by
Distance education is a growing segment in colleges and universities. Fifty-eight percent of all institutions are offering or planning to offer courses off campus by way of audio, video or computer based technologies. An average of 5% of all college students nationwide are taking courses via distance learning modalities (US Dept of Ed, 1998) with some campuses reaching as high as the 25% range (Goodson).
A majority of 57.3% of distance learning students indicate that library resources are vital to their success as students (Heller-Ross). These students have the same needs as their on campus peers to be able to access library resources and services. These services include, but are not be limited to reference assistance; access to online library catalogs, databases and digital texts; bibliographic instruction; inter-library loan services; document delivery; access to reserve materials; and service hours and consultation services comparable to that given on the premises of the provider institution (ACRL Guidelines).
While the students academic needs on and off campus are the same, the way in which they use and access the resources differs. In much the same way, the librarian would help the students in significantly different ways (Starr). Considering the special outreach of distance learning and the unique access needs of the distance learning student, a specialized librarian is needed. This paper will show the cost and the benefits of a distance learning librarian to the institution, the students and the community.
For the purpose of this paper, all calculations for library personnel and students are taken from recent data of Allan Hancock Community College (AHCC) in Santa Maria, CA. In comparison to state and national statistics [see chart 1], the demographics and breakdowns are reasonably close enough to consider AHCC a "typical" California Community College. AHCC has an enrollment of 8,676 students. These students are currently offered 556 courses, 15 of which are distance learning in the forms of instructional TV, video, audiotape, video-conferencing and Internet. A 12-semester average shows an enrollment of 163 students or 2 % of the student body (AHCC Fact Book, 1996).
The city in which the college is located, when compared to the state's average percentile [see chart 2], is again comparable to the state averages so that one can reasonably call Santa Maria a "typical" California city.
All calculations of money have been brought up to the 1998 dollar equivalent by using the Consumer Price Index Calculation Machine. This takes the dollar figures from previous years and using the statistical information, calculates the current dollar value. The cost of hiring additional faculty and setting up their office can be offset by the benefits to the institution, students, and community in the form of accreditation, savings in faculty hours, student retention, new classes, transfer rates and increased funding, welfare reform, and crime prevention
According to the Faculty Union Bargaining schedule, a new full-time, tenure-track librarian is paid a salary starting from $34,235 to $49,738 depending on education and experience. This creates an average salary of $41,987 annually (AHC Job Listings). Fringe benefits of medical, dental, life insurance and salary protection can be assumed to be around 25% of the base salary. This would bring the total cost per year to $50,384.
Assuming that office space will not need to be created and that the cost of heating, lighting and electricity will not substantially increase with the hiring of another person, the librarian's office could be set up for approximately $2,865 [see chart 3]. This is an academic figure in that it does not reflect the infrastructure costs of wiring an area for the technology requirements in a workspace not designed for that extra person, or that the institution may well find a used desk and chair in storage(Clary).
The final cost of the initial year of an additional faculty librarian would be $53,200.
The distance learning librarian would:
Accreditation
As distance learning programs grow, accrediting organizations will look closely at the student support services provided to the remote student. Already the Accrediting Council for Independent Colleges and Schools have published their criteria along with several other regional organizations - The Southern Association of College and Schools, the New England Association of Colleges and Schools, and the Western Association of Colleges and Schools.
In brief, institutions offering distance learning courses will need to have library resources adequate for the courses offered, will need to provide access to these resources and will need to be independent of their reliance on local public libraries to supply the resources of the distance learner (Rodrigues).
The cost benefit of meeting accreditation standards is difficult to measure. If an institution does not meet the accreditation standards it will not function in the manner it is supposed to. Accreditation is the quality assurance of education (Gellman-Danley). Institutions that work on meeting the suggested guidelines today will find the transition into requirement to be less painful than those institutions that wait.
As the students and faculty become more confident with the distance learning programs, it can be assumed that new classes will be added to the program with the eventual goal of whole degree or certificate programs available in the distance learning modalities. One can assume that on average, 2 new classes are offered a year. A 12-semester distance learning average shows that the typical distance learning class has 32 students. Classroom hours for distance learning are counted the same as they would be for the traditional classroom. The classroom hours for the 2 new courses would add another $18,000 in funding [see chart 4] (AHC Fact Book, 1996).
