 ITC Survey Respondent

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faCulty QueStionS
Challenges. Administrators ranked the greatest faculty-related challenges they face. Addressing faculty workload issues was their major challenge for the rst six years of the survey. Although training replaced this concern in 2010, workload issues emerged again as the key concern in 2011. Chart 3 shows which issues have been consistently ranked as areas of concern.

Chart 3: greatest Challenges administrators face regarding distance learning faculty

Range for responses1 is the greatest challenge, 8 is the least challenging Rank 2011 1 2 3 4 5 7 6 Rank 2010 2 1 4 3 5 6 7 Rank 2009 1 2 6 5 4 3 7 Rank 2008 1 2 4 3 5 6 7 Rank 2007 1 2 5 3 4 6 7 Rank 2006 1 2 5 3 4 6 7 Rank 2005 1 3 6 5 4 2 7 Rank 2004 1 4 5 2 3 6 7

Challenge
Workload issues Training Technical support Compensation Buy-in to electronically-delivered instruction Recruitment Intellectual property/ownership issues

Challenges for Administrators

Having the time and resources to pilot innovative programs. Having enough support staff to accomplish department goals. 2011 ITC Survey Respondent

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ITC 2011 DISTANCE EDUCATION SURVEY RESULTS

Faculty Training. Faculty must take distance education training programs at 64 percent of the participating colleges, a number that has been consistent for the past four surveys. Administrators that hold faculty training programs also reported an increase in the number of hours of training required most require more than eight hours. The survey found:

during a given period. For campuses that imposed these restrictions, the normal limit is half of the overall teaching load each term.

Course Ownership. Most institutions have established policies to address intellectual property rights for distance education faculty and instructional designers. Most have adopted work for hire contracts, but intellectual property ownership can Twenty-six percent require less than eight hours of be part of the staff persons contract negotiations, training especially for those colleges that have faculty unions. Eleven percent require eight hours of training In the absence of such an agreement, the content Fifty-nine percent require more than eight hours of usually remains under the control of the faculty member. Specically, the ITC survey found: training Teaching Ratios for Online Instruction. Full-time faculty teach 61 percent of distance education classes. Five percent more part-time faculty are teaching online classes than in 2010. These results align with the historic full-time vs. parttime faculty ratio that face-to-face classes at most community colleges experience. Distance learning administrators continue to report that they have a hard time nding qualied faculty to teach online. Faculty Location. In 2011, 30 percent of the responding institutions allow full-time faculty members to teach from out-of-city or out-of-state locations, a decrease from 40 percent in 2010. Few campuses look beyond their own instructors to teach online. However, since most campuses have saturated their use of existing full-time faculty members who want to teach online, more are recruiting statewide, regionally, or nationally to nd instructors who are already trained to teach virtually and have a proven track record. Limiting the Number of Classes Taught. Thirty-four percent of respondents limit the number of online class sections a full-time faculty member can teach Eleven percent reported that faculty own the course content Thirty-four percent reported that the institution owns the course content Forty-one percent reported that both the faculty member and the institution own the course content Five percent reported that the issue of ownership has not been dened on their campus Many campuses and college systems have also devised policies for intellectual property rights. Eight percent have an informal policy for distance education in particular Thirteen percent have a formal policy for distance education in particular Forty-six percent have a formal policy for all courses (that is not distance education-specic) Thirteen percent follow a formal district-wide or statewide policy ( that is not distance educationspecic) Three percent have no formal policy

Challenges for Administrators

The ability to train faculty to quickly offer additional sections of courses when needed. 2011 ITC Survey Respondent

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Student QueStionS
The ITC survey continues to afrm what seems to be obviousa seemingly endless number of students like online classes and want more of them. Administrators also report a chronic gap between student demand and the number of available courses. Recent budget cutbacks have exacerbated the situation by reducing, rather than increasing, the number of online class sections available. Although increased enrollments and perpetual demand are generally good problems to have, administrators have also reported the apparent lack of student preparedness for online learning. They see a lack of basic computer skills, a misunderstanding of the online learning environment, and insufcient student study skills. These issues coincide with the national call to improve overall student retention and persistence rates. For the past eight years, ITC has asked distance learning administrators about their greatest student-related challenges. The 2011 results mirrored the feedback from 2010, although the challenge of orientation and preparation returned to the number one position. Chart 4 details the trends the survey has documented since 2004.

