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Executive Summary
Distance Education Provides Additional Tool for Advancing Master Plan’s Goals. Fifty
years ago, California adopted the Master Plan for Higher Education, a framework document
designed to promote universal access for students and cost-effective coordination among
the state’s colleges and universities. At the time, postsecondary education generally required
students to travel to a campus for in-person classes with an instructor. Today, many students
have another option: using technology (primarily the internet) to access instruction wherever
they are. The California Community Colleges (CCC) are the largest provider of distance
education among the state’s public higher education segments, with the California State
University (CSU) also offering a considerable amount of instruction using this delivery method.
(Currently, the University of California [UC] system’s use of the medium is limited, though
UC is planning a pilot project that could eventually result in a much more extensive distance-
education program.)
Distance education can offer a number of potential benefits to students, faculty, and the
state—advantages consistent with the core principles of access and efficiency contained in the
Master Plan. For example, distance education can:
➢ Make undergraduate and graduate coursework more accessible to students who
otherwise might not be able to enroll due to restrictive personal or professional
obligations.
➢ Provide opportunities for students attending one campus to find and get credit for
courses at other campuses (thereby potentially speeding their graduation).
Recent research suggests that, on average, postsecondary students who complete distance-
education courses learn at least as much as those taking the same courses solely via in-person
instruction. Yet, research also reveals a gap in retention rates between students in distance
education and face-to-face classes, and many faculty (particularly in the state’s research univer-
sities) remain skeptical of the value and legitimacy of the delivery method.
LAO Recommendations. While distance education is not—and is not intended to be—
suitable for everyone (students as well as faculty), we find that it offers an important alternative
means of providing instruction that can complement existing formats and expand options
for the state’s students and segments. In order to take fuller advantage of this potential, we
believe that the Legislature should guide a clearer statewide vision that specifies data which the
segments should collect and report on distance-education students, and which clarifies expec-
tations concerning intercampus collaborations and other partnerships. To that end, we make a
number of recommendations. These include:
➢ Adopting a standard definition of distance education for UC, CSU, and CCC, and
requiring the segments to report periodically on student enrollment and performance in
distance-education coursework.
➢ Requiring that reviews of proposals for new academic programs evaluate whether
shared distance-education programs would be a better alternative.
➢ Directing the Chancellor’s Offices of CSU and CCC to study the feasibility of devel-
oping online degree-completion programs for persons who started college but never
obtained a degree.
Taken together, we believe that these recommendations would help the state make use
of distance education in a more effective and coordinated way, thereby enhancing residents’
access to a high-quality and cost-efficient higher education.
INTRODUCTION
Traditionally, almost all instruction in to find and get credit for taking courses at other
postsecondary institutions has taken place in a campuses (thereby potentially speeding their
classroom. The most common forms of instruction graduation), and even for colleges to create
involve a faculty member lecturing to, or leading comprehensive and cost-effective joint academic
a discussion among, a roomful of students on a programs. These potential advantages—increased
college campus. In recent years, however, there access, more efficient use of facilities, and
has been a significant increase throughout the enhanced coordination among campuses—are
country in the amount of instruction conducted consistent with key principles adopted by the
as “distance education.” By this term, we mean state 50 years ago in the Master Plan for Higher
instruction in which faculty and students are Education. (This publication is part of a series
in separate locations and communicate using entitled The Master Plan at 50 that discusses
technology. Most distance education is delivered various aspects of the plan.)
over the internet or with television. At the same time, the growth of distance
In California, the main providers of distance education has been a source of concern for some,
education are private for-profit colleges and particularly faculty at four-year universities (such
the CCC system, although the CSU system, like as in the UC system). Many question, for instance,
many other four-year institutions throughout whether students can learn as much in distance-
the country, also offers considerable instruction education courses as they do in a face-to-face
using distance education. To date, UC’s use environment. Others express continuing concerns
of distance education is limited (though, as about the degree to which colleges can ensure the
discussed later, UC has begun planning for a pilot academic integrity and honesty of students who
project). Colleges cite several benefits of distance complete a large share of coursework (including
education for their students and institution. For testing) outside the immediate supervision of an
example, by limiting the need to travel to a instructor.
