April 26, 2018

The current madness in online learning: case no. 2

Keith Devlin, Stanford University, who offers a MOOC on mathematical thinking. Is there a bias of white male presenters in MOOCs?

Baker, R. et al. (2018) Bias in Online Classes: Evidence from a Field Experiment, Stanford CA: Stanford Center for Education Policy Analysis, CEPA Working Paper  No. 18-03

Yesterday I ranted at the high costs in the UK of online programs aimed at part-time, working people. Today, I want to look at a recent study from researchers at Stanford University reporting racial bias in online discussion forums.

First let’s report the facts: what did the researchers say? (Please read the report for yourself if you are uncomfortable with my comments about their conclusions).

Main finding

They report:

this study provides what we believe is the first evidence of the possible presence of racial and gender biases among students and instructors in online courses. 

First, it provides novel and fundamentally important insights into a rapidly proliferating type of learning environment. In 2013, 25 percent of all postsecondary students took some or all of their courses online. This fact has equity implications given that students enrolling in less selective colleges make up a larger fraction of the online student body online. Even in K-12 education, more than 300,000 students exclusively attend online schools, with as many as 5 million students having taken at least one online course….

Because our study relies on fictive student identities, it cleanly isolates behavioral effects due to instructors and unequivocally rules out mechanisms related to student reactions to a particular instructor.

…a comment from a White male is a statistically significant 5.8 percentage points more likely to receive a response from an instructor than non-White male students. The magnitude of this effect is striking. Given the instructor reply rate of 6.2 percent for non-White male posters, the White male effect represents an 94 percent increase in the likelihood of instructor response.

This is a pretty damning criticism of online learning. How did they come to this conclusion?

Methodology

We tested for the presence of racial and gender biases in these settings by creating fictional student identities with racial- and gender-connotative names, having these fictional students place randomly assigned comments in the discussion forums, and observing the engagement of other students and instructors with these comments.

We situated our study within 124 Massive Open Online Courses…..Critically, we also believe there is credible external validity to conducting this study within MOOCs because their basic design features (e.g., asynchronous engagement, recorded lectures, discussion forums) and their postsecondary content are widely used in other online courses.

Using fictive student identities, we placed eight discussion-forum comments in each of the 124 MOOCs. Within each course, eight student accounts were used to place one comment each. The eight student accounts each had a name that was connotative of a specific race and gender (i.e., White, Black, Indian, Chinese, each by gender); each race-gender combination was used once per class…..By observing the responses to our comments by instructors and by students in the course, we can identify any difference in the number of responses received by our student accounts that were assigned different race and gender identities.

Fifty eight percent of the courses in our sample were taught by either one White male instructor or a teaching team of exclusively White men….White students were 5.9 percentage points more likely than non-White students to respond to one of our comments when that comment was assigned a White name….We find that White women were over 10 percentage points more likely to respond to a post with a White female name than non-White women.

My comments

This study has received a lot of attention, being reported in many different outlets. The main reporting suggests that discussions in online learning are strongly biased, with more attention being paid to white male students by instructors, and white female students more likely to correspond with or respond to other white females.

I don’t dispute these findings, as far as they apply to the 124 MOOCs that the researchers studied.

Where the madness comes in is then generalising this to all online courses. This is like finding that members of drug gangs in Mexico are likely to kill each other so the probability of death by gunfire is the same for all Mexicans.

MOOCs are one specific type of online learning, offered mainly by elitist institutions with predominantly white male faculty delivering the MOOCs.

Furthermore, the instructor:student ratio in MOOCs is far higher than in credit-based online learning, which still remains the main form of online learning, despite the nonsense spouted by Stanford, MIT and Harvard about MOOCs. In an edX or Coursera MOOC, with very many students, it is impossible for an instructor to respond to every student. Some form of selection has to take place.

In most credit-based online courses, discussion forums are much more tightly managed by instructors. Many using best practices try to ensure that all students in their online discussion forum are as fully engaged as possible in the discussions. This is just not possible for an instructor to ensure in very large MOOC discussions forums. Also to imply that their findings will also apply to k-12 online courses is even more ridiculous. Their statement that the basic design features of MOOCs are widely used in other online courses is just not correct.

So yes, because of the very nature of most MOOCs, I am not surprised to find racial and gender bias in the discussions forums. I am sure that if one looked closely enough, one would probably find some instructors in credit-based online courses show either conscious or unconscious bias, but I would need to see evidence drawn from this context, not from a completely different context such as MOOCs.

