Introduction

=Introduction=

> > Distance Education at Bakersfield College has grown substantially over the last 30 years, starting with one-way instructional telecourses. The addition of new modalities and new courses has been largely fueled by grant money and developments in technology, led by instructors who were inclined toward the use of technology. In an age of rapid growth in the distance education sector of higher education, these instructors were given freedom and some support to experiment and innovate with different types of technologies and teaching methods. This led to a wide variety of different techniques, but also resulted in a breadth of technology and student support that was difficult to support using existing resources at Bakersfield College. The college responded to the breadth of technologies and systems by providing various course management systems over the years, in the hopes that the higher levels of support would draw faculty participation into a narrower scope, allowing better support for their efforts and for student needs to become more efficient. In more recent years, Bakersfield College has actively participated in a district-wide effort to standardize the major tools for distance education, in both the interactive television courses and in online courses. These efforts have resulted in the district-wide adoption of Moodle as the required course management system for use in all online and hybrid classes, and also the establishment of a student and faculty help desk designed to provide preliminary technology support to both students and instructors in online classes. Additional highlights from the history of distance education at Bakersfield College follow. > >> >> >> >> >> >> > >> >>
 * 1) History of DE at BC
 * BC’s first non-traditional mode of delivery was ITV-Instructional Telecourses (1-way video/2-way audio) via local cable. Rolled-out in approximately 1981, a consistent core of ITV courses expanded over the next couple of decades, providing access to students seeking an alternative way to attend college. Some courses initially delivered via ITV migrated to another non-traditional mode of deliver as they became available (Online). The ITV program required a budget sufficient to cover per student and per semester fees including annual operational expenses. However, due to the severe economic downturn in the state of California and the adverse affect upon the Community Colleges, BC discontinued the ITV courses Summer 2009 and the elimination of a support staff position effective July 1, 2010.
 * Interactive courses (2-way video/2-way audio) were introduced Summer 1995 in an effort to expand BC’s main campus course offerings to students in the Delano community. Over the next decade Interactive sites included classrooms in Delano, Sears (SLS) in Delano, Cerro Coso (Ridgecrest), and Porterville College. As the result of successful grants, Allied Health added a dedicated Interactive classroom at BC, again connecting with a combination of classrooms in Delano, PC, and CC and even for a time, West Hills College-Lemoore. However, with the elimination of financial incentives to faculty teaching Interactive classes, coupled with the expansion of BC’s Delano Center, Interactive courses scheduled in BC’s L147 as well as Allied Health’s L149, leveled to an established core of courses taught by instructors comfortable in the Interactive environment.
 * BC joined the KCCD roll-out of Online courses (asynchronous via the Internet) Fall 1997. Over the following decade, the faculty, students and staff dealt with an evolution of multiple Course Management systems. The creation of new Online courses stalled after faculty incentive monies were eliminated by BC. The temporary injection of PROP 10 grant monies initiated another wave of new courses (CHDV) delivered Online. Some courses initially delivered solely Online, evolved into Hybrid courses, courses using both the Internet in conjunction with on-campus or synchronous activities. The migrations were prompted by efforts to improve student retention and success in the non-traditionally delivered courses.
 * BC’s DE program has historically been dependent upon support from Media Services and later, Information Services. Without the support of both areas, ITV, Interactive, and Online courses would not be possible. Symbiotically, DE’s budget would supplement both areas.
 * BC’s Technology Learning Center is a successful spin-off from BC’s DE program and budgetary support. Originally set-up to provide a site for faculty workshops and staff training, the facility evolved over the years, reflecting the on-site staffing (or lack there of), faculty peer support and administrative influence.
 * BC’s Distance Education Subcommittee of BC’s full Curriculum Committee (now the ExtLrn Subcomm.), developed parameters for DE course requests in order to meet state requirements and in an effort to stay abreast of the introduction of new technology as applied to non-traditional modes of course delivery. This same subcommittee made the first effort to compile a BC DE Plan, however, with a change in BC administration and the lack of immediate administrative leadership, the effort stalled.
 * 1) Purpose of this Document - This document has three major purposes. The first is to report on the current status of distance education at Bakersfield College.
 * Review our current practice and data
 * Discuss best practices
 * Plan for improvement in key areas.
 * 1) SLOAN-C Five Pillars
 * Introduction
 * Learning effectiveness
 * Cost effectiveness and institutional commitment
 * Faculty satisfaction
 * Student satisfaction