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What Works and What Doesn’t in Online/Hybrid Teaching


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Hill slides lms 20160531
This workshop will present an overview of online/hybrid best practices that can promote successful learning experiences, including planning and management, teaching techniques, and assessing and evaluating students.

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What Works and What Doesn’t in Online/Hybrid Teaching

  1. 1. What Works and What Doesn’t in Online/ Hybrid Teaching Presented at Loyola Marymount University May 31, 2016 Presented by: Phil Hill @PhilOnEdTech
  2. 2. SlideShare
  3. 3. Moving Past Hype & Anti- Hype: Entering new world of online & blended learning
  4. 4. “We think of it like a robot tutor in the sky that can semi-read your mind and figure out what your strengths and weaknesses are, down to the percentile.” - J Ferreira, Knewton
  5. 5. "Technology can support teachers in the application of the relevant principles across a group of students with high variability. In fact, technology can help tailor lessons to the situation in extremely powerful ways. “The instrumentation of the online learning environment to sense the student experience and the ability to customize content on a student-by-student basis may be the key to enabling teachers to provide differentiated instruction, informed by a solid foundation in cognitive science. Modern online courses and delivery platforms already implement some of these concepts, and provide a framework for others." Source:
  6. 6. "In particular, we recommend the creation of thinking communities to continuously evaluate the kinds of education reforms proposed here, and the identification and development of change agents and role models in implementing these reforms. Here, we refer to change agents as groups of experts collaborating toward a common end, rather than just individual visionaries, and role models as successful groups and institutions that are willing to pilot new, thoughtfully designed approaches." Source:
  7. 7. Ignore This Don’t Do This
  8. 8. Be This
  9. 9. Student Views: v=JAez7z0bL_s
  10. 10. Experience: In online & hybrid, attitude, concerns, questions
  11. 11. • •
  12. 12. Historical Overview: Focus on issues raised in discussion
  13. 13. If history of universities were compressed to 15-week term . . . • First university - 15 weeks ago • First textbook in US - 6 weeks ago • First public US university - 4.5 weeks ago • First distance learning course - 3 weeks ago • Carnegie hour - 2 weeks ago • First online course - 2.5 days ago • Approval of competencies - 1 day ago • First cMOOC - 16 hours ago • First xMOOC - 6 hours ago
  14. 14. While there will be (significant) unbundling around the edges, the bigger potential impact is how existing colleges and universities allow technology- enabled change to enter the mainstream of the academic mission
  15. 15. Fall 2014 IPEDS Data
  16. 16. Fully- Online vs. Mixed- Course
  17. 17. Fall 2014 IPEDS Profile
  18. 18. Source:WCET IPEDS report WCETDistanceEducationEnrollmentReport2016.pdf
  19. 19. Source: Grade Level Report
  20. 20. "There's a tsunami coming. [But] I can't tell you exactly how it's going to break." John Hennessy, Stanford "We are at the beginning of a technology-led revolution in pedagogy: Our innovation is not the blackboard, but instead an evolving suite of tools that allows interactive learning online" Drew Faust, Harvard L. Rafael Reif, MIT
  21. 21. Two Sides of the Chasm • Innovators & Early Adopters: Willing to take risks, influential • Early Majority: Much slower adoption, need holistic solutions • Late Majority: Approach an innovation with a high degree of skepticism and after the majority of society has adopted the innovation
  22. 22. “The asynchronous, individualized nature of online learning allows differentiation of course content. Students can control a course’s pace to fit their learning styles and abilities.” “Our research found that interactive course software that provides instantaneous feedback could be particularly effective in improving student performance in online courses. ” PPIC, Successful Online Courses in California’s Community Colleges
  23. 23. Platforms Matter
  24. 24. Source:
  25. 25. Source: van/
  26. 26. Source:
  27. 27. Source: try-this/
  28. 28. Source:
  29. 29. Source:
  30. 30. Video Case Studies: e-Literate TV, others, hear faculty and students
  31. 31. ASU Professor: v=FAlaeFTpXzQ Middlebury Professor: v=udc3OMyE4Hs
  32. 32. Best Practices: Formative assessment, reach back row, etc
  33. 33. What Have We Learned? • Online education takes investment, time • Very important to target student groups • Student success rates can be lower than traditional • Connection to instructors and to peers is important • Often requires team-based course design
  34. 34. Groups: Explore example courses, what you like and don’t like
  35. 35. MythFolklore
  36. 36. Liberty University 101
  37. 37. Public Speaking
  38. 38. US History
  39. 39. Duke Sample Elements
  40. 40. Questions: What did you like or dislike?
  41. 41. Bring It Together
  42. 42. What if every student had a tutor? • Adaptive learning systems mimic some subset of the teaching feedback loop. • Some aspects are easier to mimic faithfully than others. • Most adaptive software provides feedback to the teacher.
  43. 43. We are in the midst of an inflection point in higher education driven by mainstream adoption, different platform designs, and moving beyond the digitization of traditional classroom
  44. 44. Phil Hill: Web Site: e-Literate Blog: