AQIP TEAM Alternative Scheduling

Transcription

1 AQIP TEAM 1-05 Alternative Scheduling Page 1

2 AQIP TEAM 1-05 Rationale for Team: With changes in population demographics and technology, Richland Community College must pursue course delivery formats that will attract students who face time or place restrictions in attending classes and completing programs. This new team will continue the work of Team 27, Class Scheduling, based on the following recommendation: IEG assigns a taskforce to develop a degree program in an alternatively scheduled format. In addition, all new or revamped programs should consider alternative/creative scheduling when applicable. Team Members: There has been an evolution of Team Members over the life of the project. Therefore, all Team Members are being listed, even if they did not remain on the Team. Team Leaders: Marcus Brown and Kendall Dolly Facilitator: Steve Caldwell Team Members Health Professions Faculty Carol Wood Business and Technology Faculty Dave McLaughlin Transfer Faculty Jill Feinstein Student Services Gary O Connor Dean Tim Taylor Dean Dr. John Cordulack Transfer Faculty--Kris Muschal Resources Technical Support Matt Johnson Technical Support Sandy Harmison Technical Support Laurie Dale The proposed Project Statement for Team 1-05: To develop alternative scheduling options for courses and programs as measured by the number of enrolled students, the success rate/ completion rate of enrolled students, and the number of new programs. Revised and Working Project Statement: To improve alternatively scheduled courses and programs as measured by student satisfaction, faculty satisfaction, student performance, number of courses and number of programs offered in an alternative format. Page 2

3 Definitions: Commitment Respect Excellence Accountability Diversity Alternatively Scheduled Program Format Virtual/Hybrid/Blended, Cohort, Accelerated, Night/Once a Week, Weekend, On Site of Business/Organization, Differential Shifts (midnight or 6AM classes), Tailored to Different Groups. Student Satisfaction The degree of contentment with a course or program as measured by: # of students who are happier with schedule # of new students who enroll (1 st time) Completion of course, completion of degree # of students who have met intended goal # of students who are happy with time (reduction of time) Faculty Satisfaction: The degree of contentment with a course or program as measured by: # of faculty wanting to teach courses # of faculty who cite student performance is similar to traditional students. # of faculty who cite barriers are decreasing # of faculty who cite increased support for courses (satisfied with technical support) Reduced complaints by students Student Performance: The completion, output and/or success of students based on: Increased course completion/progression thru sequence Decreased time to complete program Grades that are similar or better than traditionally enrolled students Retention/Attrition that is similar or better than traditionally enrolled students New Student a person who has never been enrolled at Richland or has not been enrolled for more than 5 continuous years. Page 3

4 In an effort to enhance the College s course offerings, Richland must develop the ability to place courses into programs and to convert existing programs into formats that can be delivered in an format other than traditional in-class instruction. This would increase the College s flexibility in several ways: to offer timely programs; to meet the needs of the District by delivering a program to the public when it is desirable, rather than when the College chooses to offer it; and to accommodate a variety of learning styles. The College has experienced tremendous competition from other institutions which have developed programs to accommodate the adult learner and students who choose alternative modes of delivery including online, fast track/accelerated, weekend programs and variable start times. In order for the College to continue to meet the needs of the district, it must be able to respond in a proactive way to shifts in demand for educational delivery. In order to identify a process, gaps in service, and needs of alternative program and course delivery, the Team employed the Seven Steps of Continuous Improvement Process (Figure 1). Figure 1 To effectively use the CQI process, the team changed the project statement into an improvement statement. Otherwise you have already arrived at the solution for the problem before you defined, assessed, or analyzed the situation. As the Team moved through the process, it was clear early on that as a rule, there is no one process for developing courses in an alternative format. Each division creates a timeline or agenda for which courses would be converted to an alternative format. Further, until spring of 2006, it was impossible to complete any degree or certificate program entirely through an online format. The Associate in Arts degree became possible to complete, but only with the addition of Speech 101 as a hybrid course. However, this area still remains fragile as the course is taught by Page 4

