Renuka Kumar, The Associates

OMDE 608
Section: 9040
April 18, 2015
Response to Case Study

Online Education at the Community College of Baltimore County

Response to the Case Study
Renuka Kumar
University of Maryland University College
Online Education at the Community College of Baltimore County
Response to the Case Study
The Community College of Baltimore County (CCBC) located in Baltimore County,
Maryland is an accredited community college with a student population of more than 50,000
enrolled in credit courses (CCBC, 2013). In fiscal year 2013 CCBC had 19,979 total
registrations in online courses (Walker et al., 2015). CCBCs strategic plan lists the following as
one of its directives: Make student success the cornerstone of the colleges optimal teaching
and learning environment (CCBC, 2013, p. 3). The success rate of online students, however, is
only 62% as compared to 72% for traditional students (Walker et al., 2015). Harrell (2008) lists
five broad categories that can have a positive impact on online student success: student

Renuka Kumar, The Associates

OMDE 608
Section: 9040
April 18, 2015
Response to Case Study

2
readiness, student orientation, student support, instructor preparation and support and course
structure (p. 36). This report will focus on student orientation strategies that can be
implemented at CCBC to improve the retention and success rates for online students.
Discussion
Overall Goals of the System
Thorpe (as cited in Anderson, 2004) describes learner services as all those elements
capable of responding to a known learner or group of learners, before, during and after the
learning process (p. 96). However, learner services for students in an online environment are
different to those of the traditional students as a different set of skills is required by the online
student (LaPadula, 2003). LaPadula (2003) states that an online orientation can help online
students in technical readiness, improved student engagement and increased self-confidence.
The overall goal of this proposal is to increase student engagement, student performance
and student retention by providing online students with a moderated, interactive orientation that
will not only prepare them to use the tools and communications offered in an online course but
also prepare them for the expectations of an online course.
Elements of the System
Instructor preparation and support is currently being addressed at CCBC through the
Online Training Institute (OTI), an online pedagogy course, and additional faculty training
offered throughout the year. Policy requires that all faculty teaching online courses must attend
OTI before they teach any online courses. Course structure is being addressed at CCBC through

Renuka Kumar, The Associates

OMDE 608
Section: 9040
April 18, 2015
Response to Case Study

3
a Blackboard course shell created by the Department of Distance Education which is being used
by all faculty as a starting point for their online courses. Blackboard is the learning management
system used by CCBC. All support services such as advising, financial aid, and counseling are
offered in on online format, albeit some of them are offered in a limited capacity (D. Thorne,
Director of Distance Learning, CCBC, interview, March 26th, 2015).
Student readiness is being addressed through self-assessments that are available to
students through the CCBC website. Student results, however, are not evaluated and there is no
follow up with the students regarding their performance on the assessments through advising or
training. Student orientation for all students is voluntary at CCBC and is offered only in a faceto-face format. Currently, the only orientation offered in an online format is links provided in the
Blackboard course. (D. Thorne, Director of Distance Learning, CCBC, interview, March 26th, 2015)
CCBC has an open-door admissions policy and will admit students of many different
backgrounds (CCBC, 2015). Brindley (1995) notes that distance education has attracted adults
with a wide variety of backgrounds and many of them are educationally disadvantaged and are
not familiar with independent learning nor do they have the necessary technical skills. Many of
them are working full time and going to school. Lack of the necessary study skills and technical
skills may result in frustrations on the part of the student and lead to the early withdrawal of a
student from the class (Harrell, 2008). All students should be prepared for the online learning
environment. Harrell (2008) states that an orientation is one of the best ways to prepare students
and to increase online student retention. However, in order to be successful, online orientation
should include the following elements:

