Table of Contents. Team Members...2. Project Statement...2. Operational Definitions...3. Current Process...3. Research...3. Team Recommendations...

Transcription

1 Table of Contents Team Members....2 Project Statement Operational Definitions....3 Current Process....3 Research...3 Team Recommendations Budget Requirements Gantt Chart Appendix A-Tuition adjustment model Appendix B-Tuition costs at other colleges...18 Appendix C-Team Research..19 Appendix D-List of currently offered online and hybrid courses..38 Appendix E- Example of Online Learning Help Form..39

2 Team Members: Jane Johnson-Team Sponsor Jill Feinstein- Team Leader Dr. John Cordulack Kona Taylor Faith Brenner Michelle Stephens Crystal Kitchens Project Statement: To establish benchmarks (best practices, faculty training, technical support, hardware/software needs, course requirements and polices) in order to facilitate online program implementation as measured by the number of programs brought online and the number of courses identified to support these programs. The program statement was developed by using the project deliverable developed by the Quality Council. Our project deliverable is to research to determine best practices, capabilities of current system, policy requirements (revision of current policies or creation of new policies); programs that best fit this model. 2

3 Operational Definitions: Online Classes: In an online class, all of the instruction is provided online and no face-to-face classroom instruction is required. Students may be required to attend an orientation or take proctored exams on campus or at an approved location near the student; please refer to the course schedule for more information. Hybrid: A hybrid class is a combination of face-to-face classroom instruction and online instruction. A portion of the instruction is provided online, but some regular face-toface instruction is still required. Face-to-face time requirements will vary between hybrid courses and sections; please refer to the course schedule for more information. On-line College: On-line College is a college that allows a student to obtain their degree by taking only online courses. An On-line college is one that has student services available online to eliminate the need for the student to come on campus. Angel: This is a learning management system that is used to deliver course content over the internet. Instructional Designer: This is a person who aids the faculty in designing their online courses, as well as web-enhancing courses to increase the courses pedagogical value. Current Process: The College currently only offers the Medical Transcriptionist certificate and the A.L.S. degree online but approval has been obtained through the Higher Learning Commission to offer the A.A. and A.S. degrees online. Research: The team visited the Illinois virtual campus website to determine which Illinois colleges were offering online degrees. The team then looked at numerous factors about these colleges such as tuition cost for online courses, what degrees and concentrations were being offered online, what type of online student services were being offered and how the college handled the science (with a lab component) and the speech requirement. This research is found in Appendix C. Attendance by two of the team members at the Elgin Online Learning Conference held on March 6 th, 2009 aided in the research of other college s best practices in online courses especially in regards to faculty training. 3

4 Based upon the research completed by the Team, the following recommendations are being made: 1. Require Mandatory Online Training for Faculty Members wishing to teach online courses-effective Summer 2009 AQIP Category: Strategic Plan: Helping Students Learn Understanding students and Other Stakeholders need Valuing People Goal 1, Strategy E Action: e - Begin implementation of recommendations from Teams 2-08 and 3-08, Online College and Online Support Services Rationale: Many faculty members currently teaching online courses lack the training to adequately develop and successfully deliver online or hybrid courses. Commonly encountered problems include the inability to effectively transfer their traditional pedagogy into an online format, unrealistic expectations of time commitments, and inadequate communication with students. At the March 6 th, 2009, online learning conference in Elgin, team members learned about a community college that developed its own 12-week online training course that all faculty members were required to complete and pass in order to be allowed to teach an online course. The course was designed by a combination of faculty members and the online learning department to teach about pedagogy, goals, communication, and use of the learning management system, among others. Also during this training, the faculty participants were designing their actual online courses. Currently, Richland faculty members are at various skill levels in teaching online courses. Uniform training would bring all faculty members towards the same skill level, aid in the standardization of online courses, and provide for continuity between courses. In addition, participation in this course would provide faculty with a student-like experience: working a full-time job, having a family, and trying to take an online course and pass it successfully. It would allow them the opportunity to experience what works and doesn t work and to see the importance of having good communication between the faculty member and the students. Faculty Training for Online Course Development and Teaching A vital component to the effectiveness and quality of an online learning program is the training that faculty receive both prior to and while they are teaching online courses. Currently Richland Community College does not mandate faculty training, but as early as 2005 CIP Team (Technology Training for Online Faculty) recognized the importance of training for faculty teaching or wishing to teach online. One of the Team s recommendations was a requirement that all new online faculty must take the Overview of Online Education course through the Illinois Online Network (ION) and that this course should be completed before teaching a virtual class for the first time. 4

