A Review of Distance Learning in the Division of Florida Colleges

Transcription

1 A Review of Distance Learning in the Division of Florida Colleges Prepared by Patricia Windham, Ph.D. February 10, 2011

2 Study Methodology The database used for this study was the Student Data Base with the addihon of three distance learning elements. The SDB definihon for distance learning was used, not the more recent one. Course delivery methods were grouped into DL, Hybrid, Material and Regular. In some cases, the various distance learning course delivery methods were broken out and shown separately.

3 Study Methodology The main focus was on fall 2009, from the latest available year. All potenhally transferable and developmental educahon courses were used. Students enrolled in any type of DL course were classified as DL, Hybrid or Material students and those enrolled in non- DL courses were classified as Regular students. Placement scores from the CPT were collected and compared for the various types of DL and Regular course students

4 Study Methodology Some tracking of gatekeeper courses was done using and subsequent years Gatekeeper courses were defined as first year English and mathemahcs (ENC1101, MAC1105 and MGF1106) All SDB recognized awards were collected. RaHos were calculated since this was not based upon cohort tracking.

5 Main Issues Who takes distance learning courses? Race/ethnicity Gender Age How well do they do? CPT placement scores Grades earned in all courses Grades earned in Gatekeeper courses and in follow- up courses Earning awards

6 Who Takes DL Courses? (Percents) Race/Ethnicity DL Hybrid Materials Regular Asian Black Hispanic Indian White Not Reported Total

7 Who Takes DL Courses? (Percents) Gender DL Hybrid Material Regular Female Male Not Reported Total

8 Who Takes DL Courses? (Percents) Age DL Hybrid Material Regular 18 or less to to to to or more Total

9 Who Takes DL Courses? Race/ethnicity All races and ethnicihes take DL courses. However more whites and fewer Hispanics were enrolled in fall 2009 Gender While both females and males were enrolled in DL courses, females outnumbered males for all race/ethnicity and gender groups Age 18 or less and 56 or more were enrolled less o^en than other groups. 26 to 35 were enrolled the most.

10 How Well DO They Do? Average CPT Scores CPT Area DL Hybrid Material Regular MathemaHcs Reading WriHng

11 How Well Do They Do? CPT Placement Scores The various classes of Distance Learning and Regular courses have approximately the same students in terms of CPT scores in mathemahcs and only a small four point difference in reading and wrihng. The reading and wrihng score differences may be due to the larger percentage of females in DL courses since females tend to outscore males in those areas. The average CPT mathemahcs score for all students is below the statewide mandated cut score for developmental educahon.

12 How Well Do They Do? (Percents) Grade DL Hybrid Material Regular A B C D F W Total

13 How Well Do They Do? Overall coursework Based upon fall 2009 course GPA s, students enrolled in distance learning courses were doing as well as those enrolled in regular courses. (2.71 for DL versus 2.79 for Regular) However, they earn more F s and withdraw from classes more o^en than do students in Regular courses.

14 Average Gatekeeper Course GPA Course DL Hybrid Material Regular ENC MAC MGF

15 How Well Do They Do? Gatekeeper Courses The various types of DL students did becer in the English gatekeeper and follow- up course than they did in mathemahcs. This is consistent with the lower CPT mathemahcs scores compared to reading and wrihng. The average course GPA for the gatekeeper courses was less for DL students than for Regular ones. There were also more F s and W s with the difference being more pronounced in mathemahcs than English. The follow- up of gatekeeper students into the second English or mathemahcs course showed more DL students took the second English course than the second mathemahcs course. This may be because they were concentrahng on successfully complehng the first course.

16 Degrees and Awards How Well Do They Do? Degrees and Awards (Percent) DL Hybrid Material Regular AA AS/AAS AS Cert Voc Cert Other

17 How Well Do They Do? CompleHons RaHos DL course students had a higher complehon raho than did regular course students with more of the complehons for associate degrees. This may imply that those students who are successful in DL courses have a higher mohvahonal factor that allows them to complete the required coursework for degrees.

18 RecommendaHons Ensure that all segments of the student populahon are aware of the opportunity to parhcipate in DL courses. Ensure that both general student and specific course support are available for all DL courses. Counsel students that DL mathemahcs courses tend to be hard to complete on one s own and the student may need to rethink how to best meet that part of his or her award requirements. ConHnue offering DL as one method of course delivery and an alternahve for the many Hme and place bound community college students.