Chart 4: greatest Challenges for Students enrolled in distance education Classes

Range for responses1 is the greatest challenge, 8 is the least challenging Rank 2011 1 Rank 2010 Rank 2009 Rank 2008 Rank 2007 Rank 2006 Rank 2005 Rank 2004

Challenge
Orientation/preparation for taking distance education classes

2 1 3 4 5 6 7 8

1 2 6 3 4 5 7 8

2 1 4 3 5 6 7 8

2 3 6 4 5 1 7 8

1 2 5 3 4 6 7 8

1 2 4 6 3 5 8

1 2 6 3 4 5 7 8

Assessing student learning and performance in distance education classes Low student completion rate Computer problems/technical support Providing equivalent student services virtually Completion of student evaluations Cheating Recruitment/interest in distance education by students

2 3 4 5 6 7 8

Challenges for Administrators

Need to increase number of online or hybrid sections to keep up with student demand. Distance Learning does not have control over the courses (the courses are scheduled and faculty assigned). 2011 ITC Survey Respondent

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ITC 2011 DISTANCE EDUCATION SURVEY RESULTS

Completion Rates. Student retention and completion issues have plagued administrators since the inception of distance learning. During the early years, retention and completion rates could easily fall below 50 percent. However, despite continued misconceptions, studies consistently report that colleges have positively addressed this challenge the gap between online retention and traditional enrollment retention now averages eight percent. In 2011, administrators reported the following information about distance education class retention rates. Forty percent said retention is comparable for online and traditional instruction at their college Fifty-three percent said retention is lower for online classes than for traditional instruction at their college Four percent said retention is higher for online classes than for traditional instruction at their college Across eight years of data, the trend in online retention continues to improve, but challenges remain, and addressing the gap is a major priority for many programs. Traditional vs. Nontraditional Students. Although many expect the millennial generation to dominate online classes, given their reputation for being techsavvy and technology-obsessed, ITC conrmed that older students are just as likely to take online classes, especially since they value access and exibility. Older students might not be as comfortable using technology as their more youthful counterparts, but they are often more motivated to succeed and have higher GPA and completion rates than those just who just graduated from high school. The ITC survey respondents noted:

Forty-eight percent of their students are traditionalage 18-25 Forty-seven percent of their students are nontraditionalage 26+ Gender. ITC has consistently conrmed that more women than men take online classes. The ITC survey respondents reported that: Sixty-two percent of students are female Thirty-seven percent of students are male Student Demand. Most distance education programs have failed to meet student demand for online instruction, since ITC began asking this question in 2005. Sixty-two percent of colleges report that demand exceeds their distance education class offerings Thirty-seven percent of colleges report that demand is being met Student Authentication. The 2008 Higher Education Opportunities Act requires distance education administrators to create processes that establish that the student who registers in a distance education course or program is the same student who participates in and completes the program and receives the academic credit. The Department of Educations corresponding regulations require accreditors to ensure that colleges authenticate students by using a secure login and pass code, proctored examinations, or any new or other technologies and practices that are effective in verifying student identication. Ninty-nine percent of survey respondents require student authentication One percent of survey respondents do not require authentication

Challenges for Administrators

Distance learning is seen as an enrollment booster of late, but in the face of faculty union gridlock, tightening budgets and few resources, expansion is difcult. The federal regulations, while wellintended, are nightmarish. Attempting to administer compliance imposes an undue burden on top these other challenges. 2011 ITC Survey Respondent

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obServationS and trendS

Since ITC began surveying its members in 2005, continuity in a number of response areas has emerged. Distance education programsregardless of geographic location, enrollments, staffing and budgetface many of the same challenges with students, faculty and administration. Demand for distance education courses by community college students continues to growat a rate much greater than demand for traditional courses. However, the unprecedented growth of the past decade is slowing on many campuses. As online instruction continues to mature, distance education administrators see a pressing need to address course quality and design, faculty training and preparation, course assessment, and improvements in student readiness and retention. Growth in the use of blended/hybrid and Web-assisted, Web-enhanced, Web-facilitated classes continues. This year, more respondents identied issues associated specically with blended/hybrid courses. The gap between distance learning and face-to-face student completion rates has significantly narrowed. Half of the survey respondents indicated that they have achieved equivalency. Virtual student services and technology support services remain a priority on most campuses. It is unclear why a number of campuses have reduced these services in the past few years, but possible causes include budget cuts and increasing the bar for the level of effectiveness for these services. The learning management system (LMS) market remains volatile. One third of campuses intend to change their LMS in the next two years. Online program administration has shifted so that academic administrators, such as deans and the academic vice president, rather than the IT department or library services, are responsible for distance education. Many campuses continue to lack compliance with the accessibility requirements for online instruction, outlined in sections 504 and 508 of the Rehabilitation Act. For more information, visit www.hhs.gov/ web/508/accenture_508/504_and_508_long.html. Nearly every distance education program authenticates student access to online courses.

