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2014 MCCVLC Survey Results: Insights on Distance Learning Administration and Enrollment Trends

The 2014 MCCVLC survey reveals critical insights into distance learning administration across Michigan community colleges. With 25 participating institutions, findings include reporting structures, personnel statistics, online enrollment trends, course assessment practices, and the adoption of open educational resources. Key trends highlighted include the growth in online degrees offered and changes in organizational structure over the years. This comprehensive analysis provides a foundation for discussing best practices and areas for improvement in distance learning programs.

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2014 MCCVLC Survey Results: Insights on Distance Learning Administration and Enrollment Trends

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  1. 2014 MCCVLC Distance Learning Administrators Survey Results & Discussion

  2. Who • Twenty-five submissions • Alpena Community College Mid‐Michigan Community College • Bay College Monroe County Community College • Delta College Montcalm Community College • Glen Oaks Community College Mott Community College • Gogebic Community College Muskegon Community College • Grand Rapids Community College North Central Michigan College • Henry Ford Community College Northwestern Michigan College • Kalamazoo Valley CommCollege Oakland Community College • Kellogg Community College Schoolcraft College • Kirtland Community College St. Clair County Community College • Lake Michigan College Washtenaw Community College • Macomb Community College Wayne County CommCollege District West Shore Community College

  3. Organization Structure • Reporting Line • 40% report to Chief Academic Officer (2012 - 37%)(2013 – 42%) • 24% report to Academic Dean (2012 - 30%)(2013 – 17%) • 12% report to Non-Academic Administrator (2012–4%)(2013 – 13%) • 16% report to President • ITC National Survey: more than 72 percent of respondents indicated they reported to the vice-president of academic affairs or to an academic dean.

  4. Organizational Structure - 2014 In 2013: Centralized – 37%/Decentralized – 21%/Mix – 42% In 2012: Centralized – 33%/Decentralized – 26%/Mix – 33% In 2011: Centralized – 33%/Decentralized – 17%/Mix – 46% In 2010: Centralized – 48%/Decentralized – 19%/Mix – 33% In 2008: Centralized – 48%/Decentralized – 22%/ Mix – 30% In 2006: Centralized – 48%/Decentralized – 26%/ Mix – 26%

  5. PersonnelFull-Time Staff in DE Program 2013 – Majority of Programs had 1 – 2 FT Employees 2012 – Majority of Programs had 0 – 2 FT Employees

  6. PersonnelPart-time Staff in DE Program 2013 – Majority of programs had 1 – 4 (or more) pt staff 2012 - Majority of programs had 0 – 1 part-time staff

  7. Program - Enrollments Fall 2013 online enrollment compared to Fall 2012

  8. Program - Enrollments • What is the percentage of enrollment (credit/contact hr) that your institution’s online program is of the total enrollment for your institution? • Average: 18.75 (2012 - 15%) (2013 – 14.7%)Median: 13.7% (2012 - 15%) (2013 – 12.4%) • Nationally – ITC reports a modest growth of 5.2% in online course enrollments.

  9. Program Enrollments • Demand for online courses

  10. Program • LMS Switch • Just 2 colleges said “Yes” (8%) – Down from 26% in 2012 • Nationally, LMS switching down to 27% - ITC Survey

  11. Programs • Assessment of course prior to offering • 76% have some assessment (2012 – 52%)(2013 – 73%) • Assessment of course after offering • 48% report having assessment practices at some point after course is first offered (2012 – 46%) • 24% report working on a review process • Offering online degrees • In 2014 – 60% offer online degrees (15 colleges) 3 have plans to • In 2013 – 58% said yes (14 colleges) • In 2012 – 48% said yes • In 2011 – 42% said yes • Nationally – 87% offer at least one online degree – ITC study

  12. Program • Section enrollment caps for online

  13. Program • Online remedial classes

  14. Program • Online competency-based courses

  15. Completion Rates Nationally – 45% claim retention is comparable to on-campus rates; 53% said retention is lower for online classes; 2 percent report retention is higher for online classes than for tradition instruction. ITC – 2013 Study

  16. Student Authentication • 100% of respondents require authentic username/passcode access to course • Nationally – 100% have a similar requirement • Other options: • Proctored exams – 21 colleges • Nationally 18% require online students take at least one proctored exam • Plagiarism detections service – 9 colleges • Web browser lock-down service – 6 college • Student engagement w/academic integrity policy – 7 colleges • Authentic assessments – 2 colleges

  17. Open Educational Resources • Impact on institutions • 46% - Very Little (50% - Nationally) • 21% - Significant (45% - Nationally) • 33% - Not Sure • Roadblocks to adoption • Faculty reluctance to use (20) • Lack of faculty awareness (16) (ITC – 76%) • Time needed to locate/evaluate resources (18) (ITC – 77%) • Credibility of sources (15) (ITC - 48%) • Lack of ancillary materials (11) (ITC – 30%) • Resistance from administration (2) (ITC – 13%)

  18. Course Quality • Regarding course content and rigor – online courses compared to face-to-face traditional courses: • Superior to face-to-face traditional courses • MCCVLC Study – 2 responses, 8% • ITC Study – 14% • Equivalent to face-to-face traditional courses • MCCVLC Study – 17 responses, 68% • ITC Study – 82% • In need of improvement • MCCVLC Study – 6 responses, 24% • ITC Study – 4%

  19. Course Development • More colleges using a team development model • 10 colleges use extensively/9 colleges use sometime • Master/template courses • 7 colleges employ master templates for all courses/8 colleges use them sometimes • Average length of time to develop online cours • 3 – 6 months – 55% of colleges • 1 – 3 months – 29% of colleges • 6 – 9 months – 8% of colleges • 9 – 12 months – 8% of colleges • Average # of courses developed last year – 17 • One college developed 160!

  20. Program - Greatest Challenges

  21. Greatest Challenges

  22. Greatest Challenges • Other Challenges • Maintaining/Achieving Quality • Faculty – Contracts, Training • Lack of vision by upper administration • Decentralized situation = Responsibility and no authority • Lack of commitment from other departments • Public Policy Issues • Future federal regulations – state authorization • HLC

  23. Faculty – Greatest Challenges

  24. Faculty • Teaching Ratios for online course • Full time average – 68% ( for 2012 - 63%) • Nationally – 57% • Part time average – 34% (for 2012 - 37%) • Nationally – 43% • Everyone continues to have a hard time finding qualified faculty • Limiting number of classes taught • 40% do not limit (for 2012 - 48%)

  25. Faculty • Limit the number of courses taught as a full load

  26. Faculty • Interaction with students requirement

  27. Faculty • Mandatory training to teach online Nationally, nearly 60% require 6 or more hours of training In 2012 – 59% reported mandatory training to teach online

  28. Faculty • Re-certification for seasoned online faculty

  29. Student – Greatest Challenges

  30. Student Support Services

  31. Library Services • Librarian assigned to serve distance learning courses

  32. Library Services • Institution follows ACRL (Association of College & Research Libraries) Standards for Distance Learning Library Services

  33. 2014 MCCVLC Distance Learning Administrators Survey Results & Discussion

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