5 Unfortunately, few of these recommendations, including the previously discussed one, were implemented, and while some faculty have completed the ION course, it is cost prohibitive for many faculty and focuses mainly on theory and not as much on the actual application of this theory in the creation of online courses. RECOMMENDATION: Thus, it is proposed that Richland Community College develop and implement faculty training for online course development that focuses on the hands-on utilization of best practices in online education. This training would consist of a three tiered system of beginning, intermediate, and advanced online course development, with workshops for more specific topics/information. A break-down of potential goals/topics, time frame, and credit hours for these tiers follows: Workshop Sessions (not paid) Workshops would vary in duration from a few hours to day long, face-to-face Angel enhanced sessions that would serve a number of functions, including (1) brush-up on skills, (2) information on new procedures or policies, (3) update on new functions in Angel, (4) best practices in online education, and (5) demonstrations on emerging technologies. These workshops would occur throughout the year based on demand and necessity. Beginning Training (3 credit hours paid mandatory training) The first tier of training would consist of a full semester of instruction provided through an online course format in Angel with the outcome being a fully developed course in Angel. The purpose of this training would be to provide faculty who are building a new online course the opportunity to learn about the pedagogy of teaching online and actually apply this information to an Angel course that they are developing or will be teaching in the following semester. While this course will be based loosely on the ION Overview of Online Education, the main difference would be the focus on application instead of theory. Each week faculty would learn a mix of theory and best practices in online education and then directly apply these principles to the Angel course they are building. Additionally, each week would build from the previous weeks and by the end of the semester, faculty would have a tangible, finished product in the form of a fully developed and ready-to-use Angel course. After completing this course, faculty would have the skills to build additional online courses with minimal assistance and could also go on to the Intermediate Training courses for further training in online education. Potential Goals/Topics Covered Building a course in Angel combined with some instructional design. Opportunity to experience the online classroom from a student s perspective. Facilitator skills and technologies. Develop a functional understanding of the nature and importance of online learning in the context of contemporary educational offerings. Overview of the key elements of an online course. 5

6 The student s role and responsibilities in the online classroom. The faculty s role in the virtual classroom and identification of characteristics of a successful online instructor. Strategies to promote communication and collaboration in the online classroom. Share ideas about how curriculum can be converted to adapt to the online environment. Easy-to-use tech tools. Intermediate Training (1 credit hour per course - optional) The second tier of training would consist of three 4-6 week-long courses provided in hybrid course format. The purpose of this training would be to provide faculty who had completed the beginning tier an opportunity to work on specific training areas and apply this information directly into an Angel course that they are teaching or plan to teach. Each of the three courses would function independently of each other, allowing faculty to pick and choose those course(s) that were best suited to their interests. After completing each course, faculty would have integrated the information they learned directly into their Angel course and have the skills to utilize this in other Angel courses. Intermediate Instructional Design More advanced instructional design principles Best practices in online education Guided peer review of faculty courses Review of additional technology tools Asynchronous and Synchronous Learning Promoting interaction in the online classroom Suggestions and techniques for facilitating asynchronous discussions Collaborative and cooperative learning Promoting communication and collaboration Strategies for providing feedback Create student activities that incorporate constructivist and collaborative learning principles Synchronous sessions and their usefulness (Illuminate, vroom, etc ) Intermediate Student Assessment Techniques Why should instructors assess their students? What should be assessed? When should assessment take place? How can assessment be conducted in Angel? What are the pros and cons of various assessment methods? An overview of strategies to assess students in an online environment. 6

7 Advanced Training (1 credit hour per course optional) The third tier of training would consist of multiple 4-6-week long courses provided in hybrid course format. The purpose of this training would be to provide faculty who had already completed the beginning and intermediate tiers the opportunity to work on specific training areas and apply this information directly into an Angel course that they are teaching or plan to teach. Each of the courses would function independently of each other, allowing faculty to pick and choose which course(s) were best suited to their interests. After completing each course, faculty would have integrated the information they learned directly into their Angel course and have the skills to utilize this in other Angel courses. Potential Advanced Training Sessions: Advanced Instructional Design Advanced Student Assessment Camtasia Podcasting Webcam Free Advanced Technology Tools Virtual Worlds 2. Establish a standard rate of tuition to be charged for online courses-effective Fall 2010 AQIP Category: Strategic Plan: Supporting Institutional Operations Goal 3, Strategy B Enhance processes that promote financial sustainability Rationale: In order to be competitive with other colleges, RCC s out-of-district and outof- state tuition needs to be adjusted. See Appendix B for other colleges tuition costs. RECOMMENDATION: Create a standard rate of tuition that is charged for each credit hour for online courses. Currently the out-of-state/out-of-district tuition charged for students enrolled in the online Medical Transcription Certificate was modified as indicated below. The online Medical Transcription Certificate includes 18 credit hours or 6 classes. Before adjusting the tuition table, the out-of-state students would have had to pay a little over $7500 for these six courses. Out-of-district students would pay a little over $6700. In-district students would be charged approximately $1500. In order to be competitive with other online medical transcription programs, it became necessary to adjust RCC s out-of-state/out-of-district tuition. The Table below shows the tuition adjustment. 7

