Annual DE Report Required - per DE Guidelines

Section 55219 also requires districts to report annually all DE activity to their local governing board and respond to any CO request for data on DE. (page 9 Distance Education Guidelines - March 2004 - Distance Education Guidelines, California Community Colleges.

page 9 also -

To the extent possible local reports should compare and contrast DE to traditional instructional delivery. The annual report to the local governing board should, to the extent possible, address the following questions:

Purpose

• What was the intent in offering the course by DE? How was learning enhanced

by the use of technology?

Student Access

• What is the evidence, if any; that the new methodology increased the number of

students served, or extended services to students with disabilities?

• What student services were provided to support student success for DE?

• In what ways were the goals of the district’s Student Equity Plan furthered?

Faculty

• How were faculty selected to teach each DE section and what relevant

professional development activities and support services were provided to them?

• What was their perception of the experience, as expressed by instructors and

student services professionals? Which new approaches were judged effective?

Which were judged non-effective?

Quality

• How did student satisfaction compare with that in courses offered in a traditional

mode?

• How did student achievement compare with that in courses offered in a traditional

mode?

• Did students with prior independent study experience do better in DE than those

without prior experience?

• How did the type and quantity of student-faculty interaction in each course

compare with that in courses offered in the traditional mode?

• What types of instructional support and student services were provided to students

and students with disabilities?

• How appropriate and effective was the courseware for each course?

• Was equipment satisfactory for each course?

• Which technological mix was used most effectively?

• What differences, if any, were there in the level of student achievemen

transferable verses nontransferable DE courses? How does this compare with

differences between transferable and nontransferable traditional courses?

ther Costs

• How did start-up costs for DE compare with other modes of instruction?

• How did continuing costs for DE compare with other modes of instruction?

• In what ways, if any, does faculty and staff load differ for DE sections?

Recommendations

• What suggestions can be made for the improvement of DE?