The number of GSAMS sites utilized ranged from 11 to 30 a semester.

	Spring 2002 = 25 sites
	Summer 2002 = 11 sites
	Fall 2002 = 26 sites
	Spring 2003 = 30 sites

Approximately 647 students were enrolled in the department’s distance courses over the past year. Student enrollments ranged from 135 a semester to 200. 
Fall 2002 had the highest distance enrollments, 200 students, while spring 2002 was the lowest, 135 enrolled.

Noteworthy points:

	All classes offered through the department utilized WebCT as a course supplement and/or to deliver course information to students at a distance
	The number of GSAMS sites per class ranged from 3 to 7
	All classes used WebCT either as a course supplement or for the delivery of instruction for their course
	Three new distance platforms were used by the department: Envision, EpicLearning and HorizonLive

Table I – Department of Media and IT Summary of Distance Classes, Technology Used and Student Enrollments

2002			Spring					Summer						Fall				Spring			Type of Tech		Totals
Classes			# Sites		# Stu			# Sites			# Stu			#Sites		# Stu		#Sites		# Stu
MEDT 6461 - Admin														8		37					1
6462 - Admin of IT			0		13			0			42			0		23					4
6463 - Tech Serv.														4		30					1
6464 - Reference			4		16			3			49			4		15		6		22	1
6465 - Selections			7		28			5			38							7		30	1
6466 - Media Prog			7		28									5		32		8		35	1
6467 - Tech for MS			4		20													8		34	2
7461 - ID														3		26					1
7464 - Integ Tech			0											0		25					3
8461 - Diffusions			3		17													0		30	3
8462 - Internet Tools			0		13													0		15	3
8463 - Issues in IT								3			17			2		12					3
# of GSAMS Sites			25					11						26				29					91
# of Online Classes			3					1						2				2					8
# of GSAMS Classes			5					3						6				4					18
# of Distance Classes			8					4						8				6					26
# of Students					135						146					200				166			647

Key: Types of Technology

1 = GSAMS, WebCT,

2=GSAMS, WebCT, HorizonLive

3 = WebCT

4 = EpicLearning, WebCT

Goals of the Department’s Distance & Distributed Education Program

The Department of Media and Instructional Technology is committed to delivering effective distance learning classes to students at remote locations in the state in
an effort to provide educational opportunities that could not otherwise be obtained due to distance and/or time constraints.  The department’s distance learning goals
are:

	To design distance-learning classes that are effective in meeting the diverse learning needs of students
	To deliver quality distance learning classes that promote student learning and development, and
	To systematically evaluate distance learning classes and our program in order to determine how successful the department is in meeting students’ needs and to make sound decisions on changes that are needed to make program improvements.

The department’s distance learning goals align with the institution’s distance and distributed education learning goals. The University focus is on planning and creating distance learning environments that encourage and support excellence in a personal environment, maintaining resources that are needed to support and deliver the distance program, providing timely academic and student support services, conducting continuous evaluations for program improvement purposes and supporting
research, scholarship and creative endeavors to expand distance learning knowledge.

Assessment of Distance Classes

To assess the effectiveness of our distance programs in a systematic and continuous manner, a variety of instruments were administered. The data generated were
used to guide the department in making sound program decisions. The instruments included the following:

1. Formative assessments were given throughout distance classes. Each faculty member selected the type that was most useful for his/her assessment
   purposes. The types of instruments used were instructor-designed surveys given face to face and/or on-line, anonymous bulletin board postings in WebCT,
   note cards completed by students assessing the positive things about the class and areas needing improvements and/or information discussions.

2. Course reflection assignments were given by some faculty asking students to reflect upon the course and its delivery mode and the impact it had on them
   as a student.

3. The Distance and Distributed Education Instrument administered an online instrument to students at the end of each semester.

4. The State University of West Georgia assessment instrument was given to students the last week of class.

5. Program Outcomes surveys were completed by students as they completed their oral exams. Comments were made in the open-ended questions on the distance program. 

The results from the formative assessments and course reflections are in faculty offices as part of their course files. The results from the University instruments are located in the department’s “Distance Learning Notebook.”

Distance Instrument (New Version)

The University Distance instrument was revised in January 2002. The number of closed ended questions was reduced from 10 to 6 and the nature of the questions was modified. Students enrolled in courses that were 51% online were asked to voluntarily respond to an electronic survey that was posted in WebCT the last few weeks of the semester.  The Distance Office analyzed the collective data across all classes. The individual faculty reports were sent to Department Chairs and distance faculty teaching distance courses.