New classes would also attract community members who may not otherwise enroll in courses at AHCC. Many adults, having finished a degree, continue to take classes and often take them at night or in distance learning formats that fit their schedules. One could assume that 5 community members would sign up for individual classes (not part of a degree program) each semester. This enrollment would bring an additional $4,110 to the college [see chart 4].
A substantial portion of the distance learning librarian's skills will be aimed at direct faculty support in the areas of curriculum development, technology training, online reserves and other course specific activities. The support of the distance learning librarian will create stability, continuity and uniformity in the distance learning classes as well as create a better working environment for the faculty, allowing them to concentrate on the academic needs of the students. Regardless of how many years an instructor has taught, when faced with new technologies, they may feel intimidated by the equipment or just plain lost. A trained distance learning librarian can act as the bridge between the new technologies and the fine skills of the instructor (Sherry).
Distance learning librarians that work with instructors will know what materials the library does have, what will need to be ordered and what may be available in other formats. Also, the librarian is the expert in packaging information and knowledge to the learner. Working as a partner with the faculty instructors, the students will find what they need with few problems (McManus).
It can be reasonably assumed that the distance learning librarian will save each faculty member 6 hours of work per semester per course (Mosson). Based on a 12-semester average of the numbers of distance learning courses offered at AHCC, this would equal a total of 15 classes the first year (AHCC Fact Book, 1996). Since the average hourly wage of the faculty is $57, the value of the time saved by the distance learning librarian is $5,130 a year [see chart 4].
Strong student and faculty support will create a more favorable learning environment for the students. Students that drop out of distance learning courses mentioned "inadequate student support services" as the number two reason for dropping out. The number one reason was personal problems such as work, home, and finances (Krauth). Other studies have shown that access to services was directly linked to the learner's success (Kovel-Jarboe).
A study at the University of Colorado found that 26% of the students enrolling in distance learning were returning students (Report of Task Force on Distance Education at San Francisco). Applying this to the 12-semester average from AHCC, it can be assumed that 42 students will return the next semester for more classes. Assuming that these are 3 unit credit classes, this would translate into 8064 classroom hours. If it takes 525 classroom hours to create a Full Time Equivalent Student (FTES), this would equal 15 FTES at $3,000 of funding per FTES. Student retention would create $45,000 for the college [see chart 4] (AHCC Fact Book, 1996).
It can also be assumed that with a strong distance learning program supported by the distance learning librarian, that 1 student who would have dropped out at the end of the first semester, will stay to graduate. This student will have a minimum of 60 units or 960 class hours. These hours translate to 2 FTES or $6,000 for the college [see chart 4].
The University of Phoenix gave students standardized tests and found that the distance learning students did 5- to 10% better than their traditionally educated peers. This percentage was maintained throughout the student's program (Gubernick). Students that do well in the community college setting have a better chance of success in the 4-year college or university. A strong distance learning program supported by trained librarians would potentially increase the student transfer rate to 4-year institutions.
Again, the cost benefits of a higher transfer rate are almost impossible to predict. Often, state funding is linked to increased percentages in areas such as transfer rates, such as the Partner's in Excellence program. If a college is not able to increase their transfer rate as required with funding, they could potentially loose that funding. Like accreditation, it is a "hidden" benefit to a strong distance learning program.
An Open Access Computer Lab provides lower-income students with the means to take Internet based classes at their leisure on the campus. It also provides all students an opportunity to take online bibliographic instruction classes, to complete projects for other classes, and to become computer literate. The Open Access Lab, run as a free, non-credit class with the distance learning librarian as instructor of record would generate non-credit FTES at the rate of $1500 per classroom hour. Additionally, a 1 unit credit class in library/internet skills can be offered, also using the distance learning librarian as the instructor of record. From the statistics kept in the AHCC Open Access Lab, a daily average of 175 students use the lab with an average time of 1.8 hours. Over the course of the academic year, these classroom hours would translate into $150,000. The credit class with an estimated enrollment of 75 students per year would generate another $6,600 for the institution [see chart 4](AHC Enrollment Statistics).
