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[Document subtitle] Whitis, Austin C Online Learning Plan
Sierra Pacific Community College District
PURPOSE OF THIS PLAN
The Online Learning Task Force was formed in February 2005 to develop an Online
Learning Strategic Plan for the Sierra Pacific Community College District. This plan
incorporates the work done by a district-wide group over the last two years regarding
the future of online learning within the three-college district and lays a foundation for
the future of OL at Sierra Pacific.
DEFINITION OF ONLINE LEARNING MODES
All OL modes offered at Sierra Pacific will be considered in the plan. Currently, these
include the following: online, hybrid, and television or tele-web.
Online course—An online course is a course that is offered over the Internet. Typically,
content is presented through web pages and class discussions using a combination of
email, mailing lists, bulletin boards, chat rooms, or newsgroups. All class meetings,
assignments, lectures, and assessments are online (with the exception of orientation
meetings or other face-to-face examinations as determined by the professor).
Hybrid course—A hybrid course is a course that is taught online using similar webbased tools and activities as an online class. Some portion of the course meeting time is
conducted online, and the remaining percentage of the class is conducted in a
traditional classroom.
Television or Tele-Web course—This type of course uses cable TV to deliver some or
all of the course content. A tele-web course merges online and TV delivery. Typically,
only a limited number of face-to-face meetings are held, and the remainder of the
course is conducted using television delivery of content, web-based activities,
communication, and discussion.
Web-Enhanced course—This type of course is taught face-to-face for 100 percent of
the course meeting time, but classroom assignments and materials are supplemented
with web-based activities. Examples are: online projects, handouts and materials, online
discussion, or online testing.
PLANNING PROCESS
A broadly constituted OL Task Force has been working since February 2005. The Task
Force has produced a draft OL Strategic Plan and forwarded it to the Planning
Coordination Council (PCC). The recommendations of the OL Task Force were forwarded to the Academic Senate, Classified Senate, IT Committee, Budget Committee and the
Curriculum Committee, and these groups were asked to respond to the draft document.
This input was then reviewed by the PCC. The Draft Strategic Plan was sent back to the
Task Force which has now revised the draft based on feedback, updated it with current
information, and prioritized the recommendations.
How are Courses and Programs Selected for Online Learning Delivery?
The Sierra Pacific Curriculum Committee has a stringent approval process for requests
to teach OL courses. The decisions about which courses to present to the Curriculum
Committee are made by departments/divisions based on their own criteria and
procedures. It is common that this decision is based solely on the enthusiasm of an
individual faculty member who has an interest in teaching a particular course online, as
a hybrid or via TV. Despite a large increase in OL offerings, this method of selecting
courses has not helped to ensure that entire degrees or certificates are available by
distance modes. Departments and divisions are now beginning to think more
intentionally about how to increase their distance offerings.
Leadership/Management of Online Learning
The responsibility for OL is becoming more focused at Sierra Pacific. Lines of
communication about OL courses and programs begin at the department and area level,
with department chairs and deans sharing different portions of decision-making about
OL issues. Specific funding allocated to OL and resources used to support OL come now
through IT and Professional Development funds. Currently there are other funding
sources that could be utilized to support OL, but there has been no strategic planning in
the past to include OL in resource distribution.
WHERE ARE WE NOW WITH ONLINE LEARNING?
Sierra Pacific was a pioneer in online education and was one of the first community
colleges in California to offer fully online courses in 1997. However, over the next few
years there was limited growth in online offerings and only 15 course sections were
taught online during Fall 2000. The adoption of a learning management system (LMS) in
Spring 2001, the availability of training to teach online, and recruitment of new faculty
interested in teaching online resulted in a rapid increase in online offerings.
Online Learning Offerings and Programs
In Fall 2012, Sierra Pacific had 565 fully-online course sections. This represents a growth
rate of 796 percent over the last six years. There have also been televised courses
offered at Sierra Pacific. However, these have decreased over the last five years. In Fall
2012, there were only three TV course sections offered at Sierra Pacific. However, it is
important to note that OL courses now only account for approximately 12 percent of all course sections at Sierra Pacific. There has also been intense growth in web-enhanced
classes and these are likely to be a robust source for OL courses over the next few
years. There are currently over 1200 courses sections using LMS each semester
(combined online, hybrid, and web-enhanced).
Sierra Pacific Community College District currently has no complete degree programs
being offered entirely by distance methods, but there are several certificate programs
which are available online. At least one course in each General Education area has been
approved for online learning delivery, but not all of these courses are currently being
offered. There are other graduation requirements that cannot currently be met through
online learning methods.
What student support services are currently available to online learning students?
The OL Task Force developed a matrix of services that are currently available by email,
online or by phone so that they can be utilized by OL students. However, this matrix is
incomplete and will need to be updated before it can be used to determine which
additional services will be needed to support students as our OL offerings increase in
the future.
How are faculty members trained to teach online, hybrid or web-enhanced courses?
