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Research

As of May 2016, ongoing efforts include:

  • Literature Review – Efforts to conduct an environmental scan are ongoing to gain a sense of how equity in online education is reflected in the field. Information pertaining to equity in education and relevant to the Work Group’s goals and objectives will be housed in an online reposito
  • Research – The Work Group is in discussion with the RP Group, the USC Center for Urban Education (CUE), and the Public Police Institute of California (PPIC) regarding the scope and parameters of the research necessary to determine the impact of equity gaps on our students and colleges. Field survey questions are being drafted to surface the reasons why students choose to drop online classes.  Research and information captured will inform the instructional design process, as well as rubrics for instruction, counseling, additional student services programs and departments.

The Chancellor’s Office provided access to the CCC Student Equity Plans (SEP). Work Group members read the plans to determine the extent to which colleges included online students/distance education within

their SEPs as it relates to identified groups and the success indicators.  Although several plans mention online student services, support services and tutoring, data summaries from the SEP matrix indicate a small percentage (less than 10%) of colleges disaggregate online students as a targeted group and are implementing activities to address the online equity gap.

Literature Review

Efforts to conduct an environmental scan are ongoing to gain a sense of how equity in online education is reflected in the field. Information pertaining to equity in education and relevant to the Work Group’s goals and objectives will be housed in an online repository.

CCC Student Equity Plan Findings

The Chancellor’s Office provided access to the CCC Student Equity Plans (SEP). Work Group members read the plans to determine the extent to which colleges have included online students/distance education within their SEPs as it relates to identified groups and the success indicators. Although several plans mention online student services, support services and tutoring, data summaries from the SEP matrix indicate a small percentage (less than 10%) of colleges disaggregate online students as a targeted group and are implementing activities to address the online equity gap.

Instructional Design Focus Group

A focus group, formed to assess the needs of instructional designers and determine how to effectively address these issues, participated in an Instructional Design Survey based upon the Five Principles for Enacting Equity by Design from the USC Center for Urban Education. Survey results surfaced equity issues encountered by online students, including a lack of access to technology, a lack of accessible school facilities, the presence of microaggressions, and a lack of modeling. Members suggested strategies to effectively address issues- assist in identifying/assessing barriers to success and pairing with appropriate resources; provide high-touch support and encouragement as needed; provide Open Education Resources (OER), which are essential when designing for adult learners with limited access to school resources; provide more course access thru mobile technology; offer more grants and financial aid opportunities, and incorporate inclusive creative solutions when addressing equity issues in course design.

Research

The RP Group is customizing the Student Success (Re)defined study for the online environment. The Work Man studying at laptopGroup is in discussion with the USC Center for Urban Education (CUE), and the Public Policy Institute of California (PPIC) regarding the scope and parameters of the research necessary to determine the impact of equity gaps on our students and colleges.  An online withdrawal data tool is being developed to surface reasons why students choose to drop online classes.  The research and information captured will inform the OEI instructional design process, as well as the development of rubrics for instruction, counseling, additional student services programs and departments, and “Good Practices” lists for these respective areas.