Once again, we see faculty from Stanford assuming that MOOCs are the standard for online learning, when all along they have been a mutant, and so it is not surprising to find mutant behaviour in them.

What I would like to see in online learning in 2018: 1: a theory of classroom affordances

Prediction is difficult, especially about the future, so I won’t waste your time in suggesting what technologies are likely to take off in 2018. Instead, I’d rather focus on what I would like to see happen in 2018.

A research-based theory of classroom affordances

a. The challenge

With more and more teaching and learning occurring online, every instructor is now faced with the question: what is best done face-to-face and what is best done online? From a student’s point of view, what can the institution offer educationally on campus that they cannot get online? I am suggesting that we do not yet have a sufficiently powerful research-based theory that can realistically answer these questions.

b. What we know

Those of us working in online learning are well aware of the assumption made by many instructors that the classroom experience is inherently superior to any form of online learning. We are also aware of how often this assumption has proved wrong, with for instance student-student and student-instructor interactions online often being just as or more effective than in classrooms.

With the development of video, simulations, games-based learning and remote labs, even forms of experiential learning such as scientific and engineering experiments, manual operations and familiarity with tools can be developed as effectively online as in labs, workshops or classrooms. 

However, the differences between the effectiveness of online learning and face-to-face learning usually are dependent as much on the context or the circumstances of learning as on inherent qualities of what is to be taught or the medium of teaching. It is clear there are some circumstances where we now know online learning is preferable to face-to-face teaching (e.g. where learners have difficulty accessing physical classrooms, either because they are working or because it means a two hour commute) and where face-to-face teaching is more practical than online learning (e.g. where students need to handle and use heavy equipment). 

c. The need for a theory – and research questions

Nevertheless, there are other circumstances where either it doesn’t matter in terms of learning effectiveness whether it is done face-to-face or online, or where indeed there are significant differences in certain circumstances, but we don’t yet know what these are because we have not tested or challenged them.

So we need research-based evidence that can answer the following research question:

Under what conditions and for what purposes is it better to learn in a face-to-face context rather than online? And when and how should they be used to complement each other when both are readily available?

Can we produce a theory from such evidence that would enable a set of rules or criteria that instructors could use to make such a decision? What research would be needed to develop or test such a theory?

d. Is there no current theory we could use or build on?

There are plenty of theories of how learning best takes place¹, plenty of theories that are used to support best practices in face-to-face teaching², and similarly a few theories that suggest best practices in online learning and teaching³. What we don’t have is theory about the differences (if any) between face-to-face and online learning in specific circumstances or conditions, backed by reliable research evidence, when both are available in practice.

One potentially promising line of enquiry could be built around the research on the pedagogical affordances of different media: what kinds of learning can specific media support or help develop? If we treat face-to-face teaching as a medium, what are its pedagogical affordances: what can it do better than other media? (see Norman, 1988 and Chapter 7 of Teaching in a Digital Age)

However, the issue in deciding what to do online or face-to-face is usually not only pedagogical but as much to do with cost, instructor convenience, and a lack of imagination of how things could be done differently. Also the context is critically important. An effective theory will need to incorporate all these factors.

Note that most research on differences between online learning and face-to-face teaching at a meta level results in no significant differences overall. The factors or conditions that lead to differences often cancel each other out and are ‘controlled’ or eliminated from the studies to ensure ‘comparability.’ Thus – surprise, surprise – good quality online learning could be better than poor quality face-to-face teaching, and vice versa. Thus the conditions in which each is used is essential for evaluating their effectiveness. Furthermore these meta studies are looking at replacing face-to-face teaching with online learning or more recently blended learning, not at what the unique teaching characteristics of each mode may be, and in what conditions.

However it is precisely these ‘conditions’ that we should be researching to answer the research questions outlined above. When does online learning work better than face-to-face teaching and vice-versa? In other words, do not assume that it does not matter whether we teach online or face-to-face because the research shows no statistical differences, but instead let’s focus on identifying those specific conditions that actually do lead to significant differences, especially when both are equally available to instructors and students.

e. What about the SECTIONS model?

The SECTIONS model I have proposed in my open, online textbook, Teaching in a Digital Age, provides a set of questions that instructors should ask before finalising decisions on the choice of a particular medium or technology for teaching, partly based on their pedagogical affordances (T for Teaching and I for Interaction) but also on other factors such as student access, costs, and security. If we think of face-to-face teaching as just another teaching medium, could not the SECTIONS model be applied to answering the research questions in 1. c above? 