5 an adjunct faculty member, who may or may not be at Richland for a significant amount of time (Alternative Program Completion, see Appendix 1). It was determined that the Team needed to review how programs and courses had developed over time and how they were evaluated for success. Gathering the right data would be important in making any recommendations or implications about the process. Many questions regarding performance of students and satisfaction of both the students and faculty were also important. In order to get the right information, a Data Gathering Plan was developed (see Appendix 2). The Team looked at a myriad of variables that can affect student performance. Overall, there seems to be minor differences between students who enrolled in alternative schedules courses and those who enrolled in traditional courses. There also appears to be no net difference between alternative scheduled courses and traditional courses in terms of its impact on matriculation to other sequences of courses (see Appendix 3). When students completed an online survey, 49 people or 38.58% indicated that they had taken an alternative scheduled class before. They were asked this without having a definition of an alternative scheduled class. When broken down, the following results were found: Have you taken any of the following at Richland before? Internet Course % Hybrid/Blended Course % One Night a Week Course (M-Th) % Accelerated Course (less than 16 weeks) % Weekend Course (Friday night Sunday) % On the whole, the survey seems to show that students wanted more sections of all alternative scheduled course options. For example, 92 (or 72%) wanted more internet sections while 80 (or 63%) wanted more one night a week courses. The full report is attached at the end of the document (Appendix 4). A sampling of area programs indicates that students have a plethora of options for completing programs outside of the traditional track. School Program Format Available Degree Available Danville Area Online ASA Accounting Community College Eastern Illinois Off-Campus Bachelors University Franklin University Online Bachelors Greenville College Accelerated, One Bachelors Night/Week, Off-Campus Lakeland College Online (speech as hybrid, one AA/AS lab science on-campus) Lincoln Land Combination of Alternative AA/AS Page 5

6 Community College Courses Millikin University Accelerated, One Night/Week Bachelors, Masters Parkland College Online AA, AS, AAS, Certificate (Speech offered as hybrid) Springfield College of Illinois/Benedictine Accelerated, One Night/Week, Off-Campus Bachelors, Masters, Doctorate University University of Illinois at Online Bachelors, Masters Springfield University of Phoenix Online Bachelors, Masters, Doctorate When looking at variables that affected faculty, the team reviewed the work that had been done by the Faculty Online Support Team. The survey identified who had taught online or hybrid, the kind of training received, and some information on barriers to teaching in this format. According to the report by the Team 2-05, gaps in the current process for online course development and offerings include: 1) Time constraints of the Online Coordinator, 2) Conflicts between offered workshops and faculty schedules, and 3) Issues regarding Administrative Support This team also reported that the current process is not working because: There are time/scheduling issues for the faculty who can t attend offered sessions; faculty should get time-off or a substitute instructor for their course so they can attend the training offered. There is a perception of a lack of administrative support and member of the administration need to be more involved in the training and online courses being developed by the faculty. There is no compensation for taking online training (i.e. monetary or release time). Last minute online class offering affect the quality of the courses being developed and prohibit faculty training for example, some instructors ware given online classes to develop/teach just a few days prior to the start of the semester. More topics need to be covered including: cutting-edge technology; course enhancements; using electronic grade books; using more advanced features of WebCT; creating surveys/polls; pedagogical techniques ( much of the faculty training should include information on the education aspects of online learning as well as the technology issues); student interaction; the opportunity to practice the skills learned in training; etc. The online survey from Team 2-05 is attached at the end of the document (Appendix 5). As the team continued to look at performance variables, again it was noticed that there was no net effect on student performance when comparing traditionally enrolled students with alternative format students. In addition, it appears that overwhelmingly, most students have used some form of an alternative format course in their program of choice. Page 6

7 Program Enrollment % 80.0% 70.0% 60.0% 50.0% % 40.0% Students w Alt Course Stu wo Alt Course 30.0% 20.0% 10.0% 0.0% Fiscal Years % program completion 100.0% 90.0% 80.0% 70.0% 60.0% % 50.0% 40.0% Grads w Alt Courses Grads wo Alt Course 30.0% 20.0% 10.0% 0.0% Fiscal Years Page 7