8 Because the tuition for the out-of-state/out-of-district students is different than in-district tuition, CARS cannot accurately charge the tuition and fees for these classes. The student s account must be manually adjusted to the correct amount. Student s name and ID number need to be sent to Nora Reed (ljreed@richland.edu) and she makes the adjustment and sends the student a bill along with the appropriate refund information. (Approximate rounded totals) Before tuition adjustment After tuition adjustment In-district $1500 $1500 Out-of-district $6700 $2500 Out-of-state $7500 $2500 The tuition adjustments were made in accounting. See Appendix A for breakdown of fees. 3. Offer mandatory student online training-effective Summer 2009 AQIP Category: Strategic Plan: Helping Students Learn Understanding Student and Other Stakeholder Needs Goal 1, Strategy A Enhance alternative methods of curriculum delivery to meet student needs Rationale: Many students who enroll in online courses believe they have the appropriate skills to complete an online course. While many of these students do indeed have basic computer skills, they do not have the specific skills required to complete assignments in an academic environment. In addition, some students enroll in online courses because they believe the course will be easier since they do not have go to class; others have no clear understanding of the time commitment required for online courses. RECOMMENDATION: All students need to take and pass an online training workshop that includes what it takes to be a successful online student, getting their computer ready for online courses, how to use the learning management system, and how to get technical help when needed. This workshop would be online with optional on-campus training for students who desire a face-to-face approach. Students would not be able to gain access to their online courses until they have passed this online training. This requirement would reduce the problems that the faculty members encounter in their online courses such as students not knowing how to submit an assignment because they do not know how to upload an attachment. This training would also address and identify those students who need more in-depth computer training and could be directed to the CIS 100 or CIS 101 course to bring them up to speed. 4. Create an online physical science course with an online lab-effective Spring 2010 AQIP Category: Strategic Plan: Helping Student Learn Understanding Student and Other Stakeholder Needs Goal 1, Strategy E 8

9 Action: a Identify and adjust curriculum to offer two degree programs online/hybrid Rationale: At this time the only degree that can be completed entirely online is the Associate in Liberal Studies. There is the medical transcriptionist certificate that can be completed online. Our Associate in Arts and our Associate in Science degrees can not be completed entirely online due to the lack of an online physical science course and/or the lack of an online life or physical science course with an online lab. Current Degree & Certificate Programs Associate in Liberal Studies (A.L.S.) Currently Richland has all of the courses needed for an online A.L.S. degree. Medical Transcriptionist (certificate) Currently Richland has all of the courses needed for an online certificate in Medical Transcription. Future Degree Programs & Concentrations Associate in Arts (A.A.) Have all required courses except Physical Science Needed: 1 Physical Science course with a lab Associate in Science (A.S.) Have all required courses, except Physical Science. Needed: 1 Physical Science course with a lab RECOMMENDATION: Create an online chemistry course with an online lab that would fulfill this gap and still provide students with appropriate exposure to lab experiments. The course would be called Chemistry 106: Chemistry for Everyday Life, and the labs would be centered on using common household items such as baking soda and vinegar. This course would allow students to perform experiments safely and decrease any liability on RCC s part. The students would purchase a lab kit when purchasing the book to make sure they have the appropriate materials to perform the labs. They would submit online lab reports covering their experiments so that the faculty member could assess their ability to perform labs correctly. With the creation of this course it would allow for an AS and AA to be completed. 9

10 5. Develop online courses and promote and increase in the number of concentrations that can be completed online for the AS and AA degrees-effective Fall 2010 AQIP Category: Strategic Plan: Helping Students Learn Understanding Student and Other Stakeholder Needs Goal 1, Strategy E Action: a Identify and adjust curriculum to offer two degree programs online/hybrid Rationale: In order to meet the changing needs of students in the Richland District and to attract students outside the District, Richland must enhance its range of online courses in order to offer complete degree programs for transfer students. See Appendix D for list of current online and hybrid courses. RECOMMENDATION: Identify and create the online courses needed to complete the AS and AA Degrees. These additions would increase enrollment and encourage students to complete their degree prior to transfer. There are several concentrations that could be completed online except for one or two required courses that have yet to be placed online. Concentrations Upon approval of an online physical science course with an online lab, the following concentrations could be implemented upon the development of one or more of the needed courses into an online course. English Concentration Currently Offered: ENG 124, 128, 270 Needed (1 or more): ENG 115, 126, 140, 150, 160, 201, 2020, 231, 232, 251, 252, 260, 261 History Concentration Currently Offered: HIST 101, 102, 111, 112, 201 Needed: HIST 105 or HIST 202 Psychology Concentration Currently Offered: PSY 110, 200 & MATH 170 Needed (1 or more): PSY 130, 150, 210, 250, 260, 280 Sociology Concentration Currently Offered: SOC 110, 150, 200 & MATH 170 Needed (1 or more): SOC 125, 130, 135, 141 In addition to the above transfer degree concentrations, there are only three courses needed to complete the AAS degree in Medical Office with a Medical Transcription specialty 10