This could be one starting point perhaps for such a theory, but it will need much more research to test and validate it. In Chapter 7, I looked at all media except face-to-face teaching, because I was unaware of relevant research that could identify the unique features of face-to-face teaching when online learning could also be used.

Furthermore, face-to-face teaching is not monolithic, but can vary enormously – as can other media – and also can incorporate other media, so probably more research is needed to establish the conditions where face-to-face teaching is superior. 

f. What about Teaching in a Digital Age?

If you have read my online open textbook, you might think that this provides a theoretical basis for choosing between face-to-face and online learning. Certainly it does discuss a number of different educational theories and looks at several different teaching methods. It also suggests guidelines based on research and best practices for choosing between different modes of delivery and different media (except face-to-face teaching as a medium).

But the book is not written as a particular theory of teaching and does not provide enough theory to identify what to do regarding the ‘either online or face-to-face when I can use both’ decision within a specific teaching context. It is more a set of guidelines derived from existing theory and best practice. Someone else needs to move this work further.

g. Next steps

  1. Acknowledge and have recognized the significance of the research questions. This is an extremely important issue for research in education. We know from the National Survey of Online and Distance Learning in Canadian Post-secondary Education that the move to blended and hybrid learning is growing rapidly. Every instructor will soon face the question of what should be done in class and what online, but we have few answers at the moment that go beyond beliefs or prejudice;
  2. build these research questions into doctoral programs in education, so we have a growing body of evidence on the research questions and students and supervisors thinking about the issue and developing hypotheses and research evidence to support them;
  3. develop a national program of research into this issue so that there is a significant mass of study and research that will likely lead to some practical and useful answers in different subject domains.

I should make it clear I have no intention or wish to lead this research because I am trying to reduce my work commitments as I grow older. It is my privilege to pose such questions but not my responsibility to answer them! I just hope though someone else will pick up the gauntlet I have thrown down.

Over to you

This is meant as a ‘thought piece’ to stimulate thinking around a particular issue that I think is important. However, you may have different views on this that I hope you will share, in particular:

  1. Is this really an important issue? Do we really need research on this? Why not let instructors experiment and find out what works best for them without the need for any formal research?
  2. Is the question: ‘What should be done online and what face-to-face under what conditions?’ a question suitable for research? Are there other, better questions that should be asked?
  3. What existing theories could help with this question? Do we need yet another theory – or just a few more hypotheses that can be tested within existing theoretical frameworks? If so which one(s)?

Footnotes

¹ See, for instance, Chapter 2, Teaching in a Digital Age

²See for instance, Chapter 3, Teaching in a Digital Age

³ See for instance Chapter 4, Teaching in a Digital Age

References

Norman, Donald (1988). The Design of Everyday Things. New York: Basic BooksISBN 978-0-465-06710-7.

Are you ready for blended learning?

changing-teaching-methods-2

I’ve just come back from visiting two universities in central Canada and I have also been getting feedback from pilot institutions on the questionnaire we are developing for a survey of online learning in Canada. Although I do not want to anticipate the results of the survey, some things are already becoming clear, especially about blended learning.

Definition

First of course there is the question of definition. What actually is blended learning? It clearly means different things to different people. I have tried to describe it as on a continuum of educational delivery (see graphic below):

From Chapter 9.1.2, Teaching in a Digital Age

From Chapter 9.1.2, Teaching in a Digital Age

Blended learning can be seen as

  • nothing more than Powerpoint slides in a classroom lecture,
  • extra homework online after a face-to-face class,
  • a ‘flipped’ classroom where the lecture is recorded and available online, and the class time is used for discussion and questions about the video
  • a totally re-designed course, where careful choices have been made about what is done online and what in class (hybrid).

When there are so many different meanings for the same phrase, it becomes somewhat meaningless. For this reason, one recommendation made to us most strongly was that in our survey blended should be counted only when there is a deliberate replacement of face-to-face time with online learning. At least that should be measurable. But what if, in a flipped class, the lecture time is merely replaced with a face-to-face seminar, with the lecture online? Same amount of face-to-face teaching but an increased workload for the student.

It’s not about quantity; it’s about quality

If we take the broad definition to include all or most of the points above, we can certainly make one fairly confident prediction. Nearly all post-secondary teaching, at least in North America, will be blended. In other words, almost all teaching will be either fully online, or a mix of classroom and online activities, if it is not already. Even in the most traditional lecture-based physics courses, for instance, students are likely to have online exercises to do associated with the course set book.