campus to attend a class, distance education can The expansion of distance education and
make instruction more accessible for various types debates about its potential benefits make it an
of nontraditional college students—including important issue for the Legislature and others to
working adults, parents and other caregivers, examine. To help facilitate such an examination,
members of the military, and residents in remote this report provides an overview of distance
areas of the state. Also, distance-education education—including its prevalence, data on
programs can allow colleges to increase substan- learning outcomes, and funding—as well as
tially instruction and enrollment without the recommendations to improve state oversight and
accompanying need for new facilities such as overall program efficiency and effectiveness.
classrooms and parking lots. In addition, because While private institutions also use distance
distance education is particularly well suited for education, this report focuses primarily on the
intercollegiate cooperation and collaboration, it three state-funded higher education segments of
can provide increased opportunities for students CCC, CSU, and UC.
➢ For certain science classes, conduct experiments using an at-home laboratory kit.
For speech and other classes, film one’s self using a webcam and submit the videos
electronically to the instructor.
➢ Access online support services, such as tutoring and academic counseling, and email
the instructor with questions (or post on the classroom website).
class via distance education (out of a systemwide majority of this internet-based instruction is
headcount of 2.5 million). By 2009‑10, the total delivered asynchronously.) The second largest
number of students in the CCC system had risen delivery method is through television. This latter
relatively modestly, to 2.8 million (an average category includes live and interactive “video-
annual growth rate of 1 percent). Yet, over the conferences” between faculty and students, and
same period, the number of students taking a previously recorded lessons delivered to students
distance-education course had grown to over through cable television, videotapes, and other
600,000—an average annual growth rate of means. Lesser-used delivery methods include
19 percent. (The CCC system defines a course as instructional software programs and audiotapes.
distance education when more than 50 percent Distance-education instruction is offered at
of content is delivered through the internet, virtually all of the CCC system’s 112 colleges.
television, or related delivery method—as The largest providers include Coastline College
opposed to the Sloan Consortium’s threshold of (Orange County), Palomar and Southwestern
80 percent.) Despite a reduction in the number Colleges (San Diego County), Santa Monica
of overall CCC students between 2008‑09 and College (Los Angeles County), and Foothill
2009‑10 due to budget cuts, the number of College (Santa Clara County). Coastline College,
distance-education students increased. Barstow College (San Bernardino County),
Distance-education coursework taken by and Palo Verde College (Riverside County)
these students in 2009‑10 was the equivalent of serve over 40 percent of their students via the
120,000 full-time equiv-
alent (FTE) students, Figure 1
or about 10 percent of
Distance Education Has Grown Significantly at
total credit FTE students
Community Colleges Over Past Decade
served by the CCC
system. This compares Headcount
academic year.)
200,000
As Figure 2 shows,
about 85 percent of 100,000
distance education
is delivered via the
99-00 01-02 03-04 05-06 07-08 09-10
internet. (The vast
distance-education medium. Colleges offer Office does not collect this information from
instruction in many fields of study, with the campuses. Colleges also do not share a standard
largest volume in the social sciences (such definition of what constitutes a distance-
as sociology and political science), business, education course. Based on our discussions
English, mathematics, and computer/information with CSU staff, it appears that certain campuses
technology. Some colleges offer students the have become relatively large providers of
opportunity to complete an entire academic distance-education instruction. For example,
program without taking any courses on-site. CSU’s East Bay, San Marcos, Chico, and San
Coastline and Foothill Colleges, for example, Diego campuses report that at least 10 percent
offer over a dozen associate’s degrees and certifi-
of their students take at least one online course
cates entirely via distance education. (generally defined as at least 50 percent course
content delivered online).
Distance Education at According to the Chancellor’s Office, most
California State University of these students appear to be undergraduates
According to the Chancellor’s Office, all who take one or more distance-education
of CSU’s 23 colleges offer courses via distance courses as part of their degree requirements. The
education (generally online). Systemwide CSU does not offer any bachelor’s degrees that
enrollment data, however, are unavailable. This can be obtained fully via distance education.
is because, unlike CCC, the CSU Chancellor’s Instead, the system offers 20 bachelor’s degree
completion programs,
Figure 2
in which students can
complete all upper-
Most Distance Education at the Community Colleges
division requirements
Is Delivered Via the Internet
online or through other
2009-10 distance-education
technology. In addition,
Instructional
Software Other graduate students can
Television/Cable obtain a total of about
Internet 40 master’s degrees and
teaching credentials
online.