11 Medical Transcriptionist Concentration Currently Offered: OT119, OT120, OT140, OT141, OT142, OT170, OT240, OT242, OT244 Needed: OT 114, OT 113 and OT Create an online help form-effective Summer 2009 AQIP Category: Strategic Plan: Measuring Effectiveness Helping Students Learn Understanding Student and Other Stakeholder Needs Goal 1, Strategy A; Strategy E Action b: Implement new course management system (Angel); training faculty on technology enhancement techniques Action e: Begin implementation of recommendations from Teams 2-08 and 3-08, Online College and Online Support Services Rationale: In order to offer a true Online College for students, support services must be available to meet student needs. In particular, students must have access to assistance when technical difficulties are encountered. These difficulties sometimes come from student inexperience, while other difficulties are technical in nature. Although Team 3-08 is working on Support Services, Team 2-08 identified specific services that students will need to access. RECOMMENDATION: Create an online help form to provide a uniform form that students could fill out to request online learning help. It would allow online learning to provide quick feedback and solutions to the students. It would also eliminate the vague s such as, Angel doesn t work or I cannot open up an assignment. 7. Create a 24/7 online help desk-effective Fall 2010 AQIP Category: Strategic Plan: Measuring Effectiveness Helping Students Learn Understanding Student and Other Stakeholder Needs Goal 1, Strategy E Action e: Begin implementation of recommendations from Teams 2-08 and 3-08, Online College and Online Support Services Rationale: Online students are completing their work at various times of the day and night, and therefore, should have technical support. Currently, the help desk functions during the week, but there is little support over the weekend. 11

12 RECOMMENDATION: Create a 24/7 Help Desk. One option to increase online technical support is to use current IT students enrolled in an internship course that would allow them to gain credit while providing technical support to students at various times of the day and night. By encouraging students to fill out an online help form the IT students could logon to the system and go through the requests and send out appropriate solutions to the students. Another option would be to hire qualified student workers to cover the hours when there would be no one on campus to aid the students. 8. Hire an Instructional Designer-Effective Fall 2009 AQIP Category: Strategic Plan: Valuing People Building Collaborative Relationships Goal 1, Strategy E Action: e - Action e: Begin implementation of recommendations from Teams 2-08 and 3-08, Online College and Online Support Services Goal 3, Strategy A Action: a Assess employee training needs and implement professional development activities Rationale: The pedagogy of online education is a new field that many current Richland faculty members have not had the opportunity to experience. When faculty attempt to migrate previously developed curriculum to an online format, they are frustrated because students don t seem to get the material or the course does not work as well as the traditional class did. While some of these problems can be addressed with adequate online training for students, faculty members also need training in the design of online courses. RECOMMENDATION: Hire an Instructional Designer. An instructional designer would be a great asset to the College because this person would aid faculty members in developing or converting their courses into online courses. It would also aid in the creation of online courses for faculty members who are not familiar with the online environment and who could use assistance in the set up and design of their courses. Even with faculty training there would be times when a course would need to be put online and the faculty member would need the assistance of the instructional designer to do so, freeing up the online learning staff to continue to provide technical support and training to students and faculty members. 9. Increase the number of student services provided online-effective Fall 2010 AQIP Category: Strategic Plan: Helping Students Learn Understanding Student and Other Stakeholder needs Supporting Institutional Operations Goal 1, Strategy E 12

13 Action e: Begin implementation of recommendations from Teams 2-08 and 3-08, Online College and Online Support Services Goal 3, Strategy A Action a: Assess employee training needs and implement professional development activities Rationale: If online degrees and new concentrations are created and marketed to out-ofdistrict students, then online services such as the application process, registration, placement testing, counseling, etc. should be online as well. Technical Services is currently working on the My Richland Portal that would help make online services possible. RECOMMENDATION: Implement recommendations from CIP Team 3-08, currently developing Online Support Services. 10. Create an online student and dean evaluation form similar to the current student evaluation used in on-campus and hybrid courses-effective Fall 2009 AQIP Category: Strategic Plan: Measuring Effectiveness Understanding Student and other Stakeholders Needs Planning Continuous Improvement Goal 1, Strategy E Action e: Begin implementation of recommendations from Teams 2-08 and 3-08, Online College and Online Support Services Rationale: Currently only the on-campus and hybrid courses are subject to student evaluations. Any faculty member who is teaching an online course is never evaluated by the students in those courses. During the tenure process a faculty member has student evaluations done in every course as long as they are on-campus or hybrid. However, a new faculty member teaching numerous online courses is never evaluated by those students. Student evaluations can be a useful tool for faculty members to find ways to improve their courses or course materials. For example, when Jill Feinstein surveyed her online students they indicated that they preferred to have all of their work due on a single due date (on Sunday) as opposed to having multiple due dates throughout the week. RECOMMENDATION: A Course Evaluation Form must be developed to maintain the same quality of education as in a traditional course. This evaluation form would mimic the current Course Evaluation Form but would add components related only to online courses. Some elements developed for this Course Evaluation Form would also be appropriate for technology-enhanced traditional courses, since the current evaluation does not clearly address this new component of many Richland courses. Online learning department is developing such a form and will pilot this evaluation form in Summer