In the absence of any district-wide guidelines or standards, Sierra Pacific developed its
own standards for online instructors in 2006. The current Guidelines for Online
Instruction require that instructors complete the Sierra Pacific Online Teaching Institute
offered at the Instructional Technology Center or an equivalent program of preparation
before teaching a fully-online course. Over 390 faculty members have attended the
Online Teaching Institute offered at the ITC. A few faculty members have completed
similar programs at other colleges. Others have completed the one unit online course
offered at Sierra Pacific (Online Studies 300—Teaching Online) which is also
recommended as part of the Online Teaching Institute certificate in order to gain
experience as an online student.
What tech support services are available for faculty, staff and students?
The ITC has trained and supported over 240 instructors to teach online courses or webenhance their courses in the past five years. This has resulted in very rapid growth in
online, hybrid and web-enhanced courses at Sierra Pacific. Each semester course sites
need to be created or copied. The ITC supports over 760 courses per semester. Within
the district, this is almost twice as many courses and instructors as other colleges. In
addition to faculty support, over 18,000 students need to be linked to these sites. Many
of these students come in, call or email the ITC for help and support. The ITC has created the district-wide LMS Help website which includes written instructions, tutorials,
and video demonstrations.
Although this support site is available district-wide, it has been updated and maintained
solely by the ITC for the last five years. The district does provide a general Help Desk
which provides support for students Monday through Friday from 7:30 am to 5:30 pm.
However, most OL students are active in their courses during evenings and weekends
when there is no technical support available. Also, the district Help Desk does not
provide support to faculty. In June 2006, the district purchased 24/7 Help Desk services
from a vendor. However, the staff who provide these services for the vendor are often
inadequately trained so many items get escalated to the college support staff,
especially faculty support questions.
What research is there about how our online students compare with in-class students?
A report generated by Sierra Pacific Research Office in February 2012 provides some
interesting information on our online courses and the students enrolled in them over the
last five years. Online courses have 26 percent more female students than male students. All ethnic groups appear to be represented in the Sierra Pacific online student
population. The online student population has a higher proportion of returning students and
the 18-20 year olds are under-represented. The number of part-time students taking online courses has increased relative to
full-time students over the last five years. Over one-third of OL students are now
taking six units or less. Over 90 percent of the courses offered in the last six years were transfer level
courses and 55 percent of online students taking online courses stated transfer
to a four-year college was their goal. In the last six years, the largest proportion of OL courses was offered through CIS,
English, and Library/Learning Resource Center. However, over 25 disciplines
currently offer online courses. The overall success rate for online classes is 72 percent compared to 69.5
percent for traditional classes, which is not a significant difference. Grade distributions in online courses are only slightly different from traditional
classes. There are more A grades and slightly higher withdrawals. Additional
analysis shows that students who do well online are also achieving similar grades
in their face-to-face classes. When post-course assessments for all modes of delivery are available, it will be
possible to confirm whether equivalent learning has occurred.

USING MICROSOFT WORD 2013 Guided Project 3-1 Guided Project 3-1
For this project, you customize the Online Learning Plan for Sierra Pacific Community College District. You customize a
cover page, apply styles, create a table of contents, insert and modify footnotes, and insert headers and footers. Skills Covered in This Project Step 1
Download
start file Customize document properties.
Edit a cover page.
Delete and add document property fields.
Apply font formatting to text.
Apply styles to selected text.
Insert page breaks.
Create a table of contents based on
Heading styles. 1. Insert footnotes.
Modify footnote number format.
Insert built-in page numbers in the header.
Insert document property fields and the date
in the footer.
Modify header and footer text formatting. Update a table of contents. Open the OnlineLearningPlan-03 start file. If the document opens in Protected View, click the
Enable Editing button in the Message Bar at the top of the document so you can modify it. 2. The file will be renamed automatically to include your name. Click Save as to save the file to a
location on your computer.
Important Note: Because this project includes customizing document properties, be sure to
save the start file using Save as command (not the Save command) before you continue to the
next instruction. 3. Add document properties
a. Click the File tab to open the Backstage view.
b. Click Show All Properties in the Properties area.
c. Add the following document properties:
Title: Online Learning Plan
Company: Sierra Pacific Community College District
Manager: Hasmik Kumar
d. 4. Click the Back arrow to return to the document. Modify content control fields on the cover page.
a. Press Ctrl+Home to move to the top of the document if
needed.
b. The Austin built-in cover page has been inserted before
the first page of the document.
c. Click the Subtitle content control field handle and press
Delete (Figure 3-82).
d. Delete the blank line after the Title field.
e. Select the Title field and change the font size to 48 pt.
f. Click the Abstract content control field and type: This report was developed by the Online Learning Task Force at Sierra Pacific
Community College District to review and update the district’s strategic plan for
online learning.
g.
h. Select the Abstract field, change the text alignment to left, and apply italic formatting.
