Flexible Learning CenterNorth Idaho College

Kathie O’Brien, Instructorwww.nic.edu/flc

kmobrien@nic.edu

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

Information

Email: kmobrien@nic.ed

u