8 What becomes obvious for the Team, then, is that there is no defined format or sequence in which divisions select which courses are offered in alternative formats. It also appears to be dependent upon a faculty member s interest in moving forward in developing alternative format courses. Lastly, in order for us to impact the process, there needs to be a centralized person or office that helps to coordinate these efforts. Many of the recommendations of the committee were incorporated into the Title III grant proposal. The following recommendations are being made by the committee. 1. Increase the Number of Programs That Are Available in an Alternate Format (e.g. Fast- Track, Late Start, Online, Weekend, and One-Night-a-Week). a. In an effort to enhance its course offerings, the college must develop the ability to place these courses into programs and to convert existing programs into formats that could be delivered in an alternate format other than traditional in-class delivery. This would increase the College s ability to offer timely programs and meet the needs of the District by delivering a program to the public when it is desirable, rather than solely when the College chooses to offer it. b. The College needs the assistance of a well-trained leader to help coordinate an alternative delivery of programs and to assist in identifying and developing other areas where we can enhance our program delivery. This position could be a new position or one through release time for a current employee. The College has experienced tremendous competition from other institutions which have developed programs to accommodate the adult learner and students who choose alternative modes of delivery, including online, fast track/accelerated, weekend programs and variable start times. In order for the College to continue to meet the needs of the district, it must be able to respond in a proactive way to shifts in demand for educational delivery. c. The College has already begun expanding services and course delivery in alternative formats. It also has identified the need to complete programs in an alternative format as well as provide desired services to the college community. An emerging need is to better inform the college community about the new and emerging technologies and services. 2. Increase Courses Offered in Alternative Delivery Formats. a. This should focus on increasing the availably of courses through alternative format to traditional in-class instruction. This includes the ability to offer courses online, late-start, evening, and weekends. This could also be enhanced by upgrading or in some cases, introducing computer access in the classroom. This may entail lap-tops or more computers to enhance classrooms. This might also include developing more smart classrooms that are available on the campus. This allows the instructor to introduce technologies or instruction that may not be available in all classrooms, or reduce the barriers to using this because of faulty AV equipment, delayed delivery, or lack of availability during the instructional moment. b. Other possibilities include development of a cohort of courses that are a part of a program, but do not entail the program itself. An example of this is the package Page 8

9 of biology courses that are being fast-tracked in the Health Professions. In some cases we have found that the entire program may not be available through online delivery or entirely alternative, but some of the courses may be converted to accommodate a specific audience of students who are screened as appropriate for enrollment in one of these programs. 3. Improving Teaching Effectiveness Through Faculty Development a. It will be important that the College build a strong training program for faculty, staff, students and administrators that will enable the campus to move forward in a very progress way. This will include training and orientation for new faculty and staff on current and future trends of technologies in the classroom, developing and managing an online population of students, and providing the necessary support for students to be successful. In addition, faculty who teach online would need to complete coursework on online course delivery through Illinois Online Network/University of Illinois at Springfield or another pre-approved curriculum. Also, a strengthening of how faculty and staff communicate, as well as how information is disseminated to students will be a part of new initiatives aimed at enhancing educational delivery at the College. In order to assist with the development of the courses and programs which would be delivered in alternative formats, it is imperative that faculty have specific assistance with how to effectively teach a new population and demographic of student. This will include generational issues, adult re-entering students, and new students who, in some cases, are already beyond faculty in alternative forms of course delivery, including online and hybrid courses. 4. Enhance Assistance to Students and Faculty Through Expanded Technical Services. a. Because of advances in technology and electronic delivery modes of courses, students have a greater need for technical support and guidance. A help desk would provide these services as well as assist student with accessing course/webct material, resetting passwords and other relevant resources. It is also clear that students need to have a base level of knowledge about computer and online skills. A course/workshop could become the companion to a student taking an alternative format course for the first time. Page 9

