![]() The initiative was approved unanimously and an assessment fee was levied according to a state formula to fund the early development stages of the MCCVLC. ![]() On Mathe MCCA Presidents and Trustees met to consider formally investing in the development of the MCCVLC. Further, it was recognized that learning and provision of student services would be the focal points of the network. It was agreed that developing a collaborative network open to the participation of all 28 community colleges was the goal, rather than the development of a new community college which might be viewed as competition for the existing traditional community colleges. In particular, would that entity become the equivalent of a 29th community college, conferring degrees and competing for state funds?Īt the December 1996 meeting of the MCCA Presidents, a new Mission statement was drafted, a set of core beliefs established, and the project was named the Michigan Community College Virtual Learning Collaborative (MCCVLC). During the first few months, the Staff Taskforce began an audit of the Intercollegiate Programmatic Partnerships, identified and assessed other statewide audits of technology and distance instruction, and struggled with concerns raised by creating a virtual community college. To facilitate between-meeting discussion, a shared resource environment was created on the World Wide Web along with a Conferencing On the Web environment and a listserver. The group met monthly using five interactive video classrooms scattered around the state. The Staff Taskforce was to be comprised of one representative from each college, appointed by the President. At this conference, the MCCA Presidents’ Technology-mediated Instruction Taskforce created a Staff Taskforce to study and make recommendations for developing a Michigan Virtual Community College. In September 1996, Washtenaw Community College, as part of the conclusion of their participation in CoNDUIT, hosted a conference for the community college leadership to consider issues pertaining to virtual education initiatives. ![]() The Taskforce Report presented its report in the Spring of 1996 which included a specific recommendation for the use of technology to extend educational opportunities to those residents who do not reside in a community college service district. Facilitate the sharing of scarce resources through discounts on collaborative purchases of software/services utilized by member institutions.ĭuring the 1995-96 academic year, the Michigan Community College Association (MCCA) established a Trustee/President Taskforce on Statewide Services to address issues relating to the ongoing concern on the part of community college leaders for under-served students throughout the state.Provide students access to high-quality distance education courses through an effective interface for sharing courses and students among member institutions.Support colleges’ adoption of innovations in online teaching & learning with professional development opportunities, research, and technical services.The MCO collaborative allows students from anywhere in Michigan and beyond to take any one of the 1,200+ online courses listed in the online catalog located at Online learning staff can access MCO specific information such as initiatives, reports, and resources through the MCO Member website. The mission of Michigan Colleges Online is to connect the teaching and student support capacity of Michigan community colleges so learners can access affordable, high-quality learning experiences whenever and wherever desired. Michigan Colleges Online (previously called the Michigan Community College Virtual Learning Collaborative) is an MCCA Center of Excellence that began in 1997, with the infrastructure significantly expanded in 2014 to increase functionality.
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