Pilot Project In
the Works at UC
Currently, the UC
system offers very
little state-supported
instruction via distance
education. The UC
Office of the President estimates that there are ➢ Offering online certain high-demand
between one dozen and two dozen online classes for which enrollment is otherwise
courses offered to students throughout the system. difficult for students.
(The system does, however, offer many courses via
distance education through its fully fee-supported ➢ Offering fully online degrees.
extension program.) Historically, UC faculty (like
faculty at many other research institutions) have Intersegmental Collaboration
been concerned about whether the quality of Distance-education programs are generally
distance-education classes matches that of on-site planned and operated at the segment and
instruction. Also, UC has traditionally maintained campus level. There are a few notable instances
that an important part of a student’s collegiate of distance education-related collaboratives
experience involves participation in on-campus among educational segments in the state,
activities (such as public symposia and perfor- however, including:
mances)—extra-curricular activities that online
➢ Since 1999, the state has funded the
students cannot readily attend.
California Virtual Campus (CVC) as part
At the same time, some faculty and staff in
of the CCC budget. The CVC administers
the system have promoted distance education
an online catalog of courses that are
as a possible means to deliver a high-quality
offered via distance education at CCC,
education to eligible students who might not
CSU, and UC, as well as by various
otherwise be able to attend UC. To address the
private colleges and universities. The
issue about quality (as well as others such as
purpose of the catalog is to serve as a
faculty workload and cost), UC officials recently
“one-stop shop” for students seeking to
received support from the UC Regents and
take classes outside their home campus
Academic Senate to introduce a pilot project
(where the course might be full, offered
within the next year or two. The plan is to pick
at an inconvenient time, or not offered at
25 to 40 undergraduate general education and
all).
premajor courses and select interested faculty
to design a fully online equivalent. These faculty ➢ The CCC budget also includes funding
members (as well as possibly other faculty in for the “@ ONE Project,” which provides
the system) would then teach the courses to training (primarily online) to faculty on
students. Afterward, researchers would evaluate how to use technology more effec-
learning outcomes among students in these tively in both distance education and
classes. Depending on the results and input from classroom-based instruction. All services
faculty, UC could move in a variety of directions, are available to faculty and staff in the
including: three public higher education segments,
➢ Offering online classes in highly as well as K-12.
specialized subjects, thereby allowing
➢ In 1997, CSU founded Multimedia
students at one campus to take
Educational Resource for Learning and
advantage of faculty expertise at another.
Online Teaching (MERLOT). The program whole or in part for their own instruc-
is a repository of free online course tional purposes. Much of this material
materials that are available to faculty comes from faculty at institutions such as
both inside and outside of California. The the Massachusetts Institute of Technology
MERLOT collection includes complete and Carnegie Mellon University, which,
online course curricula (consisting of as “open courseware” universities,
syllabi, audio and video lectures, assign- publicly publish their course curriculum
ments, and tests) that faculty may use in online.
either randomly assigned students to face-to-face that since the students in the studies appeared
or online classes, or statistically controlled for to be generally well-prepared for college-level
differences between students in the groups (such coursework, such findings about online education
as prior knowledge of course material). While the may not necessarily be generalized to underpre-
research included a handful of studies on K-12 pared college students.
students, it focused primarily on adult learners Retention a Challenge for Distance
(undergraduates at two- and four-year colleges, Education. While postsecondary students who
graduate students, and professionals receiving complete online courses may learn at least as
occupational training). Based on a review much as those in entirely on-site ones, other
of these studies, the report concluded that national research reveals a gap in student
students completing online classes learn more, retention rates between distance education and
on average, than those taking the same classes on-ground courses. Based on our discussions
solely via in-person instruction. In addition, with CCC and CSU staff, there appear to be
students in courses that blend online and tradi- several possible reasons for lower completion
tional classroom instruction tend to perform rates in distance-education courses. For instance,
best of all. The study is careful to note, however, some students enroll in distance-education
that superior learning outcomes may not be classes because they are under the impression
attributable to the online delivery method per se. that these classes are easier than on-campus
Rather, the authors suggest that fully or partially classes. In fact, staff contend, it generally
online classes tend to give students more time to takes more discipline and self-motivation for
engage and reflect on course material (such as students to succeed in a distance-education
by repeating lectures and exercises), as well as class—since they are typically not required
additional opportunities to interact with faculty to appear in an instructor-led classroom at an
and collaborate with peers. assigned time. Other students may find that a
A recent paper by the Community College distance-education program is not a good fit
Research Center reexamined the studies in the because they feel a sense of isolation absent
federal report. The paper limited its evaluation face-to-face interactions with instructors and
to only those studies that compared fully online, fellow students. Campus staff also suggest that
semester-long classes with face-to-face instruction, distance-education students may tend to have
and involved undergraduate and graduate students more personal and professional obligations (a
(thereby excluding research on hybrid instruction, reason why they may have opted to take such
any classes that were less than a semester in classes in the first place), which might cause
length, or involved K-12 students or profes- them to drop the class at higher rates than others.
