Category Archives: reports

SafeAssign Reports Processing Time

At this time, due to the large number of requests, SafeAssign reports are lagging. This is a confirmed problem across several Blackboard institutions and unfortunately nothing that we can control. SafeAssign is a 3rd party service provider and not controlled by Tri-C. If you have been waiting more than 24 hours for a SafeAssign report, please contact us at elifacultysupport@tri-c.edu. We will provide an update as soon as we receive more information from Blackboard.  We apologize for any inconvenience.

Over 70% of CAOs Say Online Learning is Critical to Their Long-Term Strategy

The new Babson Study – Tracking Online Education in the United States, indicates that over 70% of Chief Academic Officers say online learning is critical to their long-term strategy.  Even more, 74.1%, rated learning outcomes in online education as the same or superior to face-to-face courses.

Online is still growing at a much greater rate than face-to-face college enrollments.  There was a 3.7% increase in the number of distance education students, which accounts for almost 75% of all enrollment growth in higher education in the US.  That includes in the average a 7.9% decrease in online enrollments at for profit colleges.  At public colleges, the percentage of growth is even higher – 4.6%.

What concerns remain?  Only 28% of academic leaders believe that their faculty accept the “value and legitimacy” of online education.

Retention and success metrics remain a persistent challenge, though many studies including the US DOE’s own research, has concluded that online courses are as effective as face-to-face courses.  Community College students face specific challenges in online courses, with retention rates lower across the board.

Tri-C students who take one or more online course graduate in greater percentages than those who do not, a trend that has been widening over the past few years.

Find the full Babson report here:  http://onlinelearningconsortium.org/read/survey-reports-2014/

Find the accompanying infographic here:  http://www.onlinelearningsurvey.com/report/2014SurveyInfo.pdf

Course Reports Issues in Blackboard

The “Student Overview for Single Course” and “Course Activity Overview” reports are not currently working for Spring 2014 Blackboard courses. We have been working with ITS and Blackboard to identify the cause of the issue and resolve the problem. We will post an announcement to the blog as soon as we have an update on the status of these reports. In the meantime, faculty who have academic integrity questions about activity in their course sites can contact the Office of eLearning & Innovation at 216-987-4257 for assistance. eLi can then work with ITS to retrieve the required data.

Please feel free to contact us with any questions.

Camtasia Relay Update

A couple items relating to the status of Camtasia Relay:

  1. You don’t need to use portable recorders anymore on the Academic Image:)
  2. We had a system error today where 14 recordings were temporarily held.  Everything is working again.  Those recordings have been successfully processed.
  3. If you use a RevoLab microphone for your lecture capture – there is a problem with the computer not recognizing the microphone as the default recording and playback device.  The Learning Commons provided this solution:  Instructors must plug the RevoLabs base into the USB port and RESTART so the system can load the RevoLabs driver on startup. If the computer is already shut down, simply plug the base in and start up.
  4. Following testing, we have enabled a captioning profile for Camtasia Relay.  If you select this captioning profile (designed for accessibility purposes), note that only the Flash Video is captioned.  You will have to review and release your captioning transcription before the recording will be processed.  Please find step-by-step info here.  If you have questions about this, please contact us eLiFacultySupport@tri-c.edu.

With many thanks to Bill Fogarty and John Francway for their assistance, as well as Genevieve and Jeff Ballinger for their rapid responseJ  If you have any issues with these items, please contact us at:  eLiFacultySupport@tri-c.edu or 987-4257 so that we can get started on a solution for you. – Sasha

How is our for-profit competition doing with student success?

This is a good article from Inside Higher Ed which begins the discussion about student success in for-profit schools. We talk a lot about their increasing presence in our backyard, but what does success look like in their environments? Do we need to be worried?

How Students Fare at For-Profits

April 1, 2010
Inside Higher Ed

Where does the truth about for-profit colleges lie?

Is it in the harshly critical investigative reports that stitch together one damaging anecdote after another to suggest that the institutions prey on academically underprepared, low-income students, leaving them with huge student loan debts and few job prospects?

Or, as the colleges’ officials themselves assert, is there a different (and more favorable) truth to be found in the huge numbers of underrepresented students who are flocking to the institutions in ever-growing numbers and emerging with credentials that help them enter the job market, to their own satisfaction and that of their employers?

Both supporters and critics of the for-profit higher education sector have tended to agree that the only way to really get at the reality of the institutions’ performance is by laying uncontested data about their students and graduates alongside those of other colleges, to directly compare their results with those of other types of institutions.

“Without credible data done by independent researchers, there is an existential threat to the operation of the sector,” Harris Miller, president of the Career College Association, the sector’s main advocacy group, said last fall at a meeting on just this topic. “The overriding suggestion is that we’re overselling or underdelivering. The only way we can ultimately combat that is with high-quality, independent research on outcomes. The big questions are, are they getting good jobs and are they able to repay their student loans?”

Some for-profit colleges have vowed to make their data available for independent researchers to mine, but so far, at least, no such work has emerged. This week, though, one of the country’s largest for-profit providers of higher education, Corinthian Colleges, is releasing a study it commissioned that its officials say begins to fill the information gap.

The study, which was conducted by the Parthenon Group, a strategic consulting firm that has worked with some for-profit colleges but also with major city school districts in Chicago and Boston, uses Education Department data to paint a picture that compares the sector’s institutions favorably to public community colleges.

The report can be roughly summarized in the following way, portraying for-profit colleges as:

  • Expanding their enrollments at roughly four times the rate of their public two-year college counterparts.
  • Enrolling greater proportions of students who are academically at risk than are public two-year colleges.
  • Providing education at a cost roughly comparable to that at community colleges, once all state and public subsidies are lumped in with students’ own tuition payments.
  • Producing outcomes that are roughly comparable to (if not somewhat better than) those of public two-year colleges, in terms of transfer or completion of associate degrees or certificates.
  • Improving the socioeconomic standing of students, to an extent roughly comparable to the boost provided by community colleges.
  • Leaving graduates with debt that is manageable in relation to the income they earn.

Full article available at http://www.insidehighered.com/layout/set/print/news/2010/04/01/corinthian.

2010 Horizon Report

Every year, the EDUCAUSE Learning Initiative (ELI) collaborates with the New Media Consortium (NMC) on the development of an annual report highlighting trends in emerging technologies. The key areas identified in the 2010 Horizon Report include:

Time to adoption: One Year or Less

  • Mobile Computing
  • Open Content

Time to adoption: Two to Three Years

  • Electronic Books
  • Simple Augmented Reality

Time to adoption: Four to Five Years

  • Gesture-based Computing
  • Visual Data Analysis

Full report is available at http://www.educause.edu/ELI/2010HorizonReport/195400 or http://www.nmc.org/pdf/2010-Horizon-Report.pdf