Online Learning Consortium Blended Learning Conference Summary

Adaptive Learning in Blended, Flipped and Online Environments

This session was a collaborative effort between the Gates Foundation and various institutions including Arizona State University. The Gates Foundation funded an initiative and research conducted by ASU regarding adaptive learning environments. Research focused on traditional undergraduate students taking no higher than 200 level courses. They developed multiple courses in an adaptive format. Developing a brand new course was time intensive and took about a year to create. They also adapted existing courses within a shorter timeframe. Students were grouped in a flipped environment where they were exposed to lower levels of Bloom’s Taxonomy before coming to class. This included reading assignments and watching videos. The learning management system was used as the course infrastructure and plugins within that system were used to make the learning more adaptive. An example was given by Rio Salado University who integrated an adaptive formative assessment tool. This tool was used to help students build towards higher levels of thinking under Bloom’s Taxonomy.

Collaborating with Faculty to Produce High Quality Instructional Design in Online and Hybrid Courses   

This discussion provided insight into how Concordia University is developing quality courses at their institution. The main goal of their process is preserving course quality and preserving the institution brand by ensuring quality standards are being met. To assist them in meeting this goal they have the support and backing from the deans of each respective school. The deans work with the program director to ensure the right faculty are put into place when developing an online course. Some criteria of a good course developer include someone who can develop original content, someone with good writing skills and someone who is comfortable with technology. Faculty are given timelines, due dates, and must sign a contract before beginning the course development process. The process includes a kickoff meeting, the designing of the syllabus, drafting the modules, and the design of the final course shell. They typically develop four to five courses within a four month time frame. To support faculty efforts, Concordia University has a training department that specifically support faculty needs. Trainings include pedagogy in practice, the use of the learning management system, and technology tools for teaching. The final product of this process is a master course. This course is taught once by the faculty developer to determine what adjustments need to be made. From there the schools work with individual faculty teaching sections of the course to see what can and will be adapted for each section. Consistent user experience and consistent content structure is a key piece to the course development process.

Using Analytics to Measure How Blended Models Impact Students’ Experiences with Learning

Institution analytics was a common theme of this conference and this session provided great examples of how schools are using this information to better serve learner needs. Lee College, for example, used analytics to define their students. This in turn helped them to develop their programs to better serve their student population. With a more non-traditional base of students Lee College created a weekend college. Utilizing a cohort model, each fall 100 students would begin an accelerated program of eight week courses. Programs included computer technology, welding, and business. The timeframe for completion was two years and the institution utilized student success coaches to assist students along the way. These coaches used analytics to track their students and intervene before students got into academic trouble. This tool was also used to define risk factors up front for each student in an effort to circumvent any issues down the road. This tool has helped with student success and retention.