Fact Sheet: NACCE-HP National Survey on Use of e-Learning at Community Colleges
Thursday, May 15, 2014
Posted by: Jeanne Yocum
• Background on
survey methodology - In
Quarter 4 of 2013 the National Association for Community College
Entrepreneurship (NACCE) distributed the National Landscape Survey to community
college faculty across the United States. Pushed out widely through many
channels, 253 faculty participated on behalf of their colleges. The data
collection was headed by Eric Liguori, entrepreneurship professor at California
State University, Fresno. Liguori reports that the survey completion rate was
strong (44%), and that the sample was a very diverse representation of U.S.
Use of e-learning - 47% of the
teachers/administrators surveyed say their community colleges uses online
components in teaching. When asked to think two years ahead, there is
a slight increase (now 55%) in the online teaching modalities. This is
primarily due to foreseen increase in hybrid and purely online learning.
• Efficacy of e-learning
- Community colleges appear to be confident in the ability
of online learning to improve learning outcomes; 84% of the respondents confirm
that e-learning is a valuable educational tool.
• Preferred teaching modalities - More than half (56%) of teachers prefer to
use teaching modalities that have some form of online component: 38% prefer
hybrid, 12% prefer primarily face-to-face but with some online supplements; and
6% prefer purely online structures. Some 5% are okay with any modality.
• Barrier to adoption - Most respondents have no hesitations in
incorporating new e-learning tools. However, some of the most cited concerns
are: doubts in capability/reliability, acceptance of both students and
teachers, and lack of resources such as time, ICT access, and technical
support. Moreover, about 10% have little control over materials used in
Top five benefits identified - (1)
Increases access through location and time flexible learning; (2) more
resources and information are available to students 24/7; (3) wide variety of
tools and methods teachers can use for teaching; (4) a good supplement to F2F
curriculum e.g. as additional study materials; (5) it can lead to a richer
learning experience if integrated correctly, freeing up class time for more
• When does online/hybrid learning
best facilitate learning - When asked when
online/hybrid classes best facilitate online learning, respondents raised a
number of features that are found in the HP LIFE platform:
Depends on the
nature of the course (29%): Online
learning works better for more self-paced courses that tend to require students
to work individually; for more basic and introductory courses that are less
applied; for teaching technology skills; when supported with face-to-face
Modules on HP LIFE e-Learning are designed to fit different delivery methods, can be a
supplement for face-to-face instruction and also for individual, self-paced
learning. Topics simplify complex concepts.
Depends on the
resources available to the online course, including its format & features
(23%): Need for teacher training, high
quality content and curriculum design, use in conjunction with real world
problems and situations, opportunities for student-student and student-teacher
interaction, discussion boards, collaborative team projects, activities (e.g.
exercises, quizzes, assignments, presentations), online simulations. HP LIFE e-Learning content carries these features.
accessibility (7%): Need for basic or
adequate technology skills (e.g. able to troubleshoot on their own). One
suggestion is to include a module on ‘how to succeed in online and hybrid
Student access to technology
– Students generally have high access to technology for their e-learning
courses either in or out of school. Respondents estimate that 65% of community
colleges students have low to no difficulty in accessing online course content.
Other online tools/information suggested that could increase effectiveness in
entrepreneurship classes include:
1. Other types of
teaching/learning methods – e.g. flipped learning strategies
2. More teaching resources – e.g.
social media, videos, case studies, webinars
3. More collaborative activities –
e.g. funded competitions, community engagement
4. Broader content/topics – e.g.
training for “soft” skills, info on start-up funding
5. More school-wide resources – e.g.
incubators, entrepreneurship clubs
• Use of technology for teaching
entrepreneurship - More than 70% of
the time, community colleges advocate the use of technology in business
settings and processes, business ventures, and in teaching entrepreneurship.
Among all 253 respondents, 91% are open to considering alternative methods of
teaching, and 83% would be able to integrate an effective, free, e-learning
module that worked for their course.
Overall, 63% feel that it would be easy to incorporate entrepreneurship-related
curricula in their existing courses.
136 teachers of the teachers surveyed (54%) teach business or entrepreneurship-related
courses (54%). Of these teachers, 75% say it would be easy to incorporate
entrepreneurship-related curricula in the classes they teach.
38 (15%) of the teachers surveyed teach other technical courses but are not
specifically business/entrepreneurship courses (e.g. trade courses,
engineering, sciences, economics, IT).
Of these, 53% say it would be easy to incorporate entrepreneurship-related
curricula in the classes they teach.
Despite the courses taught, teachers are still essential in students’
entrepreneurial learning experiences. 49% say that students regularly come to
them for support in starting a business, while some 45% say past students have
similarly sought their guidance.