Flexible Learning Center North Idaho College

1. Flexible Learning CenterNorth Idaho College Kathie O’Brien, Instructor www.nic.edu/flc kmobrien@nic.edu

2. North Idaho College

3. Our Challenges

4. Before…

5. Research

6. NCAT—Emporium Model

7. 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

8. Technology Implementation of myitlab key to success • Completely restructured curriculum utilizing myitlab • Instant feedback • Address different learning styles • Enable own pace, own time, own space instruction • Less anxiety, more success • Features of LMS • Less time grading, more time on instruction

9. Learning and Assessment with myitlab

10. 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

11. Benefits • StudentSatisfaction • 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

12. Notable Numbers NO increase in faculty/facilities Most classes full with waiting lists First Semester-Course Redesign Pre-Course Redesign

13. Pass Rates **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.

14. 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.

15. 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

16. Challenges

17. Challenges

18. 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

19. Information Email: • kmobrien@nic.edu