In fact we’ve been told in some of the feedback on the survey questionnaire that blended learning is already the norm in most Canadian post-secondary institutions. This may or may not be true – hopefully the survey will reject or confirm this assumption – but that seems to be the perception of many of those closest to the action. The issue then is not will blended learning become the norm, but how quickly, and my guess is that nearly all courses in Canadian post-secondary institutions will be online or blended within the next five years.

The key question then is not whether or not blended learning will be the norm, but will it be done well or badly? It is this question that keeps me awake at night, because there is no guarantee that classroom instructors drifting into blended learning know anything about the best practices for online teaching, or indeed whether these best practices will migrate successfully to the many different forms of blended learning that will emerge.

What do we do on campus when students can learn most things online?

One reason I lie awake at night is because we have no evidence-based research or theory that can guide instructors on this question. We certainly have a lot of opinions about what can best be taught online and what face-to-face, and we certainly have a lot of good research and theory, and best practice, about how to teach effectively fully online.

Indeed, it is the on-campus activities that are less well defined when students can study online. Or to put it more bluntly, what can we offer students on campus that makes it worth their time to get out of bed and on the bus on a cold and frosty morning that they can’t get by staying home and studying online? What is the added value of the campus or the classroom?

The answer to this question of course will vary from subject to subject. An experienced instructor will maybe intuitively work this out for herself, but there is a lot of scope for getting it wrong as well. I don’t want to under-rate instructor intuition, but theory and research on this question is desperately needed, at least to offset guessing and ‘I know best’ attitudes. Indeed, for far too long, many on-campus instructors have incorrectly assumed that certain teaching or learning activities can only be done well on campus when in fact we have found they can be done just as well or better online. In the future, if not at present, even laboratory work may be done as well online through the use of remote labs, online simulations and/or augmented reality.

So what guidelines or framework can we offer instructors in making these decisions? I have suggested in Chapter 9 of Teaching in a Digital Age four criteria and a simple process for making a decision about the mode of delivery but I am more aware than anybody how fragile and tentative this is without it being backed by theory and research. It is also one thing to decide to do a blended class rather than a face-to-face class, but quite another to decide what should best be done in each of the different modes of delivery.

Why get on the bus when you can study online?

Why get on the bus when you can study online?

Organizational issues

Another factor which unfortunately is often the first issue that institutions try to determine when moving to blended learning is the organizational structure for the learning support units, such as those housing instructional designers, web and media developers, and technical support for LMSs, etc. For many institutions, it is recognized that mainline, on-campus faculty will need substantial learning technology and instructional design support if they are to move to blended learning, but the problem is perceived as having the support in the wrong places.

In many North American universities, this support is often concentrated in Continuing Studies, because, historically, this is the unit that has supported distance and fully online learning. Now that support is needed for on-campus activities. However, the units supporting fully online courses and programs are usually themselves over-stretched, just managing the fully online courses.

Although it is important eventually to align support to where it is most needed, the problem should not be seen as an organizational issue but as a resource issue: there is just not enough existing resources going into academic support to cope with an expansion into blended learning.

The scaling issue

This is the main reason for my lying awake at night. Institutions are already spending a good deal to support just the fully online courses or programs. We have good models here based on instructional designers and media specialists working in a team with instructors in developing fully online courses. This way, the special design requirements for students studying off campus can be met.

However, at the moment, fully online courses constitute somewhere around 10-15% of all the credit-based teaching in North American universities. What happens when we go to 85% or more of the teaching being blended? The current learning technology support model just won’t be able to handle this expansion, certainly not at the rate that it is being predicted. However, without a design strategy for blended learning, and adequate support for faculty and instructors, it is almost certain that the quality will be poor, and it is certain that all the potential benefits of blended learning for transforming the quality of teaching will not be achieved.

Trying to extend the support system from fully online to blended courses and programs will ultimately be unsustainable. Although support units will be essential to get blended learning successfully started, teaching activities must be economically sustainable, which means faculty and instructors will eventually need to become able to design and manage blended learning effectively without continuous and ongoing support from instructional designers and media producers. This will require a huge training and retraining effort for instructors.