10 AQIP TEAM 1-05 Appendixes Page 10

11 Appendix 1 Virtual Courses by Year Term FA 2002 SP 2003 SU 2003 FA 2003 ACCT 100 ACCT 101 ACCT 102 AF AM 101 AF AM 102 AF AM 105 AGRIC 240 AGRIC 241 ART 100 ART 210 BIOL 101 BIOL 201 BUS 100 BUS 110 BUS 120 BUS 227 BUS 231 BUS 232 CC&E 103 CC&E 210 CIS 110 CS 251 CS 281 EASCI 230 ECE 101 ECE 103 ECE 111 ECE 210 ECE 230 ECE 290 ECON 231 ECON 232 ED 100 ED 102 ED 105 ED 108 ED 199 ED 200 ED 220 ENGL 090 ENGL 101 SP 2004 SU 2004 FA 2004 SP 2005 SU 2005 FA 2005 SP 2006 SU 2006 Page 11

12 ENGL 102 ENGL 110 ENGL 115 ENGL 124 ENGL 160 ENGT 299 HLTH 220 HIST 101 HIST 102 HIST 111 HIST 112 HIST 201 HIST 202 HUMAN 100 HVAC 140 IT 105 IT 120 IT 130 IT 131 IT 151 IT 152 IT 153 IT 220 IT 221 IT 222 IT 230 IT 232 IT 251 IT 252 IT 272 IT 273 IT 281 IT 282 IT 283 IT 284 IT 285 IT 295 MATH 091 MATH 095 MATH 110 MATH 170 MATH 171 MUSIC 100 MUSIC 190 OT 100 OT 107 OT 245 PHIL 100 PHIL 110 PHY S 105 Page 12

13 POL S 120 PSYCH 110 PSYCH 200 SOCIO 110 SOCIO 125 SOCIO 150 SOCIO 200 SOCIO 225 SPCH 101 SPAN 101 Page 13

14 Appendix 2: Data Gathering Plan Alternative Scheduling Team 1-05 Student Satisfaction What Data How How Much How Often Where Who Why Increase the number of students who cite that the scheduled course met their needs Increase the number of students who enroll (1 st time) Increase the number of students who complete course Increase the number of students who complete a program Increase the number of student who cite that they have met their intended goal Increase in the number of students who cite a perceived reduced time to program completion Survey CARS report CARS report CARS report Survey Survey Baseline of all students (random) All 1 st time students All students (enrollment to end) All students Baseline of all students (random) Graduates who had an alternative scheduled course in their program Twice Once to establish baseline data and once to have comparative data Each semester beginning Fall 2000 Each semester beginning Fall 2000 Each semester beginning Fall 2000 (enrolled v. completed) Twice Once to establish baseline data and once to have comparative data All students in definition who graduated Fall 2000 and after Online Team 1 05 To assess if students find the courses useful in their schedule AIS Office AIS Office AIS Office Sandy et al Sandy et al Sandy et al Establish baseline data about newly enrolled students Establish baseline data about student who complete alternatively scheduled courses successfully Establish baseline data about program completion Online Team 1 05 Establish perception of importance to students Phone Team 1-05 Establish perception of timeliness to students Faculty Satisfaction What Data How How Much How Often Where Who Why Increase the number of faculty wanting to teach alternatively schedule courses Increase in the number of faculty who cite retention of students is similar to those of traditional courses Increase in the number of faculty who cite persistence of students is similar to those Survey Survey Survey All full-time and part-time faculty All full-time and part-time faculty All full-time and part-time faculty Twice Once to establish baseline data and once to have comparative data Twice Once to establish baseline data and once to have comparative data Twice Once to establish baseline data and once to Online Team 1 05 To assess the extent to which faculty desire/want to teach alternative scheduled programs and courses Online Team 1 05 To assess faculty perception of retention of courses (in comparison to data reports) Online Team 1 05 To assess faculty perception of persistence of courses (in comparison to data reports) Page 14

