Court Reporting Online: Tri-Community Adult Education
Submitted By: Ryan Maddox
Mt.San Antonio Regional Consortium for Adult Education
Website: https://ca02218491.schoolwires.net/domain/469
Type of Practice: Program Development / Curriculum / Classroom
Program Area(s): CTE / Workforce Prep / Pre-apprenticeship
Region: Los Angeles Basin
Consortia Involved: Mt. San Antonio Regional Consortium for Adult Education
The Program of Practice
The Tri-Community Court Reporting Online program effectively addresses the need for flexible workforce preparation in the San Gabriel Valley and beyond. As a CAEP CTE / Workforce Prep / Pre-apprenticeship program, it aligns with the state priority of Technology & Distance Learning by transitioning a traditionally in-person program to a successful online format.
Who: Led by coordinator Carrie Ravenscroft, three full-time instructors, and one instructional aide, and supported by administration, financial aid, and office staff.
What: A comprehensive 2960-hour Court Reporting program approved by the California State Court Reporting Board.
When: The program has served the area for over 50 years, transitioning to a 100% online format in the spring of 2020 following the COVID-19 pandemic.
Where: While historically serving the San Gabriel Valley, the online format now reaches students from across California, including San Diego and Northern California.
Why: The shift to online learning addressed stagnant enrollment caused by barriers such as limited space, geographic limitations, childcare needs, work schedules, and commuting challenges. Advances in technology, including prior adoption of Real Time Coach, facilitated this transition.
How: The program delivers instruction and practice through online sessions via Zoom, asynchronous courses via Canvas, and at-home speedbuilding practice using Real Time Coach. Students receive technology support and are acclimated to the online platforms in their initial terms. This flexibility allows students to balance coursework with personal responsibilities and access the program regardless of their location.
Problem of Practice: The Tri-Community Court Reporting program faced a significant problem of practice stemming from enrollment stagnation in its traditional in-person format. For a decade, from 2010 to 2020, enrollment hovered between 70 and 80 students, indicating a limited reach within the San Gabriel Valley. The need for a more accessible program became evident as students encountered various barriers preventing their participation. These obstacles included the challenges of securing childcare, balancing work responsibilities with demanding class schedules, and enduring long commutes from distant locations. The physical limitations of classroom space and the program's geographic location further compounded the issue, restricting the number of students who could enroll.
The groundwork for addressing this problem was laid by advancements in technology. Even before the complete shift to online learning, the program had integrated tools like Real Time Coach, enabling students to practice speedbuilding and take tests remotely. This prior experience with technology signaled the potential for a broader transition. The COVID-19 pandemic in the spring of 2020 served as a catalyst, necessitating a move to 100% distance learning. This transition, however, was not merely a reaction to external circumstances but a strategic response to the long-standing problem of limited accessibility and stagnant growth. By embracing the online format, the program aimed to dismantle the barriers that had previously hindered enrollment and cater to a wider range of prospective court reporting students. The established need, therefore, was rooted in the program's inability to expand its reach and serve a larger population due to the constraints of its in-person structure and the practical challenges faced by potential students.
The Response
The Tri-Community Court Reporting Online program directly tackles the problem of limited accessibility and enrollment stagnation by transitioning to a 100% online distance learning format. This strategic shift dismantles many of the barriers that previously restricted student participation in the in-person program. By offering flexibility in how and when students engage with the curriculum, the online model accommodates individuals who were previously unable to enroll.
Students now benefit from the ability to attend online sessions via Zoom, allowing for real-time interaction with instructors and peers from the convenience of their homes. The asynchronous coursework delivered through Canvas provides further flexibility, enabling students to complete assignments and engage with learning materials at times that align with their personal schedules and commitments. For instance, a parent can now integrate their studies around childcare responsibilities, logging in to work on coursework during available windows.
Furthermore, the online platform facilitates independent practice through tools like Real Time Coach, which students can access anytime to hone their speedbuilding skills. This eliminates the need for on-campus practice sessions and removes geographical constraints. As evidenced by the program's expanded reach, now enrolling students from San Diego to Northern California, the online format has successfully overcome the limitations of physical location.