sionals seeking job-related training). Based on its In addition, many campuses cannot yet deliver
examination of these selected studies, the paper’s the same quality of support services to online
authors argue that the evidence to date suggests and offsite students as they do for students
that fully online classes are on average equal to— on-campus. For instance, while certain activities
but no better than—face-to-face instruction for (such as access to library services) are widely
postsecondary students. The paper also cautioned available online, our review found that other
services that promote student success (such as To address these concerns, Congress added
tutoring and a support program for low-income language stating its intent that, for the time being,
CCC students) are often less readily available to institutions only require students to provide a
off-campus students. This, too, may contribute user name and password when logging into
to lower completion rates among students taking an online class. The clarifying language also
distance-education classes. included an expectation that institutions consider
Colleges Lack Uniform Standards to Ensure the use of other “identification technologies”
Academic Integrity of Distance-Education (such as cameras attached to students’
Courses. Quality educational programs of computers) as they become “less expensive and
all types require policies or controls that more mainstream.”
discourage and detect cheating and other forms Our review of CCC and CSU found a lack of
of academic dishonesty. In recent years, there uniform standards with regard to student verifi-
has been an increased focus on this issue as cation in distance-education courses—though
it relates to distance education. For example, it should be noted that there is no uniformity
how can institutions and potential employers for on-campus courses, either. Policies for
know that someone taking a test online (and classes vary from campus to campus, and
thus out of the instructor’s line of sight) is the even instructor to instructor. For example, in
same student that is enrolled in and receiving some cases, instructors require students in
credit for the class? While on-ground classes online classes to take at least one examination
could have similar issues (a student in a large in person. More typically, students are able to
class may pay someone to take a final exami- complete all of their coursework requirements
nation, for instance, and the instructor may not outside the line of sight of college staff.
require students to show identification), there Many Faculty Members Remain Skeptical of
is a perception by some that academic fraud Distance Education. While distance education is
and dishonesty are more prevalent in distance- more pervasive than ever, many higher education
education programs. faculty remain wary of the medium. This is
In part as a response to these concerns, particularly true for faculty at four-year institu-
Congress passed the Higher Education tions. For example, a 2009 survey conducted
Opportunity Act in 2008. Among the provisions by the Sloan Consortium found that 44 percent
contained in the legislation was a requirement of chief academic officers at two-year colleges
that colleges establish policies and processes agreed with the statement that “faculty at my
ensuring that “the student who registers in a school accept the value and legitimacy of online
distance-education course or program is the education” (with an additional 44 percent
same student who participates in and completes responding “neutral”). This compares with just
the program and receives the academic credit.” 11 percent at four-year institutions (with another
As the bill was being drafted, many higher- 56 percent responding neutral). A 2009 survey of
education officials expressed concern that the faculty opinions by the Association of Public and
language would require institutions to put into Land-Grant Universities provides additional details
place costly student-authentification systems. on faculty viewpoints at four-year institutions.