15 of traditional courses Increase in the number of faculty who cite GPA of students is similar to those of traditional courses Increase in the number of faculty who cite reduced barriers to teaching alternatively scheduled programs and courses Increase in the number of faculty who are satisfied with technical support Survey Survey Survey All full-time and part-time faculty All full-time and part-time faculty All full-time and part-time faculty have comparative data Twice Once to establish baseline data and once to have comparative data Twice Once to establish baseline data and once to have comparative data Twice Once to establish baseline data and once to have comparative data Online Team 1 05 To assess faculty perception of GPA of courses (in comparison to data reports) Online Team 1 05 Define the barriers faculty cite and define ways to decrease these barriers Online Team 1 05 Assess capacity to teach and the ability to access technical support services Student Performance What Data How How Much How Often Where Who Why Increase course retention in alternatively scheduled courses and programs Increase course persistence in alternatively scheduled courses and programs Increase course GPA in alternatively scheduled courses and programs Increase program completion using alternatively scheduled courses CARS (Traditional v. Alt. Scheduled courses) CARS (Traditional v. Alt. Scheduled courses) CARS (Traditional v. Alt. Scheduled courses) CARS (Traditional v. Alt. Scheduled courses) All classes Engl 101 to 102 Psych 110 other psych courses Econ 231 to 232 CIS 110 to other IT courses Acct 101 to 102 All classes All programs Fall 2000 present (by 10 th day to mid-term; mid-term to final; 10 th day to final) Fall 2000 present Excluding Summer semesters Fall 2000 present (by 10 th day to mid-term; mid-term to final; 10 th day to final) Beginning FA 2000 by term, fiscal year and cumulative AIS Sandy et al. Provide comparison data for traditional v. alt. schedule courses AIS Sandy et al. Provide comparison data for traditional v. alt. schedule courses AIS Sandy et al. Provide comparison data for traditional v. alt. schedule courses AIS Sandy et al. Provide comparison data for traditional v. alt. schedule program completion. Page 15

16 Appendix 3 Program Completion Analysis 05 Student s Total % Traditiona 1.72 l Alternativ e Student Student Student s Total % s Total % s Total % % % % % % % % % GPA Comparison Spring Fall Avg Spring Fall Avg Spring Fall Avg Spring Fall Avg Traditiona l Alternativ e PSYCH110 to Other Psych % of students Spring Fall Avg Spring Fall Avg Spring Fall Avg Spring Fall Avg Sprin g Fall Avg Sprin g Fall Traditiona l Alternativ e Av g ECON 231 to ECON 232 % of students Spring Fall Avg Spring Fall Avg Spring Fall Avg Spring Fall Avg Sprin g Fall Avg Sprin g 00 Fall Av g Page 16

17 Traditiona l Alternativ e CIS 110 to IT Course % of students Sprin g Fall Avg Sprin Spring Fall Avg Spring Fall Avg Spring Fall Avg Spring Fall Avg g Fall Traditiona l Alternativ e Av g ACCT 101 to ACCT 102 % of students Spring Fall Avg Spring Fall Avg Spring Fall Avg Spring Fall Avg Sprin g Fall Avg Sprin g Fall Traditiona l Alternativ e Av g ENGL 101 to ENGL 102 % of students Spring Fall Avg Spring Fall Avg Spring Fall Avg Spring Fall Avg Sprin g Fall Avg Sprin g Fall Traditiona l Alternativ e Av g Page 17

18 Appendix 4 Alternative scheduling survey questions 1-2 These two questions had responses. I separated these out because there were 127 responses. The first number is how many people answered the question. The second number is the percentage out of a total of 127 people that took the survey 1. How many credits have you completed? Answered No Answer Comments -The number next to the comment is the person that took the survey lots!! Not sure none have to look it up Page 18

19 almost None, new freshman 56 none four hours about Page 19

20 college 22 pre class ? What non-traditional/alternative scheduled courses have you had which were of benefit to you? (eg. Biol 101.) Answer % No answer % Page 20

