1. I’m Lost! What Am I Supposed to Do? Karen Kaemmerling Jonathan Sherrill 2011 ELCC

2. What is this Presentation to Cover? Student navigation issues Redesign of POS105 How we measured the results

3. Problems with Navigation Students getting “lost” Not finding “Content Link” ◦ Not visiting all Syllabus pages ◦ Not visiting Homework page for unit assignments Do you see some issues like these or others?

4. Solutions for Student Confusion Guide students through course Streamlined Syllabus Streamlined Unit pages Quick links in Schedule http://online.ccconline.org

5. Why POS105? Small instructor pool (2) Small number of courses each term (4) Already on list for redevelopment Right place / right time

6. Our Design Goals Student Success ◦ Address student navigation concerns Utilize features of Desire2Learn ◦ Checklist tool ◦ Streamline  Quicklinks-Reduce duplicate content ◦ Analytics Mobile Usage

7. New Version

8. New version

9. All content on one page

10. Each step directing students to the next

12. How did we assess the course? – Face to Face lab with students – Digital surveys – Analytics – Net content access – Timing of content access – Academic results – Retention rates – Final grades Chirp

13. Face to Face lab Incentives ◦ Offered immediately before start of class. ◦ Chance to meet instructor ◦ Goodies ◦ Orientation No attendees!

14. Digital Surveys Lime Survey tool 10% completion rate Technical difficulties made it impossible to distinguish between courses.

15. Analytics – Syllabus hits Syllabus ElementMulti-page designSingle-page design Course Info5.1 hits/person6.4 hits/person Instructor Info4.8 hits/person6.4 hits/person Course Materials6.7 hits/person6.4 hits/person Activities and Design6.5 hits/person6.4 hits/person Course Policies5.8 hits/person3.4 hits/person Schedule10.3 hits/person9.1 hits/person The single page design did not show an increased level of access compared to the component pages. Surprisingly, the course policies page was more likely to be accessed in the multi-page design, despite being “buried” in other links.

16. Analytics – Unit page hits Unit AssignmentsMulti-page designSingle-page design Introductory unit2.95 hits/item/person 23.6 hits/person 4.9 hits/person Unit 14.0 hits/item/person 32.2 hits/person 8.0 hits/person The single page design showed an increased # of hits per item across both sections than the multi-page design. But the multi-page design showed more total hits, as expected.

17. Analytics – Timing of content access Classes approximately the same size. Daily hits to the content tool itself was nearly unaffected by design.

18. Drop Rates and Retention Drop detailC11C12C21C22 Spring 2011 -34.78%-5.56%4.17%-12% Fall 2010 -14.29%-17.24%-9.09%-9.52% Spring 2010 -3.57%-25.00%-9.09%3.23% Fall 2009 -3.75%-5.00%-15.79%-4.35% New formatOld Format Drop rateAbout 12%About 9.4% Pass rateAbout 44%About 49%

19. What can we conclude? Students adjust Students are the unknown Its not the answer that matters its asking the questions and the process of collaboration! What Now?!

20. Please Contact Us Karen Kaemmerling ◦ Karen.kaemmerling@cccs.edu Karen.kaemmerling@cccs.edu Jonathan Sherrill ◦ Jonathan.sherrill@cccs.edu Jonathan.sherrill@cccs.edu