14 11. Create online learning policies-effective Fall 2009 AQIP Category: Strategic Plan: Leading and Communicating Measuring Effectiveness Understanding Student and Other Stakeholder Needs Valuing People Goal 1, Strategy E Action: e Begin implementation of recommendations from Teams 2-08 and 3-08, Online College and Online Support Services Rationale: Currently, Richland has no approved Board policies online learning. Some issues that are specific to online education must be addresses. For example, online class attendance cannot be determined based on the current attendance definition in the Board Policy. RECOMMENDATION: New policies must be written to address online education issues. For example, a policy should be developed to clarify when a student should be dropped from the course due to a failure to log into the course. In addition, a Student s Bill of Rights should be created to address such issues as attendance, faculty response to , etc. 12. Begin promoting and marketing information regarding online opportunities- Effective Fall 2009 AQIP Category: Strategic Plan: Leading and Communicating Understanding Student and Other Stakeholder Needs Goal 1, Strategy E Action: e Begin implementation of recommendations from Teams 2-08 and 3-08, Online College and Online Support Services Rationale: Currently, Richland has the A.L.S. degree and the Medical Transcriptionist certificate available online. As we bring more courses online, it is necessary to promote these degrees, certificates and concentrations to the community to generate interest. RECOMMENDATION: The team is recommending a marketing plan be developed to aid in the promotion of our online programs to the community. This should include website advertising to generate out of district students to increase student enrollment. 13. Begin developing program sheets for online programs-effective Fall 2009 AQIP Category: Leading and Communicating Understanding Student and Other Stakeholder Needs 14

15 Strategic Plan: Valuing People Goal 1, Strategy E Action: e Begin implementation of recommendations from Teams 2-08 and 3-08, Online College and Online Support Services Rationale: There are no program sheets that are geared toward online programs. Right now with our current online offerings, such as the medical transcriptionist certificate and the A.L.S. degree students have no clue how frequently each of the courses are offered online. It would helpful to students if there was a program sheet with a listing of the courses that they need for the degree/certificate with when the courses will be offered online. This would enable the student to plan their education appropriately and allow them to complete a degree/certificate in 2 years. RECOMMENDATION: The team is recommending that program sheets be created specifically for current and upcoming online programs to aid students in planning their educational goals. Each course available for that program should be listed with frequency of offerings, such as only offered in the fall or offered all three semesters. Budget Requirements There would be a need to include in the online learning department s budget a salary of at least $35,000 to cover the cost of hiring an instructional designer. If student workers were to be hired to work the 24/7 help desk then an additional budget addition of $1024 a week (128 hours x $8/hour*) would needed to be added to the online learning budget for the payment of those students. There would be a budget requirement for each division that has faculty members who convert their on-campus courses to online courses. The cost of marketing the online programs needs to also be considered as budget item. *Minimum wage will increase to $8.00/hour effective July 1,

16 Gantt Chart Recommendations Responsible Summer 2009 Faculty Training Online learning Tuition Accounting adjustment Student Training Online learning Physical Science Math & course Science development Division Online Course All Development Online Help Form Divisions Online Learning 24/7 Help Desk Online Learning Instructional Online Designer Hired Learning Online Student Student Services Services Online Course Online Evaluation Forms Learning Online Learning Online Policies Learning Begin promoting Marketing and marketing of online programs. Program Sheet development Online Learning & Student Services Fall 2009 Spring 2010 Summer 2010 Fall

17 Appendix A- Tuition Adjustment Model: Credit Hours Tuition per credit-hour In-District Students Online Fee per credithour General Fee per credithour *Virtual Certificate Fee Course HLTH/OT 140 Medical Terminology 3 $69.50 $10 $4.50 $0 $ Total Course Cost OT 141 Medical Office Anatomy 3 $69.50 $10 $4.50 $0 $ OT 142 Medical Transcription 1 3 $69.50 $10 $4.50 $0 $ OT 240 Pharmacology Terminology 3 $69.50 $10 $4.50 $0 $ OT 242 Medical Transcription 2 3 $69.50 $10 $4.50 $0 $ OT 245 Insurance/Patient Billing 3 $69.50 $10 $4.50 $0 $ Total Certificate Cost $1, Out-Of-District Students and Out of State Students Course Credit Hours **Tuition per credit-hour Online Fee per credit-hour General Fee per credit-hour *Virtual Certificate Fee Total Course Cost OT 140 Medical Terminology 3 $69.50 $10 $4.50 $170 $ OT 141 Medical Office Anatomy 3 $69.50 $10 $4.50 $170 $ OT 142 Medical Transcription 1 3 $69.50 $10 $4.50 $170 $ OT 240 Pharmacology Terminology 3 $69.50 $10 $4.50 $170 $ OT 242 Medical Transcription 2 3 $69.50 $10 $4.50 $170 $ OT 245 Insurance/Patient Billing 3 $69.50 $10 $4.50 $170 $ *For Out-of-District/ Out-of-State Students only **Note, we are charging the in-district tuition rate for these students only. Total Certificate Cost $2,