Click the Author content control field handle and press Delete. Word 2013 Chapter 3 Working with Reports and Multipage Documents Last Updated: 7/23/15 Page 1 USING MICROSOFT WORD 2013
i. j.
k. Guided Project 3-1 With the insertion point on the blank line
where the Author field was deleted, click
the Quick Parts button [Insert tab, Text
group] (Figure 3-83).
Select Document Property and select
Manager from the drop-down list.
Apply bold formatting to the Manager
document property field. 5. Apply styles to the document.
a. Apply the Heading 1 style to all of the main
headings (those in all caps and bold) in the
document. Do not include information on
the cover page.
b. Apply the Heading 2 style to all subheadings
(those underlined) in the document.
c. On the second page of the document,
select the title (“Online Learning Plan”) and
apply the Title style.
d. On the second page of the document,
select the subtitle (“Sierra Pacific Community
College District”) and apply the Subtitle style. 6. Insert a table of contents into the report.
a. Click in front of the first main heading in
the document (“Purpose of this Plan”)
and insert a page break.
b. On the second page of the document,
click directly after the subtitle and
press Enter. c. With the insertion point on the blank line d.
e. f. 7. below the subtitle, click the Table of
Contents button [References tab, Table
of Contents group] (Figure 3-84).
Select Automatic Table 2. The table of
contents is inserted below the subtitle.
Select the words “Table of Contents” in
the table of contents and apply Black,
Text 1 font color.
If there is a blank line between the
subtitle and “Table of Contents,” delete
it. Insert footnotes into the document.
a. On the third page of the document, position the insertion point after “Web-Enhanced course.”
b. Click the Insert Footnote button [References tab, Footnotes group]. A footnote reference marker
is inserted after the text and the insertion point is positioned at the bottom of the page in the
Footnotes area.
c.
d. In the Footnotes area, type Just for clarification, this is a non-OL course that uses OL tools.
On the third page of the document, position the insertion point after “future of online learning”
(first body paragraph, second sentence). Word 2013 Chapter 3 Working with Reports and Multipage Documents Last Updated: 7/23/15 Page 2 USING MICROSOFT WORD 2013 e. Guided Project 3-1 Click the Insert Footnote button and in the footnote area
type Online learning will be referred to as OL throughout this document. This footnote becomes
footnote 1 and the other footnote automatically
becomes number 2.
8. Modify footnote number format.
a. Click the Footnotes launcher to open the Footnote and
Endnote dialog box (Figure 3-85).
b. Select i, ii, iii, . . . from the Number format drop-down list.
c. Click Apply to close the dialog box and apply the
number format change. 9. Insert and modify content in the header.
a. Position the insertion point at the top of the table
of contents page.
b. Click the Page Number button [Insert tab, Header
& Footer group].
c. Select Top of Page and select Bold Numbers 3 from the
drop-down list (Figure 3-86).
d. Delete the blank line below the page number.
e. Select the text in the header and change
the font size to 10 pt. 10. Insert and modify content in the footer.
a. With the header still open, click the Go to Footer button [Header & Footer Tools Design tab,
Navigation group] to move the insertion point to the footer.
b. Click the Quick Parts button [Header & Footer Tools Design tab, Insert group], select Document
Property, and select Title from the drop-down list to insert the Title document property field into
the footer.
c. Press the right arrow once to deselect the document property field and press Tab to move to the
center preset tab.
d. Click the Quick Parts button, select Document Property, and select Company from the dropdown list.
e. Press the right arrow once to deselect the document property field and press Tab to move to the
right preset tab.
f.
g.
h.
i.
j.
k. Type Last modified: and space once.
Click the Date & Time button [Header & Footer Tools Design tab, Insert group]
to open the Date and Time dialog box.
Select the first date format (e.g., 1/31/2015) and deselect the Update automatically check box.
Click OK to close the dialog box and insert the date.
Select the text in the footer and change the font size to 10 pt.
Click the Close Header and Footer button [Header & Footer Tools Design tab, Close group]. Word 2013 Chapter 3 Working with Reports and Multipage Documents Last Updated: 7/23/15 Page 3 USING MICROSOFT WORD 2013 Guided Project 3-1 11. Insert a page break.
a. Position the insertion point before the last subheading (“How are Courses and Programs Selected
for Online Learning Delivery?”) on the first body page of the report (the page after the table of
contents).
b. Press Ctrl+Enter to insert a page break.
12. Update the table of contents.
a. Click in the table of contents.
b. Click the Update Table button [References tab,
Table of Contents group]. The Update Table of
Contents dialog box opens (Figure 3-87).
c. Select the Update entire table radio button.
d. Click OK to close the dialog box and update the
table.
IMPORTANT: To ensure accurate grading, you must
update the Table of Contents before you submit the
project file. Check your work carefully. Step 2 13. Save and close the document. Upload &
Save 14. Upload and save your project file. Step 3 15. Submit your project. Grade my
Project 3-88 Word 3-1 completed (first four of six pages)
Word 2013 Chapter 3 Working with Reports and Multipage Documents Last Updated: 7/23/15 Page 4

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• 1495279397-Austin.Whitis-OnlineLearningPlan-03.docx