Goal Number 4: DCCCD will use existing and emerging telecommunication technologies to provide convenient and flexible access to accredited and life-long learning opportunities to students and workforces.

Distance learning courses consist of televised live classes, telecourses, telecourses with an internet component and courses conducted entirely on-line via the internet. The following District-wide measures for distance learning are reported:

-- course enrollments and student performance, and
-- distribution of student enrollments by residency (in/out of District) status

Findings:

• Enrollments in distance learning courses decreased 17% from 1993-94 to 1995-96 and increased 12.5% from 1995-96 to 1997-98.
• The number of students enrolled in a distance learning course also decreased from 1993-94 to 1995-96 (18.5%) and increased from 1995-96 to 1997-98 (9%).
• Approximately 59% of the grades for 1997-98 telecourses were completion grades (A, B, C, D, E and F) and 45% were successful completion (A, B or C) grades.
• 1997-98 internet course completion rates were somewhat higher with 72% completion grades and 61.5% successful completion grades awarded.
• In-District enrollments accounted for 85% of the distance learning enrollments.

Students enroll in distance learning in addition to or instead of on-campus courses for various reasons. Students who require flexible scheduling due to family responsibilities, work conflicts, or who are wanting to experience internet based learning may prefer distance learning. It is also an alternative when a desired on-campus course is full. As a result, approximately 25% of all graduates have completed at least one distance learning course.

Telecourses have traditionally accounted for the vast majority of distance learning. However, internet enrollments are increasing at a rapid rate (almost 200% from 1996-97 to 1997-98) as additional courses are added. In fact, fall 1998 internet enrollments are almost equal to the entire 1997-98 time period. Internet instruction also expands the DCCCD capacity to serve beyond Dallas County and increase out-of-District enrollments.

Nation-wide, distance learning courses tend to have lower completion rates than on-campus courses. This is not surprising due to the "extra" self-discipline and motivation required by the student. The delivery of student support services to this population has also been a challenge for institutions and is receiving greater emphasis than ever before in hopes of improving completion rates.

This semester DCCCD instructors in distance learning courses were provided with listings of students in each course who met the criteria for being an "at risk" (potential non-completer) student. Thus, instructors were aware of which students to target first in intervention activities to encourage course completion. Next year’s report will provide feedback regarding the effectiveness of these efforts.

 

	1993-94	1994-95	1995-96	1996-97	1997-98
Total Enrollments1  Telecourses  Internet Courses	9,630 9,630 n.a.	8,657 8,657 n.a.	8,025 8,025 n.a.	8,461 8,114 347	9,032 8,010 1,022
% Completed by CourseType  Telecourses  Internet Courses	58% n.a.	59% n.a.	59% n.a.	61% 61%	59% 72%
% Passing by Course Type  Telecourses  Internet Courses	46% n.a.	46% n.a.	45% n.a.	47% 52%	45% 61.5%
Total Students2	6,587	5,794	5,370	5,622	5,860

 
Telecourses include all telecourses, telecourses with an on-line component, and live TV courses
Completion = Grades A, B, C, D, E and F; Passing = Grades A, B and C
¹ Enrollments reflect the total number of courses in which a student is enrolled.
² Total students is an unduplicated count of students in at least one distance learning course during the academic year. A student enrolled in multiple courses, semesters, and/or colleges is counted one time.

Data Source: Student Master File, course sections = 426 - 471, distance learning courses with section numbers outside of this range are not reflected in the data.
Prepared by District Office of Research, December 1998 

1998-99 Board Indicator Reports