18 Appendix B- Tuition costs at other colleges: College Online Cost (per credit hour) In Out-dist Out-state Difference for Online vs. Traditional Black Hawk $98.50 $98.50 $ Carl Sandburg $ $ $ price for out of state) College of DuPage $108 $108 $108 College of Lake County $95 $220 $291 No Yes (all Ill residents pay $98.50, which is $14 more for indistrict students and $40 less for out of district students. Yes (same for in-district, $188 less for out-district, $251 for out of state) Yes (start with same fee for in-district then add $45 per COURSE for online courses - I divided by 3 to credit hour, then add a $10 technology fee (but everyone has Danville CC $99 $136 $136 Maybe (person I talked to was unsure, but "thought" there Harper College $115 $341 $418 might be a $10/course extra technology fee. Also there is a Highland CC $76 $128 $128 No Illinois Central College $82 $180 $180 No Illinois Eastern CC $60 $85 $95 $ for out of state. IVCC $67.75 $ $ No John Wood CC $130 $130 $130 Yes ($26 more for in-district and $74 less for out of district) Kankakee CC (angel) $69 $ $ No Kishwaukee College $85 $251 $282 No Yes (all online sections pay the same amount, which is $20 more than traditional. No extra charge for out of district or Lakeland College $79.80 $79.80 $79.80 state) Lincoln Land $ $ $ Yes (all online sections pay the same amount, which is $18 more than traditional in-district, no out of district/state extra cost) McHenry CC (angel) $101 $101 $101 Yes ($15 more for in-district, $192 less for out-district & $229 less for out of state). Hybrid are an extra $7.50/class + traditional prices. Moraine Valley CC $82 $227 $267 No Oakton CC $84 $ $ No Parkland $87 $127 $127 Yes (for out only - no change from out of district vs. state) Richland $84 $ $ No Yes (all "distance learning" courses are $50 more than Rock Valley CC $127 $311 $467 traditional courses) Southeastern Illinois Colle $74 $74 $74 $68 less for out of state) Yes ($10 more per credit hour regardless of in/out/etc of Spoon River College (ange $93 $211 $247 district) Waubonsee $82 $82 $82 Yes (same for less for out of district and $212 for out of state) Average $91.98 $ $

19 Appendix C-Team Research: Illinois Community Colleges with Online Programs: Information may be found at This will give a list of the colleges with online programs and if you click on the college it will give a lot of the information including required courses and any restrictions placed on obtaining the degree: At the above website you can search by program or course. Here is the list of colleges divided up among the team to research: Harper College-Jill Black Hawk College-Jill Danville Area Community College-Jill Midstate College- Crystal College of Lake County-Crystal Highland Community College-Faith Illinois Central College-Faith John Wood Community College-Michelle Kaskaskia College-Michelle Lakeland College-Jane McHenry County College-Jane Parkland College-John Waubonsee Community College-John 19

20 CIP Team Illinois Community College Research Researcher s name: Faith Brenner College Name: Illinois Central College Degree(s) that can be obtained completely online: Associate s Degree Accountancy Business Administration Community Based Correction General Education Industrial and Business Security Institutional Corrections Medical Laboratory Technician Certificates Rich Internet Application Developer Web Designer E-Commerce Are there any restrictions on obtaining the degree completely online? yes If yes, what are they? Science Labs (with hybrid science courses) & placement testing must be done on campus Number of credit hours need to complete degree: Between 64 and 69, with most 64 credit hours for the associate s degree Program cost: In-district: $82 per credit hour if online ($60 per credit hour traditional) Out of district: if course online or hybrid same as in district How do they satisfy the speech requirement? Speech courses taught as hybrid courses with on-campus sessions required How do they satisfy the science with lab requirement? On campus lab sessions required Does this college provide virtual services allowing the student to do all dealings with the college online? If so, what types of services are being offered? They have an Academic Support Lab, and Help Desk, and give a link to the Illinois Virtual Campus Tutor. For instructors, they have Instructional Innovation & The Teaching and Learning Center Is there a program sheet available for comparison of their courses to ours?

21 CIP Team Illinois Community College Research Researcher s name: Faith Brenner College Name: Highland Community College Degree(s) that can be obtained completely online: Accountancy Disclaimer on website no formal online degree or certificate programs presently exist at Highland Are there any restrictions on obtaining the degree completely online? yes If yes, what are they? Not all courses are offered online May require on-campus orientation Testing varies from class to class. All classes currently use online testing and some require you to find a test proctor. Number of credit hours need to complete degree: 64 credit hours Program cost: In-district: $76.00/credit hour Out of district: $128.00/credit hour How do they satisfy the speech requirement? No online speech class is available. How do they satisfy the science with lab requirement? While they did have a couple of biology and chemistry classes online, I couldn t tell if they were lab courses (basic nutrition and elementary organic chemistry). Does this college provide virtual services allowing the student to do all dealings with the college online? If so, what types of services are being offered? They have workshops for the course management system, a help desk, and they have a link to Illinois Virtual Campus If not, do they offer any virtual services? Is there a program sheet available for comparison of their courses to ours? yes If yes, please provide the program sheet (copy and paste from a website) or list the website where the list of courses can be found. 21