To ensure student success in this digital environment, the program provides robust support in the use of technology and distance learning platforms during the initial two terms. Foundational Theory classes offer direct instruction from teachers, familiarizing students with the tools they will utilize throughout the program. Beyond instructor support, a dedicated technology support staff member is available to address any technical challenges students may encounter. This comprehensive approach ensures that students are well-equipped to navigate the online learning environment and can fully benefit from the flexibility and accessibility it offers, directly addressing the problem of practice.
The Unique Features of the Program
The Tri-Community Court Reporting Online program showcases several promising features stemming from its transition to a fully online format that hold significant potential for positively affecting the broader adult education field.
One key feature is the demonstrated expansion of accessibility and reach. By eliminating geographical barriers and offering flexible scheduling through asynchronous learning and online synchronous sessions, the program taps into a student population that was previously underserved or unable to participate in traditional in-person programs. This model suggests that online delivery can unlock educational opportunities for individuals facing challenges related to location, work schedules, childcare, and other personal commitments. This has broad implications for adult education programs aiming to reach a wider and more diverse student base.
Another promising aspect is the integration of technology to enhance learning and practice. The continued use of tools like Real Time Coach within the online environment demonstrates how technology can facilitate skill development and provide opportunities for practice outside of scheduled class times. This model of blended learning, incorporating both synchronous and asynchronous elements along with specialized software, can be adapted by other CTE and workforce preparation programs to offer more individualized and effective learning experiences.
Furthermore, the program's proactive approach to student support in the online environment is noteworthy. The dedicated technology support and the intentional acclimation to online platforms within the initial terms highlight the importance of addressing potential digital literacy gaps among adult learners. This focus on providing comprehensive support can serve as a model for other institutions transitioning or expanding their online offerings, ensuring that students are not only enrolled but also equipped to succeed in the virtual learning space.
Finally, the data-driven evidence of enrollment growth and completion following the transition to online learning provides a compelling case for the effectiveness of this model. The significant increase in enrollment, as well as the steady production of program completers, suggests that well-designed online programs can not only attract more students but also guide them to successful outcomes. This data can inform strategic decisions within other adult education programs considering or implementing online modalities.
The Tri-Community Court Reporting Online program's success demonstrates a replicable model for leveraging technology to increase accessibility, enhance learning, and provide robust support, ultimately leading to positive outcomes for adult learners and the field of adult education as a whole.
The Outcome
The Tri-Community Court Reporting Online program provides clear program and student outcomes supported by both qualitative and quantitative data.
Quantitative Data: The program demonstrates significant growth in student enrollment following the transition to a 100% online format. The provided enrollment figures illustrate this trend:
2015: 76 Students (Pre-online transition) 8 completions
Winter of 2020 (Pre-pandemic): 82 Students (Pre-online transition)
Fall of 2021: 86 Students / 4 Completions (Post-online transition)
Fall of 2022: 86 Students / 2 Completions (Post-online transition)
Fall 2023: 117 Students / 4 Completions (Post-online transition)
Fall 2024: 225 Students / 20 Completions as of 5/20/25 (Post-online transition)
This quantitative data clearly shows a substantial increase in enrollment, nearly tripling from pre-online numbers to Fall 2024. Furthermore, the completion data, while varying year to year, indicates that students are successfully completing the rigorous program even in the online environment. The significant increase in completions in Fall 2024 suggests a positive trend in student success within the online model.
Qualitative Data: Student feedback from survey results strongly suggests the following positive qualitative outcomes. Student feedback indicates that students are highly satisfied with the flexibility within the online program. The program now attracts students from a wider geographic area (San Diego to Northern California), indicating a greater demand for and satisfaction with the online delivery model. The number of Court Reporting programs in California is limited; only four programs exist in Southern California. The online program is not limited by geography. The continued operation and significant growth of the program over several years in the online format suggest its effectiveness in meeting student needs and maintaining quality. This includes word-of-mouth referrals from current and former students.