For example, over 80 percent of respondents While we are unaware of any comparable
who have never taught an online class believe survey of UC, CSU, and CCC faculty, based on
that the learning outcomes of online courses are our discussions with faculty and administrators,
“inferior” or “somewhat inferior” compared with there appears to be a wide range of viewpoints
those delivered in-person. In addition, almost about distance education among segments and
one-half of faculty who have taught online feel across certain campuses. Concerns among some
that learning outcomes are inferior or somewhat faculty (particularly at UC) are likely to persist
inferior to classroom-based instruction. Yet, the until segments can better gauge how the instruc-
majority of those who feel that online learning tional medium affects students’ learning experi-
outcomes are somewhat inferior have nevertheless ences, as well as other issues such as academic
recommended them to students as a way to fraud.
complete needed coursework.
counterparts, with a few exceptions at select similar workload levels, campuses generally
campuses charging more for distance education. use the same student-to-faculty ratios for both
methods. In addition, CCC and CSU use a similar
Fiscal Impact on Campuses proportion of full- and part-time faculty to teach
How does the cost of providing distance both types of classes. (This is not the policy at
education compare with providing instruction all systems. For example, Rio Salado Community
in the traditional classroom environment? Our College in Arizona generates significant cost
review suggests, in addition to the primary savings relative to other community colleges
benefit of improved access, there are potential in its district by using part-time faculty almost
savings to using distance education. exclusively to teach online classes.)
There are numerous cost drivers of Technology-Related Costs. Video- and
instruction. As discussed below, net costs for internet-based courses often impose a number
distance education may be lower than site-based of one-time and ongoing costs for technology.
instruction, due in large part to savings on Examples of these costs include software and
physical plant-related expenditures. In addition, equipment, as well as technical support for
distance education creates opportunities for faculty to design and teach online courses. In the
campuses to collaborate on the design and past, such costs were often considered supple-
delivery of instruction—with potentially signif- mentary to campuses’ traditional instructional
icant cost savings. expenses. Increasingly, however, campuses
Instructional Costs Similar. Some costs are are equipping brick-and-mortar classrooms
no different for distance education and on-site with audiovisual and computer technology
courses. For example, CCC and CSU campuses (so-called “smart” classrooms), and many face-
that offer both delivery methods report that to-face classes include an internet component
instructional costs are comparable. Given (which enables students to play back classroom
For instance, eight of the University of ➢ The state of Indiana recently formed a
Texas campuses participate in a joint partnership with the Western Governors
online master’s of business administration University (WGU). The WGU is a fully
program. Under the partnership, each accredited (national as well as regional),
campus’ business department provides nonprofit, online private university
two of the degree program’s courses (based in Utah) that was founded by the
(such as marketing and accounting). In so governors of 19 western states in the
doing, the state avoids having to support 1990s. (California joined at a later date.)
a comprehensive array of business faculty Under the agreement, WGU will operate
at each of the system’s campuses. a branch in Indiana called “WGU
Indiana.” Indiana also enacted a new law
➢ The Great Plains Interactive Distance
allowing state residents to apply state
Education Alliance is an interstate
financial-aid grants toward attendance
consortium of 14 public research
at WGU (even though the university is
universities that offers graduate certifi-
technically located out of state). The state
cates, master’s degrees, and some
will not provide any base funding for the
undergraduate courses in a number of
university’s operational costs, as they are
academic fields. The online programs
fully covered by tuition revenue. (Tuition
are structured to facilitate access to
for a full academic year costs about
postsecondary education in fields where
$6,000 for most undergraduate and
no single university could cost-effectively
graduate degrees.) The goal of Indiana’s
administer a program alone. Students are
collaboration with WGU is to increase
admitted to and graduate from a “home”
the number of graduates—particularly for
university and take courses from several
nontraditional students—with minimal
of the participating institutions.
cost to the state.
education, the emergence of new tools for take full advantage of this potential, however,
the delivery of instruction also can be applied campuses must collect better data on distance-
in support of the state’s higher education education students. In addition, campuses must
objectives. collaborate more with each other. While there
Distance education is not—and is not are a few examples of such partnerships, we
intended to be—suitable for everyone (students believe that there is significant room for better
as well as faculty). Yet, as illustrated in the coordination and integration. To move in this
above analysis, it offers an important and direction, this section puts forward several issues
growing means of delivering education that can for legislative consideration. The intent of these
complement existing formats and expand options recommendations is to increase the overall effec-
for students. We expect in coming years that a tiveness and efficiency of instruction in the state
large majority of students will receive at least a by improving distance-education accountability,
portion of their postsecondary education through planning, and coordination. Figure 3 summarizes
distance education. For some, it may be a hybrid our recommendations.