22 H I G H L A N D C O M M U N I T Y C O L L E G E Associate of Applied Science ACCOUNTING (203) Required Business Courses 46 Sem. Hrs ACCT 105 Elements of Accounting 3 * ACCT 115 Computer Applications/Accounting 2 * ACCT 116 Introduction to Payroll Accounting 2 * ACCT 211 Federal Income Tax Accounting 3 * ACCT 213 Financial Accounting 4 * ACCT 214 Managerial Accounting 4 * BUSN 121 Introduction to Business - or - 3 BUSN 124 Introduction to Small Business * BUSN 125 Mathematics of Business 3 (or BUSN 221 or MATH 162 or above) * BUSN 223 Business Law I 3 * BUSN 224 Business Law II 3 * BUSN 249 Principles of Management 3 * ECON 111 Principles of Economics I 3 * ECON 112 Principles of Economics II 3 * INFT 131 Microsoft Word for Windows 1 * INFT 140 Beginning Excel 1 * INFT 142 Advanced Excel 1 * INFT 145 Beginning Access 1 * INFT 180 Introduction to Information Systems 3 Related Required Courses 18 Sem. Hours Accounting, Business or General Education Elective 12 SPCH 191 Fundamentals of Speech 3 BUSN 141 Management Communications 3 (or COMM 101 or ENGL 121) Total Hours = 64 * Course has a prerequisite. See course descriptions. General Education Electives: ART, BIOL, CHEM, EDUC, ENGL, FREN, GEOG, GEOL, GERM, HIST, HMEC, HUMA, JOUR, LIBS, MATH, MUS, NSCI, PHIL, PHYD, PHYS, POL, PSY, RUSS, SOCI, SPAN, SPCH, THEA 22

23 CIP Team Illinois Community College Research Researcher s name: Jill Feinstein College Name: Danville Community College Degree(s) that can be obtained completely online: Accounting, Associate s Degree in applied science, and Associate s degree in arts and science, Marketing Are there any restrictions on obtaining the degree completely online? yes If yes, what are they? Final exams may require proctoring services. Number of credit hours need to complete degree: Accounting= 64 credit hours, AAS= 60 credit hours, Associates in Arts & Sciences= 60 credit hours, and (AAS)Marketing= 56 credit hours Accounting& Marketing Program cost: In-district: $56.00 / credit hour In-District Fees: $45.00/ 3 credit course Out of district: $56.00/ credit hour Out-District Fees: $42.00/ credit hour International Fees: $42.00/ credit hour International Tuition: $56.00/ credit hour AAS and Associates in Arts & science Program cost: In-DistrictFees: $45.00/ 3 credit course In-DistrictTuition: $168.00/ 3 credit course InternationalFees: $126.00/ 3 credit course InternationalTuition: $168.00/ 3 credit course Out-DistrictFees: $126.00/ 3 credit course Out-DistrictTuition: $168.00/ 3 credit course How do they satisfy the speech requirement? SPCH102 WH is a hybrid course How do they satisfy the science with lab requirement? Does this college provide virtual services allowing the student to do all dealings with the college online? If so, what types of services are being offered? Online student services Is there a program sheet available for comparison of their courses to ours? Accouting: 23

24 CIP Team Illinois Community College Research Researcher s name: Jill Feinstein College Name: Harper College Degree(s) that can be obtained completely online: Accounting Certificate Are there any restrictions on obtaining the degree completely online? yes If yes, what are they? Required Campus Visits: May require campus visits for orientation and proctored exams (contact professor for details and arrangements) Number of credit hours need to complete degree: 10 credit hours Program cost: In-district: $ Out of district: $3, Out-State: $3, International Tuition: $3, Fees: $85.00 How do they satisfy the speech requirement? Not required for a certificate How do they satisfy the science with lab requirement? Not required for a certificate Does this college provide virtual services allowing the student to do all dealings with the college online?-no If so, what types of services are being offered? If not, do they offer any virtual services? Is there a program sheet available for comparison of their courses to ours? If yes, please provide the program sheet (copy and paste from a website) or list the website where the list of courses can be found. 24

25 CIP Team Illinois Community College Research Researcher s name: Jill E. Feinstein College Name: Black Hawk College Degree(s) that can be obtained completely online: Associate's Degree in Science and Associate s Degree in Arts Are there any restrictions on obtaining the degree completely online? yes If yes, what are they? Some courses require proctored or other Number of credit hours need to complete degree: 64 credit hours. Program cost: In-district: In-StateOnline Tuition and Fees: $6,304 Out of district: Out-StateOnline Tuition and Fees: $17,760 How do they satisfy the speech requirement? Students will be required to meet in class or at approved distance learning site at least 4 times during the semester in order to deliver required speeches. How do they satisfy the science with lab requirement? ASTR 102-Descripitive Astronomy has a 2 hour lab component We have the students complete the labs on their own. Some of the labs require outdoor observation, others use simulations, and others just require pencil, paper, and some household objects. I do have one optional lab where students can come to campus to look through our telescope, but I always provide an alternative. Does this college provide virtual services allowing the student to do all dealings with the college online? If so, what types of services are being offered? If not, do they offer any virtual services? Online application process Is there a program sheet available for comparison of their courses to ours? Yes If yes, please provide the program sheet (copy and paste from a website) or list the website where the list of courses can be found. 25