Welfare
Distance learning offers people the opportunity to work toward a degree that they might not otherwise be able to complete. With the changes in the welfare program, single mothers are being sent to school to give them the skills they need to succeed. A librarian supported distance learning program can be reasonably expected to help at least 3 people on government assistance to obtain their AA and get work. The cost to keep 1 person on welfare, food stamps and other benefits runs $9192 per year (U.S. House of Representatives, Green Book). The savings to the community for these three people would not just be the $27,576, but would also reflect the money that these students would put back into the community in the respect of higher wages via shelter, food, clothing and other living expenses. A person with an AA will make an average of $23,553 a year. For the three students, this would add another $70,659 to the community.
If one of these students was to go on to a four year college, they would add another $13,276 to the community in higher salary though educational attainment [see chart 4] (American Association of Community Colleges).
Distance learning is often the only way that prison inmates can gain education. Many times, this education may be one of the only factors that will help them to break the cycle of criminal behavior. It can be assumed that a strong, librarian based distance learning program could help one prision inmate, or one student that may have become incarcerated to be able to stay gainfully employed. The cost of keeping one person in prison is $19,655 a year. This can be added to the $23,553 they would earn with an A.A. and the total benefit to the community would be $43,208 (Information Plus).
Distance learning is the educational wave sweeping institutions world-wide. For the students in these programs to be successful, they need to have comparable access to the resources of the on-campus library. The special issues that have brought about a distance learner, have also brought about special needs in their library access. It is important for colleges and universities to hire a distance learning librarian that can act as the link between students, faculty and resources. By helping the faculty plan their courses and providing technological support the distance learning librarian becomes a vital part of the student's success.
Students that are unable to get the support they need for their classes are more likely to drop out. Consistent, accurate and timely support from the distance learning librarian will help the students to achieve success in the academic careers. Student success translates in increased success for the institution and the community.
To put off or ignore the need for this library service will only hurt the institutions that do offer distance learning programs. This paper has attempted to show the costs and benefits that a distance learning librarian brings. Where no one person in an institution keeps single mothers in a welfare-to-work program or keeps someone from starting a life of crime, they are a part of the academic network that can do just those things. The presence of the distance learning librarian will increase the likelihood of student success as they provide a continuity for the students in a setting of ever-changing instructors. As John Donne (1573-1631) the English poet wrote, "No man is an island entire of itself; every man is part of the main . . . ." So is the librarian an integral part of the "main" in the academic setting.
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| National % | CA State % | AHCC% | Average% | |||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Female Students | | Male Students
| Part-Time Students
| Full-Time Students
| Minority Students
| |
| Calfornia State Average
| EDUCATION
| High School Graduate | Some College | A.A. / A.S. | Public University / College | Not Enrolled | AGE
| 19-21 | 22-34 | 35-54 | 55-64 | 65 + | ORGIN
| State Natives | Out of State / US Born | Foreign Born | INCOME
| $24,999 and under | $25,000-49,999 | $50,000-74,999 | $75,000 + | LANGUAGE
| English speaking | Spanish speaking | Tagalog speaking | HOUSING
| Median Rent | Occupied Housing | Median House Age | |
|---|
| COST
| Desk | Chair | Phone | Computer | Printer | File Cabinet | General Office Supplies | ISP, 1 year | TOTAL | |
|---|
| Institution and Students | |||||||||||||||||||||||||||||||||||
| Faculty Hours Saved | | Course Retention | 1 Student Graduating | 2 New Classes | 5 new Community Students | Open Access Lab FTES | Bibliographic Instruction FTES | 3 Welfare-To-Work Students | SUB-TOTAL | Community
| 2 People Off Welfare | 1 person not in jail | Difference in Wages from A.A. | SUB-TOTAL | BENEFIT TOTAL | LESS
| Librarian's salary and benefits | Office Set-up | FINAL NET VALUE | |