course or program that combines face-to-face
instruction with online lessons, assignments, Common Definition of Distance
and discussion sessions. Others may take a few Education Needed
fully online courses (including some taught by We recommend that the Legislature adopt
faculty at other campuses) that fit into their work a standard definition of distance education for
and personal schedule. A growing number of segmental reporting purposes.
students with time and place restrictions will As discussed earlier, about 10 percent
have access to fully online degree programs. of instruction in the CCC system is currently
Like other aspects of higher education, the delivered via distance education. The CCC
Legislature has generally allowed the segments system classifies a course as distance education if
and individual campuses to develop their own over one-half of instructional content is delivered
policies concerning distance education. For when faculty and students are not in the same
instance, the Legislature has allowed educational physical place. By contrast, CSU does not
providers to adopt their own definitions of the employ a standard definition. For example, one
medium. Yet, given the growth and potential campus may use 50 percent as the threshold,
of distance education, we believe that it is both while another may use a different percentage. As
appropriate and desirable for the Legislature to a result, CSU is not able to determine the total
provide more guidance on a statewide vision number of students (headcount and FTE student)
for distance education, including expectations enrolled in online or video-based courses.
concerning the segments’ use of public resources This makes it impossible for the Legislature
for the program. and segment to measure workload and track
Due to its nature, distance education can enrollment trends. To make cross-segmental
offer advantages to students, faculty, and the comparisons possible, we recommend that
state that are not readily attainable with a the Legislature adopt a standard definition of
campus-based educational model. In order to distance education. We think the 50 percent
standard already used by CCC makes sense for ➢ Program completion rates for fully online
this purpose. degree programs.
➢ Course
99Require the Chancellor’s Offices of CSU and the community colleges to
study the feasibility of establishing an online degree-completion program
completion rates for state residents who started college but never obtained a degree.
campuses and (3) encouraging collaborative CSU) and (2) participating pilot campuses where
academic programs. transferable courses are offered (and whether
Streamline Pathways for Online Students. there is an available seat). In the second phase
As discussed earlier, the state funds an online of project implementation, students would
catalog of distance-education courses offered be able to register for these courses from one
by the three public higher education segments website (using the same identification number
(as well as some private colleges). While CVC and password) and “check off” their academic
can be helpful, its utility is limited. For example, progress against degree requirements as they
a community college student who identifies a successfully complete their courses. The intent
course of interest at another college in the system is to eventually expand beyond the handful of
has to go to that college’s website, complete participants in the pilot project and include other
an application form, receive a new student CCC and CSU campuses throughout the state.
identification number and password, and register The CVC estimates an approximately
for the class. Students also are responsible for 18-month time frame for the first phase of the
transferring credits earned from the course back project, followed by a two-year implementation
to the home campus (typically by petitioning period for the second phase. As this project is
an academic counselor). Community college still in the planning stages, we recommend that
students interested in transferring to an online the Legislature require CVC and CSU to provide
program at CSU face even more difficulties, as periodic reports on their progress.
they must navigate among CSU’s degree require- Facilitate Sharing of Online Curriculum
ments, the state’s intersegmental repository Across Campuses. Traditionally, faculty that
of transfer agreements, CVC’s online catalog, develop curriculum for face-to-face courses
and potentially numerous campus registration do not share it with faculty at other campuses.
websites. Generally, we found that this practice has carried
A more convenient system would allow over to courses developed for distance education
students to plan their education using a single at the segments—despite the relative ease with
website, enroll directly in classes they need, which online coursework can be made available
and immediately determine whether the course to colleagues. Notably, while CSU heads
is accepted for credit at the home campus. A MERLOT (and the CCC system is a partner),
new joint project involving CSU East Bay, CVC, faculty from these two segments generally
and several community colleges in the San borrow from—rather than contribute to—the
Francisco Bay Area could improve this process collection of online presentations, assignments,
for students who are attending college online. tests, and other learning material. This lack of
Initially, this project—the California Online sharing across campuses and segments has
Program Planner—will allow transfer-seeking several disadvantages, including duplicative
CCC students to select an online program at spending of state resources (courses can cost
CSU East Bay and identify (1) what courses they tens of thousands of dollars each to develop)
will need to earn the degree (lower-division and forgone opportunities to share thoughtful
courses at CCC and upper-division courses at coursework with other educators.
