Online Student Equity: Asynchronous Courses Toolkit
In Spring 2021, the SSCCC Delegates passed Resolution S21.04.09 Online Student Equity: Asynchronous Courses. This Resolution called for the SSCCC to work with the Academic Senate for California Community Colleges to encourage all faculty to increase online asychnronous course offerings for STEM, Business, and Law and ensure office hours are available both in-person and virtually. Use the toolkit below to advocate for online student equity on your campus.
S21.04.09 Online Student Equity: Asynchronous Courses
Authors: Allison Schiffmaier
Sponsor: Associated Students of Foothill College
WHEREAS, according to BestColleges in 2017, the flexibility of asynchronous courses allow “Students [to] complete their coursework first thing in the morning, before heading into the office; in the evening, while dinner is cooking; or even late at night, after the kids are already in bed.” [1];
WHEREAS, If the asynchronous class format is consistently applied in the CCC system for Science, Technology, Engineering, and Mathematics (STEM), as well as for Business and Law, then the individuals with irregular schedules or learning disabilities could be more successful in their courses work, as noted by a study conducted by Johanna Elizabeth Nieuwoudt, “The flexibility of online education can enable students to be successful in their studies.” [2] ;
WHEREAS, in 2017, the California Community Colleges Chancellor’s Office addressed the need and challenge for “accessibility and universal design” [3], which would allow for Disabled Students Programs and Services and all students alike to conquer irregular schedules, technological issues, and the COVID-19 virtual environment; and , thus increasing the rate of graduation;
WHEREAS, according to a study conducted by Johanna Elizabeth Nieuwoudt, “Academic success may be increased by providing various options for students to participate and interact online, and to attend classes asynchronously. The flexibility of online education can enable students to be successful in their studies. The inclusion of varied activities is therefore recommended to increase academic success in online education.” [2]; now, therefore, be it
RESOLVED, That the Student Senate for California Community Colleges work with the Academic Senate for California Community Colleges to encourage all faculty to increase online asynchronous course offerings for STEM, Business, and Law courses when possible;
RESOLVED, that the Student Senate for California Community Colleges encourage local student body associations to work with their local curriculum committee and local academic senate to advocate for faculty to include online asynchronous course offerings for STEM, Business, and Law courses when possible; and
RESOLVED, that the Student Senate for California Community Colleges work with the Academic Senate for California Community Colleges to encourage all faculty to ensure that there are office hours available, both in-person and virtually, for students to ask questions about coursework.
Citation 1: BestColleges, “What Is the Difference Between Synchronous and Asynchronous Online Classes?”,
https://www.bestcollegesonline.org/faq/what-is-the-difference-between-synchronous-and-asynchronous-online-classes/#:~:text=The%20Flexibility%20of%20Asynchronous%20Online%20Courses&text=They%20don't%20have%20to,deadline%2C%20not%20an%20arbitrary%20timeline.
Citation 2: Johanna Elizabeth Nieuwoudt, “Investigating synchronous and asynchronous class attendance as predictors of academic success in online education”, Australasian Journal of Educational Technology, Vol. 36 No. 3 (2020): AJET,
https://ajet.org.au/index.php/AJET/article/view/5137
Citation 3: “California Community Colleges: 2017 Distance Education Report”, California Community Colleges Chancellor’s Office,
https://www.cccco.edu/-/media/CCCCO-Website/About-Us/Reports/Files/2017-DE-Report-Final-ADA.pdf?la=en&hash=4AE873DEA54A9A245CCBE547CF0ACEBE218EB24A,