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ITC 2011 DISTANCE EDUCATION SURVEY RESULTS

iS your prograM typiCal?

Administrators always wonder how their program compares to those at other institutions. Is it typical or consistent with national trends? Highly successful individual programs do not always reect these generalized characteristicsvariances often result from the culture of the institution and the role the distance education program is expected to play. For most of the survey participants, their online program: 1. Is the institutions primary source for student enrollment growth. Does not offer enough courses to meet student demand. Enhances access to higher education, due to its increased exibility and convenience. Includes a nearly equal number of traditional and nontraditional students. Enrolls more female than male students (a 60-40 split). Staff reports to the academic side of the institution, and specically to the dean or a higher ranked administrator. Is under-staffed, working in cramped conditions, with an inadequate budget. Offers approximately 160 online classes/class sections each semester. Offers a growing percentage of Web-assisted and hybrid instruction. 10. Acts as a change-agent at the institution, prompting increased faculty training and professional development, rethinking teaching pedagogy, and providing a catalyst for integrating technology into instruction. 11. Often leads the institution in dealing with issues of innovative course design, rigor, course quality, and keeping up with new insights as to how students learn. 12. Struggles to attain understanding, acceptance and support from campus leaders, who often lack direct experience with this method of teaching and learning, and feel a generational disconnect. 13. Has little or no control over faculty recruitment, hiring, evaluation and retention. 14. Is overwhelmed by, and lacks the staff necessary to comply with, state and federal government regulations, and struggles to determine the best way to respond in the face of these obstacles.

2.

3.

4.

5.

6.

7.

8.

9.

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ConCluSion
The ITC board of directors hopes this survey is valuable to distance education practitioners. With this data it strives to identify relevant data and ensure the information is tabulated and distributed in a timely fashion. The distance education landscape is constantly changing and the need for relevant and timely data and information is always important. Distance education is new ground for most senior college administratorswho are often asked to support new stafng, space and budget requests with a xed or shrinking budget. Many have little, if any, direct experience managing distance education programs. College administrators want to ensure they make the right decisions that will benet their students, faculty, staff and greater community, and make the most of limited resources. Each year, ITC engages in an aggressive campaign to get the survey into the hands of key administrators and distance education practitioners. This report is distributed to ITC members, community college presidents, attendees at the AACC annual convention, and is the subject of articles in relevant publications. The ITC board will continue to do its best to empower decision makers with the information they need. I wish to thank all of the member institutions of the Instructional Technology Council (ITC) that participated in the 2011 survey. Special appreciation goes to the ITC board of directors, for their continued support of the project. Thanks also go to the members of the ITC survey committee, for their efforts to rene topic areas and help draft several new questions for each annual survey. I thank Travis Souza, WebCollege coordinator at Truckee Meadows Community College, for creating the online survey instrument and tabulating the data over the past seven years, and Christine Mullins, ITCs executive director, for her thorough work editing the survey each and every year. Fred Lokken ITC Board of Directors Associate Dean for WebCollege and Academic Support Center Truckee Meadows Community College Reno, Nevada

about the inStruCtional teChnology CounCil (itC)

The Instructional Technology Council (ITC) is celebrating 35 years of providing exceptional leadership and professional development to its network of eLearning experts by advocating, collaborating, researching, and sharing exemplary, innovative practices and potential in learning technologies. An afliated council of the American Association of Community Colleges since 1977, ITC represents higher education institutions that use distance learning technologies in the United States and abroad internationally. ITC members receive a subscription to the ITC list serv with information on whats happening in distance education, an electronic newsletter, discounts to participate in ITCs professional development Webinar series, distance learning grant information, updates on distance learning legislation, discounts to attend the annual eLearning Conference, and free access to ITC publications and research. Visit the ITC Web site at www.itcnetwork.org to learn more or to join the organization.