21 Comments -The number next to the comment is the person that took the survey. 1 pshc 110,210 2 none 4 all 5 econ Bio 101 was very good. The Cis 110 was good, and the Soci 110 on line was GREAT. Eng 101 was okay,should have been on Web CT that would have helped. I am taking Bio 201 and having the lectures online is great! If you miss something you can go back. There are no annoying students disrupting the lecture, and I feel you learn so much more! 7 Art bus 100, econ 232, bus 120, hist I\'m taking Biol 201 hybrid now 15 Bus World religion Music Appreciation Urban Education Human Development Asian Philosophy Government College Algebra 17 PACE 60 Credit hours. Management & OrganizationaL Leadership. All of the major. 18 CNA course, if that counts 19 Acct 101 hybrid tax acct 130 saturday only cis110 tuesday night only 20 engl 101, music 160, art 110, enlg 160, bio 101, hist 101, 102, and 112, phil I haven\'t really had an experience, except having an online class is quite convenient 22 Eng Music ACCT Biology 101, Speech 101, History 112, Math 111 and art IT Psych 110 V1 31 Biology mulitcultural ed race, class, gender communicating in the workplace 33 Food and Health classes 34 Bus all of my classes have been online 38 Eng 101, Eng 102, Math 110, basically all of the classes ive taken over the internet have benefitted me. 39 Technical English (Communication in the Workplace) 40 ENG-110 / IT-105 / IT-171 / IT biol 101, american music 190, psych none. Into to Public Education is my first. 43 Sign Language on Tuesday Nights, ECE classes that were only two nights a week, Math 091,098,110 that were only two nights a week. Sometimes two night a week classes are better because it is easier to create a schedule around them. 44 Biol Bio Eng 49 n/a Page 21

22 50 HIST101 Internet HIST202 Internet ECON231 or ECON232 was One night a week Registered for three more alt scheduled courses for fall Two internet MATH170, BUS100, one single night course BUS pschy OT none 57 IT , English all my child care classes 61 Engl Pchycoloy,,sociology 63 Work Experience Practicum Network fundamentals Emerging Technologies 64 N/a 65 Ed. 100 Soc. 200 Art 100 Hist bio101/201 fast track class 67 none 71 Education 101 Psyh ed Eng 102, Ed 200, Music ed108 v1 82 Econ Eng 101 Psych 110 Soc Math 110 Bus. online 93 Acct 101 and CRJ courses SOCIO i\'m not sure what you consider a alternative course 98 ED 100 V1 99 all online classes are a benefit. I have taken several ED classes that are much better when you can work at your own pace. With jobs and children, online and hybrid classes are much more feasible. I wish RCC could offer more accelerated courses. 100 Biology Bio Business Law One night a week P rel, CIS Math 106 and Health all i took 112 All the courses were a benefit. I wish there were a lot more of them. 113 psych none 120 African American 110 online 121 Speech IT Classes and Gen Ed Classes na Page 22

23 Alternative scheduling survey questions 3-19 The first number is how many people answered the question. The second number is the percentage out of a total of 127 people that took the survey 3. Are you a current Richland student? Yes No Have you taken any alternative scheduled courses before? Yes % No % 5. Have you taken any of the following at Richland before? Internet Course (Internet based course) % Hybrid Course/Blended (In-class and Internet merged course) % One Night a Week Course (Monday, Tuesday, Wednesday or Thursday) % Accelerated Course (less than 16 weeks) % Weekend Course (offered on a Friday evening, Saturday or Sunday) % 6. Would you prefer an accelerated course which would completed in: 4 weeks % 6 weeks % 8 weeks % 12 weeks % 7. Would you like to see more or less courses offered in an accelerated format No answer % More % Less % Same Amount % 8. Are you satisfied with the number of courses offered in accelerated format? No answer % Yes % No % 9. How many days per week do you prefer to be on campus for an accelerated course? Page 23

24 No answer % 1 day % 2 days % 3 days % None (Internet Course) % 10. Would you like to see more or less classes offered over the internet? No answer % More % Less % Same Amount % 11. Are you satisfied with the number of courses offered through hybrid or blended schedule. (less than 75% of the course online) No answer % Yes % No % 12. Would you like to see more or less courses offered through hybrid or blended with in-class and online instruction? No answer % More % Less % Same Amount % 13. Are you satisfied with the number of courses offered once a week? No answer % Yes % No % 14. Would you like to see more or less courses offered once a week? No answer % More % Less % Same Amount % 15. Which days are the best for courses offered once a week: Monday % Tuesday % Page 24

25 Wednesday % Thursday % Friday % 16. Are you satisfied with the number of courses offered on the weekend? No answer % Yes % No % 17. Would you like to see more or less courses offered on Friday nights? % on Friday nights and all day Saturday % on Saturday days % on Saturday nights % on Sundays % 18. Do you feel you would be more or less successful in certain accelerated or alternatively scheduled courses than in traditional classes? Please Explain. No answer % More % Less % Same Amount % 19. Are there any courses which could be scheduled in an accelerated or alternative format that would be helpful to you in completing your study at Richland? No answer % Yes % No % Credit Distribution: Page 25