Renuka Kumar, The Associates

OMDE 608
Section: 9040
April 18, 2015
Response to Case Study

4
1. The orientation module should give students experiences that mimic online
courses so that they may get a realistic expectations of the online
environment (Harrell, 2008, p. 38).
2. The orientation should include technical and computer skills that a student will need in
an online environment (Harrell, 2008). These skills should include word processing,
Blackboard tools, Internet skills and information literacy.
3. The orientation module should address the needs of both students and faculty (Bozarth et
al., 2004). While instructors generally focus on the need for stronger technology skills,
students generally ask for more assistance with study skills. Both faculty and students
express a need for time management skills (Bozarth et al., 2004). Time management and
study skills should be included in the orientation module (Bozarth et al., 2004).
CCBC should develop an interactive online orientation course that should be required of all
students during the first semester of taking online classes. The course should be four to seven
weeks long and should take a scaffolding approach. During the first few weeks students should
be given a lot of support and gradually the student should take on more responsibility in the
course by leading discussion and engaging with peers (Ludwig-Hardman & Dunlap, 2003).
The course should help the students develop the necessary technical requirements on an
ongoing basis. For example, CCBC is implementing Blackboard Collaborate in August 2015 as
a tool to improve student engagement. The online orientation should teach the students the
necessary skills to be able to use this tool effectively. As new tools are incorporated by CCBC
students must be educated on the effective use of these tools.

Renuka Kumar, The Associates

OMDE 608
Section: 9040
April 18, 2015
Response to Case Study

5
The online orientation should also acquaint students with all the support services offered at
CCBC such as online library access, the availability of 24/7 technical assistance, admissions,
financial aid, counseling, advising and the career center. The online orientation module should
be updated annually based on faculty and student feedback.
Staffing & Resources
CCBC is currently facing budget cuts. Allocation of additional funding will not be
feasible for the next couple of years. Therefore the orientation module could be prepared in
house at CCBC. Development and deployment of the online orientation course should be under
the leadership of the Director of Distance Learning (DDL). The DDL should assemble a team
made up of experienced online faculty and a course designer. This team would develop the
online orientation course based on feedback from faculty surveys designed to get online faculty
response as to the content of the orientation course. Faculty on the course development team
could be compensation by getting reassigned time. Once the course development is complete the
DDL would conduct several training sessions to train all faculty who wish to teach the course.
The course should be delivered using Blackboard, a learning management system already used at
CCBC. It should be taught by experienced online faculty.
Evaluation
Mary Thorpe (2009) emphasizes the use of a variety of techniques for effective
evaluation. Thorpe (2009) also states that the practice of regular evaluation, with evidence that
findings are used and reflected upon, is itself one of the indicators of a quality learner support

Renuka Kumar, The Associates

OMDE 608
Section: 9040
April 18, 2015
Response to Case Study

6
system (p.7). CCBC can measure the effectiveness of the online orientation program by doing
the following:
1) Measure student performance by comparing the GPAs of students who complete the
online orientation to those who have not completed the online orientation. There may
also be some students who took online classes before taking the online orientation. The
performance of these students before and after completing the orientation could be
compared. This data can be obtained from the Office of Planning and Research.
2) Measure student retention by comparing the retention rates of students who completed
the online orientation to those who did not complete the orientation. This data can be
obtained from the Office of Planning and Research.
3) Measure student engagement through student evaluations which could be conducted
before the orientation and then after the course completion to get feedback from students.
4) Measure student preparedness by surveying online faculty after the completion of the
online orientation.
In a study completed by Koehnke (2013) 70.3% of community college students who had
taken the online orientation completed the course successfully compared to 61.3% of students
who did not complete the online orientation. Koehnkes (2013) research also shows that students
completing the online orientation had a higher retention rate. The assumption made by Koehnke
(2013) that an online orientation focusing on the challenges, expectations, and technology
knowledge necessary for online learning success would result in student success were proved
correct by the results of his research (p. 92).
Rationale

Renuka Kumar, The Associates

OMDE 608
Section: 9040
April 18, 2015
Response to Case Study

7
Many online students at CCBC are coming back to education after a gap of many years
and are not ready for the demands of college courses. The students are also juggling their
education with work and family life. Some students describe their initial experience with
distance learning as frightening and intimidating (LaPadula, 2003, p. 127). It takes time, effort
and preparation for students to overcome this fear and develop self-confidence that will help
them achieve their education goals. LaPadula (2003) states that students become more efficient
and effective learners as they become more competent to handle the challenges of an online
education. An orientation delivered in an online format will help students to learn the necessary
skills they will need in the online classroom as well as show them what to expect from online
courses. A prepared student is more likely to engage with the course better leading to a better
performance and is less likely to withdraw from the class early.
Conclusion
The intent of this proposal is to recommend that CCBC adopt an online orientation as a
means to improve the success rates and retention rates of their online students. Not only does an
online orientation provide students with the necessary technical and study skills to be successful
in an online learning environment it also makes students aware of the expectations of an online
course and allows them to manage the time commitment needed to be successful. An online
orientation implemented at CCBC would help the college meet its mission of making student
success a priority not only of the traditional student but also the online student.
References

