Executive Summary

Options Report (pdf)

Strategic Areas

Benchmark Colleges

References

Focus groups raised the issue that the quality of distance offering is highly variable. This was not described as an individual failing, but rather the result of uneven or missing institutional support, processes and systems. On-going professional development for faculty, staff and administrators is needed to support both quality and innovation in distance education. Three issues have been identified in this strategic area. Detailed discussion and strategic questions are presented below.

• Increasing Instructor Preparation and Experience
• Administrator Training
• Training for Staff who provide services to DE students

Issues Related to Instructional Quality and Professional Development:

1. Increasing Instructor Preparation and Experience
   The conversion of face-to-face courses to a distance delivery format can be complex task. In some cases significant redesign to realize the full potential of the medium is required. Instructors also need to learn to interact with students in new ways since synchronous (faculty and students communicate in real time) and asynchronous (a delay exists between communications) electronic communications have unique characteristics. Online and interactive television courses have special characteristics so that different training is required for each. Training should include on-going support and assistance since new DE instructors need support and mentoring as they teach their first few classes. There should be opportunities to continue training and developing new skills and teaching strategies. Mentoring by experienced DE faculty is a model that has been shown to be successful elsewhere.

   Comparisons between Los Rios and Benchmark Institutions:

   Los Rios:

   • Minimum standards for distance education instructors have not been identified.
   • All four colleges in the district conduct a series of workshops or summer institutes to prepare faculty for teaching online courses. Content varies from college to college.
   • Participation in training is voluntary although some colleges have guidelines that mandate a certain level of training and preparation.
   • FLC, CRC and SCC provide one-on-one training and orientation for instructors who are preparing to teach via television or ITFS.
   • Some faculty members also choose to receive training from sources outside the district, such as the California Virtual Campus, academic programs at other colleges, or participation in conferences or self-study.
   • Faculty members from each Los Rios College have participated in the CVC Fast Track Program. This innovative approach trained and supported selected faculty who were first-time online course developers and assigned an experienced online instructor to each as a mentor. Both the trainee developer and the mentor received stipends from CVC. However, this program’s funding has been cut and will no longer be available.
   • At each college, the Instructional Technology Coordinators provide training and one-to-one support to faculty members wanting to learn how to teach online courses.
   • During Flex Days, several of the colleges conduct workshops where current online faculty share ideas and view one another’s existing courses discussing both what has worked and what hasn’t worked for them in their online courses.
   • Support during course delivery is fragmented depending on whether there are network support issues, issues with Blackboard, or course design issues – making it more difficult for faculty to resolve outstanding problems.

   Benchmark Institutions:

   • Many colleges have mandatory training or demonstrated competency BEFORE faculty can teach an online or distance education course.
   • Foothill College provides a self-paced online tutorial in using their online course management software and preparation for teaching online.
   • Cero Coso Community College has an 8-unit certificate program for online teaching that is available to all faculty members in California. Faculty members can complete the program in one semester, or go at their own pace and enroll in individual modules over several semesters.
   • North Harris Montgomery Community College District has the Center for Teaching and Learning which offers Level I, II, and III of the Online Teaching Certification Program in addition to short courses.
   • Training and support are provided more consistently at the benchmark institutions by the staff of the “Virtual College” or the Distance Education Coordinator.
   • Cero Coso College has an “open house” each semester where faculty open up their online courses for their peers to visit. Not evaluation, just to learn.
   • Foothill College also has a faculty website with a discussion board for online instructors. This board is used for special topics such as, teaching practices, challenges, etc. The Dean of Mediated and Distance Learning is active on the board and posts helpful comments and suggestions in answer to faculty questions. Strategic

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   Strategic question:
   
   • Should the colleges require a consistent standard of demonstrated preparation for distance education instructors, either through distance education certificate courses or the equivalent prior to teaching distance education courses?
   • What types of on-going support for DE instructors should be provided?

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2. Administrator Training and Roles
   In order for high quality distance education programs to flourish, professional development opportunities for educational administrators related to leadership and support of distance education innovation may also be needed. Ongoing training in the evaluation of distance education courses for peer review team members is also important in maintaining quality standards. Knowing how to recognize the features of an exemplary online or distance education class forms the basis for quality assurance, faculty review and program review. Information at the level of program development and delivery, including market data, would also be helpful to administrators.

   Comparisons between Los Rios and Benchmark Institutions:

   Los Rios:

   • ARC provides regular training and materials for deans, department chairs and faculty peer review chairs regarding how to recognize an exemplary online course. This training references the CSU Chico Rubric for Recognizing Exemplary Online Courses.

   Benchmark Institutions:

   • No information was obtained from benchmark institutions on specific training for administrators on distance education management. However, the academic deans play a critical role in recommending programs and courses for development in a distance education format at each of the benchmark institutions. Follow-up questions may clarify this issue at a later date.

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   Strategic question:
   Should training, information and on-going support regarding developing, managing, and evaluating distance education programs be provided for deans, department chairs and peer review committees?

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3. Training for DE Support Staff
   Support services are being delivered via distance education modes by a wide variety of support staff. Training and ongoing support on the technologies and best practices associated with delivery of high quality services in a distance format may be needed.

   Comparisons between Los Rios and Benchmark Institutions:

   Los Rios:

   • There is no consistent training provided for classified staff who provide support services for DE students.

   Benchmark Institutions:

   • No information was obtained from benchmark institutions on this issue in the initial interviews but this will be obtained in follow-up interviews.

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   Strategic question:
   What type of training and on-going support should be provided for classified staff members who provide support services for DE students?

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