Flexible Learning Center North Idaho College Kathie O’Brien, Instructor www.nic.edu/flc [email protected]
Dec 14, 2015
Flexible Learning CenterNorth Idaho College
Kathie O’Brien, Instructorwww.nic.edu/flc
North Idaho College
Small Two-Year CollegeNorthern Idaho--Rural
3500 Full-Time Students, 3200 Part-Time5,200 Receive Financial Aid (78%)
Average Class Size: 18 Average Age: 27
80% Plan to Transfer75% Need Remediation (English and/or Math)
Space and Scheduling Issues
Course Content InconsistencyDifficult for Students to Progress
Low EnrollmentsClasses Cancelled, Programs
Threatened
Diverse Abilities/Backgrounds
Concerns with Student Success/Retention
Our Challenges
Word Processing, Spreadsheets, Database, PowerPoint, Computer Fundamentals
Offered in a different departments-different prefixes
Course Content Duplicated
Most Three Semester Credits Each
Face to Face and Online
Traditional Design—”Lock Step”
Before…
Research
• Use information technology
• Redesign learning environments
• Produce better learning outcomes
• Reduced cost to the institution
National Center
for Academic
Transformation (NCAT)
NCAT—Emporium Model
Flexible learning approach
Replace structured classes with learning resource center
Instructional software
Supported by on-demand individual instruction
Gains in student learning
Reductions in instructional costs
After… (Course Redesign)Flexible Learning Center Face to face personalized instruction Learner-centered technology Online course information
Self-directed learning with consistent methodologies
Modularized— Converted all three-credit courses to one-
credit courses
Three Credi
t Excel
Excel 1
Excel 2
Excel 3
Implementation of myitlab key to successCompletely restructured
curriculum utilizing myitlab Instant feedbackAddress different learning stylesEnable own pace, own time, own space
instructionLess anxiety, more success
Features of LMSLess time grading, more time on
instruction
Technology
Learning and Assessment with myitlab
Student Videos /Textbook--Simulated Training
Objective Chapter Quizzes--Randomized Questions
Live in the Application Practice--Grader Project
Chapter Exams—Simulated and Grader Project ExamsEnd of Course Assessment
Weights: 25% --Training, Quizzes, Practice50%--Chapter Exams/Grader Project Exams25%--End of Course Assessment
Benefits
• Open Entry– Enrollment numbers increase– Students maintain full-time status– Students keep financial aid—stay in school
• Open Exit– Students complete by mid-semester or earlier– Increased time for other classes – Ability to enroll in more credits– Increased student motivation
• Active Learning– Students are engaged– “Flipped” classroom – Student directed
Benefits• Student Satisfaction
– Classes are not cancelled– Flexibility in credits taken– Grades don’t suffer due to missed classes – Retake only where not previously successful– Anytime, any place, any space learning
• Effective– No increase in cost– Flexibility in program offerings– Options for students to learn specific
information• Technology
– Immediate feedback with myitlab– Consistent use of technology across sections– Efficient use of time and space
Notable Numbers
Fall 2007
Fall 2008
Fall 2009
Fall 2010
Fall 2011
Fall 2012
0 200 400 600 800 1000 1200 1400 1600 1800
562
812
1134
1338
1625
1600
Enrollment—Number of Credits
First Semester-Course Redesign
Pre-Course Redesign
Most classes fullwith waiting lists
NO increase in faculty/facilities
Pass Rates
Wor
d 1
Wor
d 2
Wor
d 3
Exce
l 1
Exce
l 2
Exce
l 3
Acces
s 1
Acces
s 2*
*
Acces
s 3*
*
Power
Poin
t**
Outlo
ok**
0%10%20%30%40%50%60%70%80%90%
100%
Pre-Course Redesign After Course Redesign
**These courses were not offered due to consistent low enrollment.Note: Inconsistencies in affect pre-course redesign data.
Data do not include students who dropped or withdrew from class.
Pre-course redesign data reflect 3-credit courses as compared to 1-credit courses and include face-to-face and Internet courses.
Data Analysis
Redesign immediately increased enrollment and sustained increases Met students needs
Cost effective No increase in faculty or facilities
Students are more successful in Excel and Access and at higher levels Beginning students struggle with time
management, active learning, self-responsibility Consistency affects student success
Differences in instructor, content, delivery Data from post-redesign reflect consistency in
delivery, assessments, course design, schedule, etc.
Data Analysis Constantly adapting system to better
meet students’ needs and shifts in college policies Attendance Registration
Communication with students and other stakeholders Developing better methods of communicating
and explaining course delivery Updated website, videos, college LMS
Data driven decisions regarding future course offerings
Challenges
• Financial Aid, Attendance, Registration, College’s current LMS, etc.
Working within system
• Students must make the transition from passive to active learning
Students who don’t engage
• Students must responsible for their own learning
Self-responsibility
• Students, Other Faculty, Administration, Advising, Coaches, etc.
Lack of understanding
Challenges
• Readiness, Agreement, AttitudeCollaboratio
nBuy In
• Lecture/teacher-centered classes to learner-centeredTransition
• Challenging, engaging online activities that meet learning objectives
Course Activities
• Instructors and students must learn and use technology effectively
Use of Technology
• Management of online assessments and course tools to best facilitate asynchronous learning
More
What’s next?
• Compare pass rates for each credit for each semester beginning Fall 2008 to determine effect of policy changes on student success
• Collect data on student retention
• Successful completion of three-credit course within three semesters