The Essence of Collaboration in Online Learning at Community Colleges

As collaborative efforts evolve, the synergy created on a college campus can significantly enhance success. This month, we delve into the effectiveness of online learning at a community college, showcasing the pivotal role played by collaboration across diverse departments. At Georgia Perimeter College (GPC), the fusion of technology, marketing, communication, and education has resulted in a flourishing online program. We feature insights from Barbara Obrentz, Chief Public Information Officer and Director of Marketing, alongside Dr. Calandra Davis, Associate Professor and Chair of the Mathematics and Computer Science Department at GPC Online. Together, they shed light on the landscape of online education in community colleges and provide valuable advice for students navigating their higher education journeys.

Andrew Hibel, HigherEdJobs: Ms. Obrentz, could you outline your career trajectory that led you to become the Director of Marketing and Chief Public Information Officer at GPC?

Barbara Obrentz, Georgia Perimeter College: My career began as a kindergarten teacher, but my aspiration for leadership inspired me to transition to the role of director at New Hampshire’s largest federally funded daycare center. While pursuing a Ph.D. in education at Georgia State University, I evaluated Head Start programs for the Department of Health, Education, and Welfare. A shift in federal administration prompted me to pivot toward marketing in a tech firm, ultimately leading me to my current position at Georgia Perimeter College.

Hibel: A colleague once remarked that “Barbara is an extraordinary communicator devoted to narrating her college’s story.” Can you summarize GPC’s narrative and the role online learning plays within it?

Obrentz: As Georgia’s most diverse institution, GPC stands as the third largest within the 35-member University System of Georgia. We offer over 40 programs, both in-person and online, with our online enrollment soaring to more than 8,500 students—making it the largest online program in Georgia. This growth aligns with a national trend in public two-year colleges aimed at providing quality education to students balancing familial and professional responsibilities.

Hibel: With over 25,000 students, GPC claims to offer more online courses than any other state institution. How has GPC achieved this remarkable growth, and what does it mean to be the leading provider of online courses?

Obrentz: Our online courses open doors for those who cannot attend in person, particularly working parents, while many can afford to pay for their classes out-of-pocket. Our outreach efforts have been impactful, promoting online opportunities amid growing limitations for in-person classes. Leadership at GPC has committed to creating a robust online program that emphasizes excellent teaching, learning, and student support, allowing students to pursue their degrees flexibly and affordably.

Hibel: Dr. Davis, can you describe your role at GPC and what you find enjoyable about working in online education?

Dr. Calandra Davis, Georgia Perimeter College: I lead the Online Department of Mathematics and Computer Science, employing full-time tenured faculty who work remotely. I oversee teaching evaluations, address student needs, and facilitate professional development. I relish the challenge of transforming traditional tasks into effective online practices, utilizing virtual meetings to cultivate a sense of community among faculty. This necessitates creativity in managing asynchronous activities, mentoring newcomers, and recognizing student accomplishments.

Hibel: A report noted a 22% rise in community college enrollment for online courses, yet budget constraints hinder meeting demand. Can this dynamic change?

Obrentz: Many community colleges are at the forefront of online education. Given that infrastructure for online courses is often already in place, they can easily scale these offerings without incurring additional costs for physical classrooms. With supportive administration and dedicated faculty, it’s feasible to shift focus from building physical spaces to enhancing online courses and support services.

Hibel: Addressing student isolation, a report indicated community college online learners often feel disconnected. Do you believe this is an issue?

Davis: At GPC, we prioritize fostering a collaborative environment for online students. Our instructors employ discussion boards to facilitate interaction, enabling students from varied schedules to engage meaningfully. This approach mitigates issues like shyness and encourages participation through group projects and collaborative discussions. Tools such as Wimba virtual classrooms and Blackboard IM further enhance engagement, allowing real-time interaction and connection among students and faculty.

Hibel: What strategies does GPC implement to cultivate community among online students?

Davis: Our GPC Online Student Services team utilizes Wimba for various supportive initiatives, from online Open Houses to webinars focused on career development and study skills. Moreover, we have developed an Online Student Success Course that serves as a platform for academic and personal exchanges among students. Clubs like the GPC Online Business Club also offer opportunities for student engagement and community building.

Hibel: Recent studies indicate online students outperform their classroom-only peers, yet skepticism remains among college administrators regarding the value of online courses. What are your thoughts on these findings?

Davis: Misunderstandings about online education persist, often stemming from those who lack firsthand experience. The notion that online students perform better aligns with the self-motivation required in this format, as success hinges on students proactively engaging with their coursework. As such, online courses demand discipline and initiative.

Hibel: What preparation do faculty and staff need to effectively teach online courses?

Davis: Proficiency with technology is essential for online instructors. GPC offers extensive training through our Instructional Technology department, covering everything from our course management system to creating lecture videos. Faculty also receive additional support from dedicated Instructional Technologists available for assistance with technological endeavors.

Hibel: Are there faculty members resistant to online teaching?

Davis: Yes, and that’s perfectly acceptable. Both online and face-to-face formats serve to provide educational access, and there’s a clear niche for each approach—it’s not an either-or scenario.

Hibel: The stigma surrounding online programs indicates they are inferior or require less effort. Is this notion still prevalent?

Davis: The perception of lower quality in online education is diminishing as more reputable institutions now offer both formats. The rigorous nature of online classes has been evidenced by students who, despite initial assumptions of ease, often discover significant academic challenges. As technology advances, so too does the efficacy and reputation of online courses, counteracting outdated perceptions.

Hibel: Budget constraints often limit awareness of community college online programs. Is this the primary reason for under-recognition?

Obrentz: Private institutions typically have larger marketing budgets, which can overshadow community college programs. Nonetheless, we view it as imperative to inform potential students about our cost-effective, transferable, and accredited options.

Hibel: As we conclude, what advice would you give to newcomers in higher education?

Obrentz: I encourage anyone passionate about aiding educational success to pursue a career in higher education. Aligning personal values with those of the institution is crucial, as financial gain often takes a backseat to the greater mission of student achievement. Expect to invest long hours in a collaborative environment committed to student outcomes.

Hibel: As a final question, what is the most gratifying aspect of your job?

Obrentz: The most rewarding part is undoubtedly the relationships I’ve built, both within my team and across the broader professional and educational communities.

Hibel: Reflecting on your career path, did you anticipate a role in higher education marketing?

Obrentz: My early experiences pointed toward an educational direction, but I had no set expectations regarding marketing. Career flexibility is essential—often opportunities arise from unexpected directions. Pursuing paths aligned with passion can lead to success in unforeseen ways.

Hibel: In an increasingly collaborative environment, what strategies do you recommend for fostering inter-departmental relations?

Obrentz: Engaging with colleagues across departments is vital. Building relationships can start on day one—by participating in events, meetings, and committees, you create valuable, long-lasting partnerships that enhance not only the institution but also your personal network.