Renuka Kumar, The Associates

OMDE 608
Section: 9040
April 18, 2015
Response to Case Study

8
Anderson, T. (2004). Student services in a networked world. In J. E. Brindley, C. Walti, & O.
Zawacki-Richter (Eds.), Learner support in open, distance and online learning
environments (pp. 169-178) [Adobe Digital Edition]. Retrieved from Carl von Ossietzky
Universitt Oldenburg website: http://www.box.net/shared/ 7s26kujh7s
Bozarth, J., Chapman, D. D., & LaMonica, L. (2004). Preparing for distance learning: Designing
an online student orientation course. Educational Technology & Society, 7 (1), 87-106.
Retrieved from http://www.watermsc.org/en/knowledge_base/preparring_for_distance_learning_course.pdf
Brindley, J. E. (1995). Learners and learner services: The key to the future in distance education.
In J. M. Roberts & E. M. Keough (Eds.), Why the information highway: Lessons from
open and distance learning (pp. 102-125). Toronto: Trifolium Books Inc. Retrieved from
https://learn.umuc.edu/content/enforced/56879-006373-01-2152-GO2-9040/Readings
%20Unit%203/brindley.1995c.pdf?
_&d2lSessionVal=DHwRvuITv02TlthU8Y8L0HaNo&ou=56879
Community College of Baltimore County. (2012). Institutional profile 2011-12. Retrieved from:
http://www.ccbcmd.edu/media/pre/middlestates_institutional_prof.pdf
Community College of Baltimore County. (2013). Strategic plan. Retrieved from
http://www.ccbcmd.edu/media/pre/strategic_plan.pdf
Community College of Baltimore County. (2015). College Catalog. Retrieved from
http://catalog.ccbcmd.edu/content.php?catoid=1&navoid=2

Renuka Kumar, The Associates

OMDE 608
Section: 9040
April 18, 2015
Response to Case Study

9
Harrell, I.L. (2008). Increasing the success of online students. Inquiry, 13(1), 36-44. Retrieved
from http://files.eric.ed.gov/fulltext/EJ833911.pdf
Koehnke, P. J. (2013). The impact of an online orientation to improve community college
student retention in online courses: An action research study. (Doctoral dissertation,
Capella University). Retrieved from http://www.cpcc.edu/pd/resources-1/doctoralresearch-group/dissertations/paul-koehnke-full-dissertation
LaPadula, M. (2003). A comprehensive look at online student support services for distance
learners. American Journal of Distance Education, 17(2), 119-128. doi:
10.1207/S15389286AJDE1702_4
Ryan, Y. (2004). Pushing the boundaries with online learner support. In J. E. Brindley, C. Walti,
& O. Zawacki-Richter (Eds.), Learner support in open, distance and online learning
environments (pp. 169-178) [Adobe Digital Edition]. Retrieved from Carl von Ossietzky
Universitt Oldenburg website: http://www.box.net/shared/ 7s26kujh7s
Ludwig-Hardman, S., & Dunlap, J. C. (2003). Learner support services for online students:
Scaffolding for success. International Review of Research in Open and Distance
Learning, (1). Retrieved from http://www.irrodl.org/content/v4.1/dunlap.html
Walker, A., Kumar, R., Brown, N. R., Ford, L., Michel, H., & Haggerty, S. (2015). Online
education at the Community College of Baltimore County: A case study. [Online course
study group project study group project] OMDE 608, Spring, 2015 [Master of Distance
Education and E-Learning], University of Maryland University College

Renuka Kumar, The Associates

OMDE 608
Section: 9040
April 18, 2015
Response to Case Study

10