at one time, obtained some credits, but never development of a model along the lines of
graduated. California’s share of this total is Indiana’s recently announced partnership with
roughly 5 million. (It is likely that there are a few WGU.
million more persons who attempted but never Indiana’s New Partnership With WGU. As
completed a CCC associate’s degree.) While it is discussed earlier, Indiana recently established
likely that many former students would benefit a partnership with WGU that is designed to
from completion of their studies, other obliga- raise residents’ awareness of and access to the
tions (personal and professional) often make it nonprofit online university. Under the agreement,
difficult for them to go back to school in a tradi- Utah-based WGU governs the new branch
tional campus-based program. A more viable through its existing board of trustees, with
alternative to attending college in-person may be guidance from an advisory board of Indiana
to take classes online. officials and other prominent leaders from the
Texas Program Model. Acknowledging this state. Financially needy WGU Indiana students
need and opportunity in Texas, the University of can use state grants to offset tuition costs.
Texas system is scheduled to launch a “Bachelor’s Indiana does not contribute any additional state
Accelerated Completion” (BAC) program funds in support of the university. Like other
beginning in the fall 2011. The program is designed WGU students, incoming WGU Indiana students
for re-entry students who have already completed with previous college experience can transfer
approximately 60 units of college credit (equiv- approved credits toward a degree. (The WGU
alent to the first two years of a four year degree). currently offers bachelor’s and master’s degrees
Potential students apply to a BAC degree program in teacher education, business, information
at one of three campuses. Campus advisors technology, and health care.) Additional credits
identify the courses that students must take to are awarded based not on “seat time,” but rather
complete their bachelor’s degree. Courses in the on students’ ability to demonstrate mastery of
program will be fully online, taught in compressed core competencies (as developed by WGU
seven- to eight-week terms, and use faculty from faculty in consultation with business and industry
multiple campuses. representatives). This approach allows advanced
Study Feasibility of Similar Program in students to complete their program in an accel-
California. We believe that there is potential for such erated manner.
a targeted degree-completion program in California. Recommend State Task Force. Currently,
We recommend that the Legislature direct CSU and about 1,900 Californians attend WGU out of a
CCC to study the feasibility of designing a similar total nationwide enrollment of about 20,000.
program at their respective segments, and report to Officials at WGU note that while the virtual
the Legislature on their findings. university has room to accommodate more
students, there is a general lack of awareness
Create Task Force on among the public about the institution. In
“WGU California” addition, we note that there is a disincentive for
We recommend the formation of a joint financially needy residents to enroll at WGU
legislative-executive task force to pursue because state law limits students’ use of state
financial aid (the Cal Grant) to in-state colleges. we recommend the creation of a task force
We believe that, as a member of WGU, composed of legislative representatives and
the state would benefit by more fully lever- members of the administration. The task force
aging WGU to educate residents (particularly would be charged with identifying the steps that
working adults) in need of affordable and need to be taken to establish a WGU California.
flexible postsecondary options. Based on our After concluding its analysis, we recommend
review, the WGU Indiana model seems suitable the task force report its findings and recom-
for California. Recognizing the need to lay the mendations to the relevant policy and budget
appropriate groundwork for such an endeavor, committees of the Legislature.
CONCLUSION
In this report, we have discussed nationwide there are several opportunities for the Legislature
research and trends pertaining to distance to provide direction and guidance so that higher
education, and provided an overview of the education can make use of distance education in
delivery method in California’s three public a more coordinated and strategic way. Doing so
postsecondary systems. Generally, we find that could further enhance students’ access to high-
distance education can serve an important quality postsecondary studies, as well as create
supplementary role alongside traditional statewide efficiencies.
classroom instruction. In addition, we find that
LAO Publications
This report was prepared by Paul Steenhausen, and reviewed by Steve Boilard. The Legislative Analyst’s Office (LAO)
is a nonpartisan office which provides fiscal and policy information and advice to the Legislature.
To request publications call (916) 445-4656. This report and others, as well as an E-mail subscription service,
are available on the LAO’s website at www.lao.ca.gov. The LAO is located at 925 L Street, Suite 1000,
Sacramento, CA 95814.
Cover black and white photo, San Jose State College Quad, 1963. Used with permission. SJSU University Archives Collection,
Courtesy of Special Collections & Archives, San Jose State University.