Bainbridge State College-[node:field-date:custom:Y]--Flipped Classrooms, -Hybrid (online/in person)Degree Programs

High Impact Strategy

Implement alternative delivery models, such as hybrid instruction, flipped classrooms, and emporium-model instruction

Goal

Restructure instructional delivery to support educational excellence and student success

Summary Of Activities

• Several faculty flipped parts of courses beginning in 2013-14 in an attempt to discern whether or not the method worked for them. Many faculty reported that the method worked well, and that they intend to either keep or expand the use of this instructional method. Part of the faculty development for 2014-15 academic year was on the flipping method
• Identify and determine the most successful delivery modes for each academic program
• Continuation of C-term enrollment (first implemented in Fall 2014) that starts two weeks into the 15-week term and is aimed at improving the success of students who show up late to register for classes
• Added telecourse options to multiple locations at once with one instructor
• Added FLEX courses created to allow students the opportunity to participate and satisfy course requirements via the option to attend a class at any of the times the class is offered

Baseline Status

• 8.1: Are fully online courses offered to students at the institution? Yes. See Appendix A
• 8.2: Are alternative delivery models implemented at the institution? Yes. See Appendix A
• Total number of C-term sections offered
  
  • 2014-15 à 73 sections offered during C-term (Fall 2014 was first semester offered)
• Total number of hybrid sections offered
  
  • 2012-13 à 268
  • 2013-14 à 284
  • 2014-15 à 225
• Total number of online sections offered
  
  • 2012-13 à 354
  • 2013-14 à 337
  • 2014-15 à 345

Interim Measures Of Progress

• Average number of students/sections in new delivery models
• Number of courses implemented with alternative delivery method
• Number of classes offered in C-term
• Number of telecourses offered
• Number of FLEX courses offered

Measures Of Success

• Success of students in alternative format delivery models compared to traditional formats
• Success of students who register in last 2 days this Fall in C-term classes compared to last Fall in regular term classes
• Number of credits successfully completed for courses offered completely online
• Number and % of degrees conferred in alternate delivery models
• Number of credits successfully completed (A, B, C, S grade) for courses offered via alternative delivery models

Lessons Learned

• There are a great number of students who decide to register late. As a result we had to increase the number of C-term offerings and place a limit on the number allowed to enroll upon registration opening, as we found that students who registered on-time are interested in C-term offerings, too.
• Continued development opportunities were provided to faculty to increase their knowledge and support their application of the hybrid and flipped classroom instructional methods. The introduction of these methods seem to be a good fit for the college. There continues to be an increasing number of students who prefer and register for hybrid courses; however, there were concerns for some courses and what options could be provided to students to increase enrollment, retention, and success. What resulted was a plan to offer telepresence and FLEX courses. Telepresence course offerings will allow students at off-campus site centers to attend classes broadcasted from the main campus (or vice versa). This method of instruction increases opportunities for students to register for courses they may not have been available at their off-site center.  FLEX course offerings provide students an opportunity to attend a specific course any of the specified times the course is scheduled. For instance, if a MATH 1001 was offered on MW and TR from 11 AM to 12:15 and 6 PM to 7:15 PM, a student could choose to attend any day at either of the times listed. With many working students, the FLEX class offering increases the students’ opportunity to satisfy course requirements by attending class at a time right for them.
• Previous reports regarding the flipped method appeared to be promising for the college’s students; however, the loss of the director for the Center for Teaching Excellence has resulted in the temporary suspension of development and tracking in this area. The college realizes the need to provide continuous professional development opportunities on various instructional methods such as the flipped and emporium style methods and plans to recruit a professional to provide such opportunities in the near future.