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ITC 2011 DISTANCE EDUCATION SURVEY RESULTS

inStruCtional teChnology CounCil prograM aCtivitieS July 1, 2010 June 30, 2011 State authorization for out-of-State distance education institutions
In 2010-11, ITC informed and advocated on behalf of ITC members on the Department of Educations Oct. 29, 2010 regulation regarding state authorization for institutions offering distance education to outof-state students. This regulation would be extremely costly to ITC members, impede out-of-state student access to distance education opportunities and programs, and could stymie many distance learning operations. ITC staff created a special section on the ITC Web site with articles and resources to inform ITC members about federal and state requirements that higher education institutions that offer distance or correspondence education to out-of-state students meet any state requirements to legally offer courses to the students in their state.

elearning news
Throughout 2010-11, ITC staff regularly informed its members about distance learning issues and trends via biweekly e-mail notices. The e-mails included short excerpts from articles on eLearning featured in Inside Higher Ed, The New York Times, the Chronicle of Higher Education, the blogosphere, among other news sources. ITC staff also sent members summaries and links to the latest eLearning research from the National Center for Educational Statistics and other Department of Education agencies, the Sloan Foundation, and other sources. ITC archives past news updates on the members only section of its Web site.

elearning 2011feb. 19 22, 2011 in St. pete beach, florida

ITCs annual professional development conference attracted 394 registrants and 15 exhibitors. eLearning 2011 featured nearly 60 professional development concurrent sessions, a day of preconference workshops, inspiring general session speakers, and an exhibit hall. Featured speakers at eLearning 2011 included: Cole Camplese, director of education technology services at Penn State University; Alan Levine, vice president at the New Media Consortium; David Wiley, associate professor of instructional psychology and technology at Brigham Young University; and Maria Andersen, math faculty at Muskegon Community College. eLearning 2011 attendees participated in the following pre-conference workshops: Designing High-Quality Online Courses for Student Success Evaluating Online Faculty Performance Life as Learning: The End of the Textbook and LMS Strategic Planning TodayTo Meet the Challenges of Tomorrow

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Designing High-Quality Courses Blending Online and On-Campus Environments The First-Semester Experience for eLearners Seeing the Virtual in Outdoor Field Trips Teaching and Learning in the Digital Age Tweet ThisSocial Networking in Higher Education

itC professional development Webinars

In 2011-12, ITC offered 32 weekly professional development Webinar presentations, which featured practical advice from distance learning experts for administrators, instructional designers, and faculty members. Anne Arundel Community College provided ITC the use of its Blackboard Collaborate site for these presentations,which enabled presenters to showcase their Web sites, and share program, video and audio materials.

itC 2011 leadership academy

ITC held the ITC 2011 Distance Learning Leadership Academy in Colorado Springs, Colorado on July 2426, 2011. Twenty-nine participants worked with the academy faculty and members of the ITC board of directors to understand their home institutions, create a sound leadership strategy for their environment, develop a leadership model to t their institution, identify and acquire key tools for successful leadership in distance learning and gain a network of practitioners.

2010 distance education Survey resultstrends in elearning: tracking the impact of elearning at Community Colleges
In the fall of 2010, ITC surveyed its members on the state of distance education at community colleges. Members of the ITC board of directors created and reviewed the survey questions, to ensure it gathered the data and information useful to distance learning administrators and faculty. In March 2011, ITC published and distributed the 24-page report to ITC members, every member of the American Association of the Community Colleges, and to members of the press. This publication is also freely available on the ITC Web site.

itC newsletter
ITC published a quarterly online newsletter, featuring articles written by ITC staff, the ITC board of directors, and by ITC members. Articles written by ITC members covered distance learning best practices, activities and events at their institutions and in their region.

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ITC 2011 DISTANCE EDUCATION SURVEY RESULTS

itC awards for excellence in elearning

ITC recognized the recipients of ITCs 2011 Awards for Excellence in eLearning at an awards luncheon on Feb. 21, 2011 during the eLearning 2011 conference in St. Petersburg, Florida. ITC staff organized the nomination process and recruited judging panels which included members of the ITC board of directors, past award winners, and other ITC members, to review the candidates. Award categories included lifetime achievement, outstanding eLearning program, outstanding eLearning faculty, outstanding use of new technology and/or delivery system, outstanding student services, outstanding technical support and service, and outstanding eLearning student. You can view the award recipients at www.itcnetwork.org/about-itc/award-recipients.html.

new itC Web Site

During the fall of 2010, ITC reviewed proposals from vendors and selected a Web site designer to redesign the ITC Web site. ITC unveiled its new Web site in January 2011. The new Web site platform, Joomla, is a free, open-source Linux-based system, which is easy for ITC staff to modify and update, and includes sections exclusive to ITC members. The new Web site gives ITC greater visibility, since its public elements are searchable on Google and other search engines, and visitors can search for topics within the ITC Web site. The site also includes a calendar and polling feature, and is trackable via Google Analytics.

increased visibility for itC

ITC staff mailed a promotional package to community college presidents and other non-members. In the spring of 2011, ITC surveyed its members to determine which ITC services they value and use most, and the professional development services they would like ITC to provide. ITC staff updated the ITC membership brochure. ITC regional representatives increased their contacts with the ITC members in their regions and encouraged non-members to join ITC. ITC staff increased the number of participants on its e-mail contact list, from one to ve individuals per ITC-member institution.