Possible solutions

As always, identifying a challenge is much easier than resolving it. But here are some suggestions (please suggest others):

  • Develop an institutional strategy for teaching and learning. Give priority in terms of resources and support to those academic areas ready and wanting to move into innovative teaching, in whatever mode it takes.
  • Identify additional resources for a move to innovative teaching, in the form of extra instructional designers, media producers and release time for faculty for initial course design and development. (This is a good indicator of just how serious the institution is about changing teaching). This will provide a core of support to get things going in an effective manner.
  • Give priority to supporting innovative blended learning designs, where the course is re-designed with a clear rationale for what is being done online and what face-to-face.
  • In particular give priority to supporting academic programs that have a clear strategy for blended and online learning and how it will be delivered across the program
  • Encourage innovation in blended learning design, but ensure that it is properly evaluated and that there is a strategy, if the innovation is successful, for ensuring the design is more widely applied.
  • Don’t mess with successfully operating support units that already exist. If they were needed before for what they do, they are still needed for that. Set up new units to support the move to blended learning and locate them close to the academic departments where they will be needed. Build an institutional community of practice so that the different support units can learn from each other.
  • The most important suggestion of all: overhaul completely your faculty development and training. Start with an online or blended course on how to teach online or in a blended format. Make it mandatory for instructors getting institutional support for blended or online learning. Provide a teaching track for appointments, promotion and tenure to reward innovative teaching. Redesign the post-graduate experience to ensure that teaching methods and pedagogy are also covered as well as research expertise, and ensure a direct link between such courses and teaching appointments. Provide badges, certificates or post-graduate diplomas or degrees for instructors who can demonstrate they have taken courses on teaching in post-secondary education.
  • Give research into blended learning a high priority in the SSHRC; this is going to be the norm and we need to know what works and what doesn’t. In particular we need some good theory on the pedagogical differences between online and classroom teaching – not comparative research about which is best, but what each is uniquely suitable for within a particular subject discipline and teaching context.

Then you will be ready for blended learning.

Over to you

Do you share my concerns or am I just a nervous Nellie? Should we just leave everyone to work it out for themselves?

Alternatively, what do you think needs to be done to ensure that blended learning is introduced sustainably and with high quality?

Does your institution have a plan for dealing with the move to blended learning? Is it a good plan?

 

EDEN Research Workshop, October, 2016

The city of Olenburg Image: © Marcus Thielen, 2015

The city of Oldenburg
Image: © Marcus Thielen, 2015

What: Forging New Pathways of research and innovation in open and distance learning: reaching from the roots

The Ninth EDEN Research Workshop in Oldenburg, Germany, will bring together researchers from all walks of life and provide a platform for engaging in discussion and debate, exchanging research ideas, and presenting new developments in ODL, with the goal of creating dialogues and forming opportunities for research collaboration.

Workshop Themes:

  • emerging distance education systems and theories
  • management and organizational models and approaches
  • evolving practices in technology-enhanced learning and teaching

Keynotes:

  • Olaf Zawacki-Richter, Carl von Ossietzki University, Oldenburg
  • Inge de Waard, The Open University, UK
  • Adnan Qayyum, Penn State university, USA
  • Som Naidu, Monash University, Australia
  • Paul Prinsloo, University of South Africa
  • George Veletsianos, Royal Roads University, Canada
  • Isa Jahnke, University of Missouri, USA

Types of sessions:

  • paper presentations
  • hands-on workshops
  • posters
  • demonstrations
  • ‘synergy’ sessions (to share and discuss EU projects)
  • training sessions

Where: Carl von Ossietzki University, Oldenburg, Germany. Oldenburg is a charming city in north east Germany between Bremen and Groningen.

When: 4-7 October, 2016

Who: The European Distance and e-Learning Network and the Centre for Distance Education, Carl von Ossietzki University. The university is a partner with the University of Maryland University College in offering a fully online Master in Distance Education and e-Learning, which has been running for many years. The Centre for Distance Education has published 15 books on distance education and e-learning in its ASF series.

How: Registration opens mid-August. For more details on registration, fees and accommodation go to the conference web site

Comment: EDEN Research Workshops are one of my favourite professional development activities. They bring together online learning researchers from all over Europe, and it is a remarkably efficient way to keep up to date not only with the latest research but also the technology trends in open and distance education that are getting serious attention. The conference is usually small (about 100-200 participants) and very well focused on practical aspects of research and practice in online learning and distance education.

 

Online learning for beginners: 2. Isn’t online learning worse than face-to-face teaching?