26 CIP Team Illinois Community College Research Researcher s name: Michelle Stephens College Name: John Wood Community College Degree(s) that can be obtained completely online: It is not currently possible to complete all of the requirements of our AA or AS degrees through JWCC Online. They offer almost everything you will need to complete your degree online when you transfer in as few as 3 hrs. Are there any restrictions on obtaining the degree completely online? Yes If yes, what are they? It appears that they do not offer online speech. Number of credit hours need to complete degree: Program cost: In-district: $312 per 3 cred. course Out of district: $612 per 3 cred. course Intenet Course: $390 per 3 cred. course How do they satisfy the speech requirement? They do not offer speech. How do they satisfy the science with lab requirement? They do not appear to offer lab science courses online. Does this college provide virtual services allowing the student to do all dealings with the college online? If so, what types of services are being offered? College has an online learning department and you may register online but other than that, offerings are extremely limited. If not, do they offer any virtual services? Is there a program sheet available for comparison of their courses to ours? They do not offer a program sheet. If yes, please provide the program sheet (copy and paste from a website) or list the website where the list of courses can be found. 26

27 CIP Team Illinois Community College Research Researcher s name: John Cordulack College Name: Waubonsee Degree(s) that can be obtained completely online: Waubonsee offers several associate degrees and certificates of achievement that may be completed through a combination of online courses and telecourses. Associate Degrees * Associate in Arts (AA) - General * Associate in Science (AS) - General * Associate in Applied Science- Management * Associate in General Studies Certificates * Beginning Web Design Certificate * General Studies Certificate of Achievement * Health Care Interpreting- Practitioner Certificate * Management Certificate of Achievement * MBA Preparation Certificate * Real Estate Broker Certificate * Real Estate Sales Certificate Are there any restrictions on obtaining the degree completely online? Yes If yes, what are they? COM100 Fundamentals of Speech Communication - Online plus 5 campus visits Combination of Online & Telecourses o Telecourses & Viewing Options Telecourses offer students the freedom to take classes at home. Class material is found in the textbooks and videos. Some telecourses require proctored testing. There are several options for viewing Telecourse video lessons. See the course syllabi for specific details, as viewing options may vary by course and from semester to semester. DVD Viewing: Complete sets of telecourse videos are available in the Distance Learning Office located on the Sugar Grove Campus in Collins Hall 145. There is no fee for the telecourse videos and most are available in DVD format. If you are unable to visit the campus, a video request form is available online. To access the form, go to the appropriate semester syllabi above and choose the request video link for your registered telecourse(s). Videos will be shipped to you in 3 to 5 business days. Please contact the Distance Learning Office at for further details. Online Viewing: 27

28 Several telecourses have videos available for viewing online at the producers web site. The service is free but requires a simple registration to obtain access. The following telecourses have online videos available: o GEO Geography of the Developing World o GLG Introduction to Physical Geology HIS Western Civilization Since 1648 o PSY Abnormal Psychology Cable Television (effective Spring 2009) Each semester several telecourse video series will be broadcast over cable television to local communities. The videos can be viewed on Comcast channels 17 and 99 and MediaCom Channel 15 (will vary by community). For a complete listing of communities and channels click here. Telecourse broadcast schedules: Program cost: In-district student $79.00 Illinois out-of-district student $ Out-of-state student $ International student $ Online course $79.00 o ENG101 Freshman English I o SOC130 Marriage and the Family o SPN101/SPN102 Elementary Spanish I & II How do they satisfy the speech requirement? Hybrid - COM100 Fundamentals of Speech Communication - Online plus 5 campus visits How do they satisfy the science with lab requirement? Biology and Chemistry has an online lab Does this college provide virtual services allowing the student to do all dealings with the college online? NO Do they offer any virtual services? Register online Pay bills Find Schedules add/drop classes Orientation (not mandatory) Advising ON CAMPUS Is there a program sheet available for comparison of their courses to ours? If yes, please provide the program sheet (copy and paste from a website) or list the website where the list of courses can be found. 28

29 CIP Team Illinois Community College Research Researcher s Name: John Cordulack College Name: Parkland College Degree(s) that can be obtained completely online: Associate in Arts (A.A.) and Associate in Science (A.S.) Degrees o Early Childhood Education o Elementary Education* o English Literature o General Education o History o Liberal Arts o Political Science o Psychology o Secondary Education** o Social Work*** o Sociology o Special Education** o Business Administration o Business Education o Criminal Justice o substitute math course and extra class for third-world requirement o **extra class for third-world requirement o *** must take ANT 103 to avoid extra class for third world requirement Associate in Applied Science (A.A.S.) Degrees o Accounting o Business Management o Business Marketing o Customized Career Preparation o Programming - Database Management Certificate o Accounting o Basic Website Design & Management o Computer MOS o Independent Business Management o International Business Management o Office Assistant o Programming - Object-Oriented Programming o Programming - Oracle DBA o Web Programmer Are there any restrictions on obtaining the degree completely online? If yes, what are they? MOST, BUT NOT ALL, of the degree requirements can be completed online. Remaining coursework can be taken on campus or online at other Colleges and transferred to Parkland (with prior approval). 29