Data sent to the department by the Distance and Distributed Education Office were entered into a database and then analyzed by the Chair since departmental feedback could not be provided. The Distance Office posts the collective findings across all distance classes each semester.

To obtain critical feedback on the department’s distance courses the department began tabulating frequency counts for each of the department’s distance classes for every semester. Summaries of the findings are displayed in Table II below.

Table II

MIT Distance Assessments from Spring 2002 - Fall 2002

(Survey administered through the Distance and Distributed Education Office at the end of each semester)

 

Spring 2002	SA	A.	U	D	SD
The instructor was effective in delivering this DL course.	105	23	2	1	0
I believe I learned as much in this class as I would have in a regular class.	57	21	2	0	0
Because this class was in a DL environment, I found it more interesting.	26	25	25	5	1
I was more reluctant to ask questions & make comments in this class than a regular class.	6	7	10	37	24
The student facilitator was effective, helpful, and interested.	40	30	6	0	0
At the beginning of the term, my attitude toward DL was positive.	44	27	8	2	0
At the end of the term, my attitude toward DL is postive.	51	27	2	1	0
Totals	329	160	55	46	25
Summer 2002	SA	A.	U	D	SD
The instructor was effective in delivering this DL course.	48	16	0	0	0
I believe I learned as much in this class as I would have in a regular class.	48	12	0	1	0
Because this class was in a DL environment, I found it more interesting.	25	18	13	4	0
I was more reluctant to ask questions & make comments in this class than a regular class.	3	11	1	28	12
The student facilitator was effective, helpful, and interested.	36	16	5	0	0
At the beginning of the term, my attitude toward DL was positive.	41	15	4	2	0
At the end of the term, my attitude toward DL is positive.	45	15	7	1	0
Totals	246	103	30	36	12
** New Instrument used - beginning Fall 2002
Fall 2002	SA	A	U	D	SD
At the beginning of the quarter my attitude toward on-line is positive	14	14	1	0	0
At the end of the quarter, my attitude toward on-line learning is positive	15	12	1	0	0
My instructor was positive about the online component of this course	17	6	3	3	1
I found WebCT easy to understand and utilize by the second week of class	19	6	1	1	1
I now find WebCT easy to use and understand	19	9	0	0	1
Having the flexibility to contribute to class discussions outside the classroom on my own time was valuable	16	7	3	0	4
I feel more comfortable participating in class online than I do in a face-to-face setting	3	5	10	2	0
The Distance Learning Helpline is helpful to me*	2	2	0	0	0
I would like to take classes in the future that are mostly on-line	12	8	1	2	21
I would like to take classes in the future that are completely on-line	9	9	0	4	2
Totals	126	78	20	12	30

Program Outcomes Instruments (New Instrument – Implemented January 2002)

When students were asked to identify the strengths, weaknesses and suggestions for change in the program on the back of the Program Outcomes Instrument several comments were made about the distance program. These were:

(1) Add more distance courses to the program and

(2) Envision was not very effective in delivering distance courses due to the technical problems with the schools.

More details can be found in the Department Program Outcomes 2002 Notebook.

Based on student feedback a number of changes took place. This included the following:

1. More formative assessments were put into place with all distance classes to collect student feedback on the success of our programs and areas of concern.
2. More online distance courses were added to the curriculum such as MEDT 7464 – Integrating Technology into the Curriculum, MEDT 6401 – Instructional Technology, and MEDT 8463 – Issues in Instructional Technology.
3. When possible additional GSAMS sites were added to GSAMS classes. Unfortunately, due to the increasing costs of GSAMS and the elimination of sites throughout the state, the funding for GSAMS will be cut in December. Starting summer 2003 and going through fall semester GSAMS classes will only be able to use the system 50% or less. Distance instructors will be increasing the use of WebCT and online technologies.

The Department continues to explore new and emerging distance technologies and closely examine the effectiveness of the distance program to ensure needs of students are being met, the technologies are effective, and informed decisions are made about our distance program.

Retention rates for distance students is reported collectively at: http://www.westga.edu/~distance/annrep/retention.htm

  

Department of Media & Instructional Technology
University of West Georgia
Carrollton, Georgia  30118
Questions?  Email - Barbara McKenzie:  bmckenzi@westga.edu

Questions or problems regarding this web site should be directed to ets@westga.edu.
Copyright (c) 1998 - 2006 College of Education - University of West Georgia. All rights reserved.
Last modified: 12/22/2006