Web-Enhanced , Blended or Online - Do Options Increase Student Success?

1. Web-Enhanced, Blended or Online - Do Options Increase Student Success? 35th Annual AMATYC Conference Las Vegas, NV November 13, 2009 Mariana Coanda & MarcialEchenique

2. Broward College Profile • Established in 1959 • Open admissions • It’s a public college that offers BS, AA, AS, AAS degrees and Technical Certificates (selected degrees and certificates completely online). • It has three major campuses , six educational centers located throughout Broward County, three international centers and many study abroad programs. • Students (fall 2009): 46,000 (about 15% online students) • Website: www.broward.edu

3. Broward College Demographics • Traditional Age 19-24: 42% • Female: 60% • Part-time: 72% • Minority: 47% Non-Minority: 43% Other: 10% • Asian/Pacific Islander: 7% • Black: 18% • Hispanic: 22% • Native American: <1% • Caucasian: 43% • Other: 10%

4. e-Learning Course Formats • Web-Enhanced courses are traditional classroom-based courses that meet regularly on campus, but use some Blackboard tools and features to enhance teaching and learning. • Blended courses are non-traditional courses that replace 25%-80% of traditional, face-to-face instruction with online learning activities. • Online courses are non-traditional courses that replace 80% or more of traditional, classroom-based instruction with online learning activities. • Length of courses: 6 weeks, 8 weeks, 12 weeks, and 16 weeks.

5. BC Enrollment

6. BC Enrollment – College

7. BC Enrollment – Mathematics

8. BC Enrollment – Statistics

9. Enrollment • Teach more traditional than online classes • Traditional enrollment has been decreasing or staying constant • Online enrollment increased at double digit percent rate • Blended has increased dramatically in the last year (due to increased awareness and need for more classroom space) • Enhanced has also increased in the last few years due to instructional technology training for interested faculty • Overall Mathematics enrollment decreased in 2006-2007 (due to policy changes at college requiring prep reading before math).

10. Enrollment - continue • Traditional mathematics enrollment has continued to increase slightly, but online mathematics enrollment has increased significantly at an average rate of 50% per year. • Blended and enhanced course have also increased • In the last year, statistics enrollment increased at the same rate in both traditional and online formats. During this same period of time blended and enhanced enrollment increased at a much higher rate.

11. Math Success – College Algebra

12. Math Success – Elementary Algebra

13. Math Success - Statistics

14. Math Success • Success rate in College Algebra for online and traditional courses is comparable. During the period of time all formats show a steady increase in the success rate. • Success rate in Elementary Algebra for traditional courses is higher than for online courses. This may be due to the students’ college experience level. During the period of time all formats show a slight increase in the success rate. • Success rate in Statistics for traditional classes has stayed the same, but online success rate has increased slightly. During the period of time, the overall success in the traditional course has been substantially higher than the other formats.

15. Quality MattersInter-InstitutionalQuality Assurance in Online Learning • Quality Matters (QM) is a faculty-centered, peer review process designed to certify the quality of online courses and online components. • The goals of the program are to increase student retention, learning and satisfaction in online courses by implementing better course design.  • Quality Matters has been adopted by hundreds of higher education institutions across forty-two states, Canada and Bermuda. • Ninety-two course have received the QM seal of recognition in 2009. • Over 5000 faculty and staff have been trained by QM. • More details: http://www.qualitymatters.org/

16. Quality Matters Standards QM created a set of 40 specific elements (QM Rubric), distributed across eight categories: • Course Overview & Introduction • Learning Objectives / Outcomes • Assessment & Measurement • Resources & Materials • Learner Engagement • Course Technology • Learner Support • Accessibility

17. QM Rubric – Scoring: For any e-learning course to be nationally QM recognized, it must meet all the Essential Standards in Quality Matters Standards and achieve a score of 72 or more out of 85.

18. Course Meets Quality Expectations Course Revision Quality MattersCourse Peer ReviewProcess Faculty Course Developers Institutions National Standards & Research Literature Course Rubric Faculty Reviewers Training Peer Course Review Feedback Instructional Designers

19. Quality Matters @ Broward Collegehttp://www.broward.edu/elearning/eLearning/faculty/qualityStandards/page12863.html Broward College became a QM member in May 2008. Our BC rubric combines and integrates BC-specific standards with all 17 Quality Matters Essential Standards (2008-2010 edition), indicated with (QM), as well as 9 Quality Matters Important/Very Important Standards, indicated with (qm). For an online or blended/hybrid course to be internally QM certified, it must meet ALL 40 standards. For an online or blended/hybrid course to pass the Final Review for course development, it must meet all 30 standards with bold bullets and asterisks(*). All commissioned courses, whether fully online or blended/hybrid, have to meet all 40 BC standards.

21. College Algebra Online – prior to QM

22. College Algebra Online – prior to QM

23. College Algebra Online- BC Internally CertifiedYour Location: Home Page

24. College Algebra Online- BC Internally Certified Your Location: Home Page > Learning Units

25. College Algebra Online- BC Internally Certified Your Location: Home Page > Learning Units > Learning Unit 1

26. 40 e-learning courses are BC internally certified • 7 are QM nationally recognized Best Practices and Exemplary Courses in e-Learning @ Broward College

27. Elementary Algebra Blended (QM nationally recognized)

28. Statistics Online (QM nationally recognized)

29. BC e-Learning Primary Goal Areas2009-2013 • e-Learning Course Quality • Standards for Course Development • Recognition for QM Certified Courses & Faculty • New Commissioned Course Development (25 to 30 in 2009-2010) • Existing Commissioned Course Re-design (20 to 25 in 2009-2010) • 5 -year course redesign cycle 2. Ubiquitous Blackboard Access (starting Jan.2010 all BC classes will be in Blackboard) 3. Faculty Development and Support (120 more faculty complete certification/re-certification courses to teach or develop online courses and about 150-200 attend “web-enhanced” workshops) 4.Program and Enrollment Growth 5. Increase Academic and Student Support

30. Overall Conclusions • College Algebra success rate has continued to increase in all four formats during the period • For Elementary Algebra and Statistics the traditional format has a higher success rate. • Because of the substantial increase in online enrollment, we need to improve the online formats for Elementary Algebra and Statistics courses, as well as all other online courses offered at Broward College. • Do options increase student success? Not yet. But with the plan currently in place, we hope that it will increase the success rate even more.

31. Team Members • Lisa Ciardulli Associate VP of Instructional Technology • Yaping Gao District Director, Instructional Design • Matthew Seeman Assistant Director for Institutional Research

32. Q & A • Dr. Marcial Echenique mecheniq@broward.edu • Mariana Coanda mcoanda1@broward.edu