Distance education: anyone sitting more than 10 rows from the front

Distance learning: anyone sitting more than 10 rows from the front

The short answer to this question is: no, online learning is neither inherently worse – nor better – than face-to-face teaching; it all depends on the circumstances.

The research evidence

There have been thousands of studies comparing face-to-face teaching to teaching with a wide range of different technologies, such as televised lectures, computer-based learning, and online learning, or comparing face-to-face teaching with distance education.

With regard to online learning there have been several meta-studies. A meta-study combines the results of many ‘well-conducted scientific’ studies, usually studies that use the matched comparisons or quasi-experimental method (Means et al., 2011; Barnard et al., 2014). Nearly all such ‘well-conducted’ meta-studies find no or little significant difference in the modes of delivery, in terms of the effect on student learning or performance. For instance, Means et al. (2011), in a major meta-analysis of research on blended and online learning for the U.S. Department of Education, reported:

In recent experimental and quasi-experimental studies contrasting blends of online and face-to-face instruction with conventional face-to-face classes, blended instruction has been more effective, providing a rationale for the effort required to design and implement blended approaches. When used by itself, online learning appears to be as effective as conventional classroom instruction, but not more so.

However, the ‘no significant difference’ finding is often misinterpreted. If there is no difference, then why do online learning? I’m comfortable teaching face-to-face, so why should I change?

This is a misinterpretation of the findings, because there may indeed within any particular study be large differences between conditions (face-to-face vs online), but they cancel each other out over a wide range of studies, or because with matched comparisons you are looking at only very specific, strictly comparable conditions, that never exist in a real teaching context.

For instance the ‘base’ variable chosen is nearly always the traditional classroom. In order to make a ‘scientific’ comparison, the same learning objectives and same treatment (teaching) is applied to the comparative condition (online learning). This means using exactly the same kind of students, for instance, in both conditions. But what if (as is the case) online learning better suits non-traditional students, or will achieve better learning outcomes if the teaching is designed differently to suit the context of online learning?

Asking the right questions

Indeed, it is the variables or conditions for success that we should be examining, not just the technological delivery. In other words, we should be asking a question first posed by Wilbur Schramm as long ago as 1977:

What kinds of learning can different media best facilitate, and under what conditions?

In terms of making decisions then about mode of delivery, we should be asking, not which is the best method overall, but:

What are the most appropriate conditions for using face-to-face, blended or fully online learning respectively? 

So what are the conditions that best suit online learning?

There are a number of possible answers:

  • learners:
    • fully online learning best suits more mature, adult, lifelong learners who already have good independent learning skills and for work and family reasons don’t want to come on campus
    • blended learning or a mix of classroom and fully online courses best suits full time undergraduate students who are also working part-time to keep their debt down, and need the flexibility to do part of their studies online
    • ‘dependent’ learners who lack self-discipline or who don’t know how to manage their own learning probably will do better with face-to-face teaching; however independent learning is a skill that can be taught, so blended learning is a safe way to gradually introduce such students to more independent study methods
  • learning outcomes:
    • embedding technology within the teaching may better enable the development of certain ’21st century skills’, such as independent learning, confidence in using information technologies within a specific subject domain, and knowledge management
    • online learning may provide more time on task to enable more practice of skills, such as problem-solving in math
    • redesign of very large lecture classes, so that lectures are recorded and students come to class for discussion and questions, making the classes more interactive and hence improving learning outcomes

Even this is really putting the question round the wrong way. A better question is:

What are the challenges I am facing as an instructor (or my learners are facing as students) that could be better addressed through online learning? And what form of online learning will work best for my students?

Quality

However, the most important condition influencing the effectiveness of both face-to-face and online teaching is how well it is done. A badly designed and delivered face-to-face class will have worse learning outcomes than a well designed online course – and vice versa. Ensuring quality in online learning will be the topic of the last few blogs in this series.

Implications

  1. Don’t worry about the effectiveness of online learning. Under the right conditions, it works well.
  2. Start with the challenges you face. Keep an open mind when thinking about whether online learning might be a better solution than continuing in the same old way.
  3. If you think it might be a solution for some of your problems, start thinking about the necessary conditions for success. The next few blog posts should help you with this.

Follow up

Here is some suggested further reading on the effectiveness of online learning:

Up next

‘Aren’t MOOCs online learning?’ (to be posted later in the week July 18-22, 2016)

Comparing modes: horses for courses

Comparing modes: horses for courses