Making e-Learning Indispensable
Russ AdkinsVP Academic Affairs
Broward CollegeFort Lauderdale, FL
Broward is a state college located in S. FL.AA, AS, AAS, BS, BAS degrees25,000 FTE3 campuses, 4 centers, 2 Int’l. centers
e-Learning was initially a faculty development initiative (“21st century professors”).◦ Compensated course development—AA and ASN
degrees◦ Collectively-bargained institutional policies and
practices Policies that encouraged faculty participation Course standards and development protocols
From Dispensable to Indispensable
BC’s first Educational Master Plan developed in 2005◦ e-Learning emerged at one of seven strategic goals
First e-Learning strategic plan developed (2005-2009) SACS substantive change/e-Learning degrees Data driven/evidence-based (BI)
Second e-Learning strategic plan developed (2009-2013) Scale-10% to 20% of FTE in 5 years (online and blended) Quality Matters Ubiquitous Blackboard
Planning: the Foundation for Becoming Indispensable
AY 03-04 AY 04-05 AY 05-06 AY 06-07 AY 07-08 AY 08-09 -
2,000
4,000
6,000
8,000
10,000
12,000
14,000
4,266
5,589
6,791
9,307
12,106 12,991
1,346 1,809
2,615 3,524
4,865
7,824
Online Unduplicated Headcount Blended Unduplicated Headcount
Results: the Framework for an Indispensable e-Learning Program
2003 2004 2005 2006 2007 2008 20090.0%
2.0%
4.0%
6.0%
8.0%
10.0%
12.0%
1.8% 2.2% 2.8%3.9%
5.3%6.5% 6.8%
0.3%0.6%
0.9%
1.3%
1.7%
2.3%3.5%
BlendedOnline
e-Learning = 10% of College’s FTE
Traditional % Diff. Online % Diff. Blended % Diff. Total % Diff.2002 20,849 199 40 21,088
2003 21,868 5% 393 97% 63 57% 22,324 6%
2004 21,955 0% 499 27% 142 127% 22,596 1%
2005 21,912 0% 644 29% 203 43% 22,759 1%
2006 20,826 -5% 859 33% 279 38% 21,964 -3%
2007 20,538 -1% 1,176 37% 386 38% 22,099 1%
2008 21,389 4% 1,533 30% 534 38% 23,456 6%
2009 23,060 8% 1,751 14% 889 66% 25,700 10%
e-Learning Growth (FTE)
20021 20031 20041 20051 20061 20071 20081 20091 -
500
1,000
1,500
2,000
2,500
3,000
3,500
Fall Enrollment
Online and TraditionalOnline Only
Increasingly, Students are Taking Both Online and On-Campus Courses
Students Enrolled in Both Online and On-Campus Courses Take More Credits
Enrollment Type
Average # of
Courses Taken
Average Credit Hours
Average # of
Courses Taken
Average Credit Hours
Average # of
Courses Taken
Average Credit Hours
Average # of
Courses Taken
Average Credit Hours
Online Only 1.7 4.8 1.8 4.8 1.8 5.0 1.9 5.3Traditional Only 2.9 8.0 3.0 8.2 3.2 8.3 3.3 8.7Online & Traditional 4.0 10.1 4.0 10.3 4.1 10.4 4.1 10.7
All Students 3.0 8.4 3.1 8.5 3.1 8.6 3.2 8.8
2006-2007 2007-2008 2008-2009 2009-2010
Fall 2006 Fall 2007 Fall 2008 Fall 2009
2006 2007 2007 2007 2008 2008 2008 2009 2009 2009Fall Winter Summer Fall Winter Summer Fall Winter Summer Fall
0
500
1,000
1,500
2,000
2,500
3,000
3,500
4,000
4,500
Students Enrolled
Online Only
Students En-rolled in
Both Online and Traditional
Courses
Headcount of Students Enrolled in Online Courses(students enrolled only online and students en-
rolled in both online and traditional courses)
Summer Spikes in Online-Only Enrollments
College leadership sees e-Learning as a strategy to:◦ maintain market share as the private institutions
compete with us.◦ provide flexibility for an increasingly adult student
population.◦ develop enrollment, given the lack of construction
funding and already limited classroom space. e-Learning fees fund development. Enrollment = revenues
Towards being indispensable:College Leadership
Academic department administrators see e-Learning as:◦ their enrollment growth tool.◦ a means of providing flexibility in scheduling.
e-Learning section enrollment capacity is not the product of the number of seats in a room.
e-Learning adjuncts can be recruited from beyond the geographic area.
◦ a strategy to boost summer term enrollments.
Towards being indispensable: Administrators
Faculty see e-Learning as a means of providing:◦ marketable teaching skills◦ flexibility in their on-campus schedule◦ opportunities to maintain currency through
continuous professional development QM Accountability Learning outcomes Technology
Towards being indispensable: Faculty
e-Learning is providing critically needed FTE. Students taking both online and on-campus
courses are enrolling in more credits per term.
e-Learning sections are generally larger than campus sections.
e-Learning provides flexibility in scheduling the use of limited classroom facilities.
e-Learning will provide “instructional continuity” during an emergency.
e-Learning is Indispensable