Supported WebaiMs goalS project

ITC supported WebAims GOALS project, a program the Department of Education funded to motivate college administrators to make their courses and student services accessible to all students, faculty and staff. ITC will help disseminate information about this project to its members, via its Webinar series and presentations at its eLearning conference.

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broadband Connections for anchor institutions

In 2010-11, ITC served as an active participant on the Schools, Health and Libraries Broadband Coalition in order represent its members, and inform them on how the Obama administrations broadband stimulus program could benet their distance learning program. On September 1, 2010, ITC staff and board member Mickey Slimp met with the leaders of the US UCAN project, to discuss how community colleges can be involved in this grant program. In July 2010, NTIAs Broadband BTOP grant program awarded US UCAN $62.5 million to create a national advanced network infrastructure to help connect community anchor institutions to support advanced applications not possible with todays typical Internet service. On November 17, 2010, US UCANs Gary Bachula presented a special one-hour ITC professional development Webinar to discuss their broadband grant program. On July 13, 2011, ITC submitted comments to the FCC regarding the Connect America Fund, the National Broadband Plan, and High-Cost Universal Service Support. These comments emphasized that ITC supports the transition of the high-cost program of the Universal Service Fund (USF) to support broadband services.

itC forum at aaCC annual Convention

ITC sponsored the forum, Student Success: The First Semester Experience for eLearners, at the AACC 2011 Convention in New Orleans, Louisiana on April 10, 2011. Presenters included Jean Runyon, dean of the virtual campus at Anne Arundel Community College, Fred Lokken, associate dean of TMCC WebCollege at Truckee Meadows Community College, Carol Spalding, president for Rowan Cabarrus Community College, and Rhonda Spells, executive director for eLearning Services at Prince Georges Community College.

Pamela Quinn, chief executive ofcer of the Dallas County Community College Districts R. Jan LeCroy Center for Educational Telecommunications, represented ITC on the American Association of Community Colleges (AACC) board of directors. Mickey Slimp, executive director, Northeast Texas Consortium of Colleges and Universities, served on AACCs Commission on Academic, Student and Community Development. Carol Spalding, president, Rowan-Cabarrus Community College, served on AACCs Commission on Research, Technology and Emerging Trends. Christine Mullins, ITCs executive director, attended Maryland Distance Learning Associations (MDLA) fall conference on November 9, 2010 and presented the session, Recent Federal Legislation and Policy Initiatives for Distance Education at MDLAs spring conference on March 3, 2011. Visit www.itcnetwork.org for more information about the Instructional Technology Council or to become a member of this national organization, whose mission is to provide exceptional leadership and professional development to its network of eLearning experts by advocating, collaborating, researching, and sharing exemplary, innovative practices and potential in learning technologies.

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itC board of direCtorS 2011-2012

Jean Runyon Chair Dean, Virtual Campus Anne Arundel Community College Arnold, Maryland Anne Johnson Chair-Elect North Central Regional Representative Dean, Humanities, Social Sciences and Online Programming Inver Hills Community College Inver Grove Heights, Minnesota Carol Spalding Treasurer President Rowan-Cabarrus Community College Salisbury, North Carolina Christine Mullins Executive Director Instructional Technology Council Washington, DC Howard Beattie International Representative Education Specialist Holland College Charlottetown, Prince Edward Island, Canada Ronda Edwards Executive Director, MCCVLC Michigan Community College Association Lansing, Michigan Dan Jones Executive Dean, Center for Instructional Systems Development Coastline Community College Fountain Valley, California Fred Lokken Associate Dean, TMCC WebCollege Truckee Meadows Community College Reno, Nevada Loraine Schmitt Western Regional Representative Director, Distance Education and Instructional Support Portland Community College Portland, Oregon Mickey Slimp South Central Regional Representative Executive Director Northeast Texas Consortium of Colleges and Universities (NETnet) Tyler, Texas Rhonda Spells Northeast Regional Representative Executive Director, eLearning Services Prince Georges Community College Largo, Maryland Diane Thomas Southeast Regional Representative Director, Distance Education Greenville Technical College Greenville, South Carolina Lynda Womer Associate Provost St. Petersburg College Seminole, Florida

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march 2012
instructional Technology council one dupont circle, n.W., suite 360 Washington, d.c. 20036 202-293-3110 www.itcnetwork.org

copyright 2012 by the instructional Technology council. all rights reserved.