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28 Average Page 28

29 Appendix 5 AQIP FACULTY SURVEY From Team 2-05 The first number is how many people answered the question. The second number is the percentage out of a total of 19 people that took the survey 1. Are you a full-time or part-time faculty member? Full Time % Adjunct % 2. Are you now, or have you ever, taught any of the following class types? Online % Hybrid % Blended % Technology Enhanced % Other % 3. Would you be interested in teaching online classes? Yes % No % 4. Were you satisfied with the training you may have received? Yes % No % 5. What kind of training did you receive? WebCT Training by RCC % ION Courses % Training at another college % Other: % Comments -The number next to the comment is the person that took the survey. 1 none 3 own 12 none 14 training software specific 18 one-on-one Page 29

30 6. What was the reason you didn't attend the training sessions already offered? Answered % No answer % Comments -The number next to the comment is the person that took the survey. 1 no time 2 I've been using WebCT for several years. 3 time-frames 4 time! Also, faculty should really receive compensation for this training. 6 NOT INTERESTED!!!! 7 I feel I know enough to offer and monitor online/hybrid courses. 8 I took what was offered to me. 9 I did attend training already offered. When I could not attend, it was because of scheduling conflicts. 13 They were scheduled at times that i could not attend. I am attending Kristi Palmer's class on October Don't use either of those programs to teach my hybrid classes. 15 Not interested in teaching on line-i do not have an Internet connection at home, my computer is not compatible with those at RCC, do not think that on line is an effective way to teach and learn, most students claim it's an easy way to get out of putting time into a class 16 Clinical committments off campus 17 Time conflicts. I have also taken training at RCC in PowerPoint, Word, Excel, credit computer classes, etc. 18 Scheduling problems. 19 I attended one session but was unable to attend the second due to scheduling conflict. 7. What kind of training do you feel you need, or would like to see, in terms of preparing faculty to teach online? Answered % No answer % Comments -The number next to the comment is the person that took the survey. 1 I don't know 2 Right now I don't need a training. I may just need quick questions answered every now and then. 3 alternate scheduling 4 More practice of skills with instructors/tutors to help correct mistakes. 5 I have no complaints. Hands-on webct activities would be helpful, but I understand that\\\'s being done. Sample course materials, especially with regard to encouraging and managing online discussions would be good. 6 don't KNOW AND DON'T CARE! Page 30

31 7 Possible training of cutting edge technologies that are used online at other institutions. This would help determine where RCC needs to go. 8 I feel we need more information about how to obtain epacks and the process involved. There isn't a lot of upfront guidance unless you ASK someone. 9 How to enhance the online classes to give students more opportunites to interact with their classmates. Stimulating group work / team work online. 10 grading 12 WebCT, whatever else is needed 13 I believe that i would need considerable help. I am willing to experiment but would like to have people available as resource persons. Perhaps a class would be helpful for those who have a course that they would like to teach online. That way we could each work on our own stuff but someone would be available when needed. 14 Matt 15 The mandatory questions about training is invalid since I didn't have any training and it asked if I felt the training was effective (yes or no)-no way to opt out. 16 one-one instruction 17 Instructors should have the experience of being an online student before teaching online. Possibly a short course could be designed online for interested instructors that would include the different aspects of an online classroom. Interaction with other instructors in this course would be beneficial. 18 For me, a refresher course in using the web system. 19 More use of my own classroom materials during the training. 8. If you taught an online class in the past but are not teaching it currently, what made you decide not to teach it online again? Answered % No answer % Comments -The number next to the comment is the person that took the survey. 1 n/a 2 currently teaching 6 never TAUGHT ONE AND DO NOT PLAN TO DO SO! 8 n/a 9 I currently teach online classes. 13 not applicable 14 NA 17 Does not apply. I hope to always be involved in online teaching. 18 The amount of work it took to set it up and maintain it. Page 31