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Multimodal Models

December 29, 2022
Designing a successful multimodal course means, at each step of the process, considering what each format does well—structuring the course such that each piece of content, each activity, each interaction uses the most effective delivery method available. But what does that look like in practice? This piece describes three approaches to structuring a multimodal course. In each model, asynchronous and synchronous time complement one another and further module and course objectives. Where the models differ is in the relative importance of asynchronous activities in enabling students to complete synchronous activities and vice versa.

Six Strategies for Multimodal Content Delivery

November 02, 2022
If you’re developing a course with synchronous and asynchronous elements, you have a host of options for engaging students and delivering content. Research suggests that incorporating multiple modalities increases accessibility, engagement, and learning (Mick and Middlebrook, 2015; Margolis et al., 2017). With that said, it is important to be intentional about multimodal course design. Both synchronous and asynchronous methods of delivery are effective, but activities can be better suited to one or the other modality and synchronous time is often limited. Delivering selected content asynchronously can support students’ understanding of how information is organized and leave more time for interactivity in synchronous sessions.

Quizzes for the Multimodal Course

October 13, 2022
From trivia games to final exams, quizzing tools have a variety of uses for learning as well as assessment. Exams and quizzes have a particularly plentiful range of possibilities in a multimodal or hybrid course, where they can be administered synchronously or asynchronously. Research suggests that the presentation of a tool influences student behavior in response to the tool. In comparing two student discussion boards, one an ungraded discussion and one a graded replacement for a final exam, Cheng et al. (2013) found that students displayed more knowledge on the graded board, but more evidence of learning on the ungraded board. The students who participated in the study were more likely to grapple with new ideas when the stakes were low, but more eager to showcase topics they were confident about when their responses would have a greater impact on their grades. When considering quizzing tools, then, we recommend allowing your course goals to guide your usage.

Presentation Best Practices Guide

December 28, 2022
Many online courses focus on written communication skills, featuring discussion posts, papers, and case study reports among other assignments. However, oral communication and presentation skills are just as integral to students’ success, and, indeed, many employers list presenting as one of the most desirable skills for job candidates (Suhadi et al., 2021).

Group Work Best Practices Guide

December 28, 2022
Group work in online courses can facilitate student learning in unique ways. In particular, group assignments can provide students with opportunities to engage in authentic tasks and develop collaborative skills applicable to their future careers. Williams, Duray, and Reddy (2006) argue that team learning stimulates student thinking at the higher levels of Bloom’s taxonomy, including application, analysis, synthesis, and evaluation. Group projects can serve a variety of different purposes across a wide range of academic programs and subjects. Additionally, group projects can foster interaction and community building amongst students, which can be especially valuable in an asynchronous online classroom (Martin & Bolliger, 2018).

Case Study Best Practices Guide

October 07, 2022
Case studies are an effective and powerful pedagogical tool. They present realistic narratives to students and require them to analyze possible outcomes or solve a dilemma or challenge associated with the narrative, and they are often followed by a series of questions or prompts that ask students to demonstrate their learning. Case studies can be based on real-world situations or fictional scenarios modeled on authentic occurrences. Regardless of the source and format, case studies provide students an opportunity to practice solving problems that they might encounter in the future.

Inheriting an Online Course

January 24, 2024
Over the course of your teaching career, you may inherit an online course developed by another faculty member. While such a situation can offer many advantages, it can also provoke many questions and pose significant challenges. Inheriting a complete course with materials and assessments already in place can simplify and streamline some aspects of instruction, but it can be difficult to identify where to start and what to prioritize as you begin engaging with the course. This blog outlines a four-phase process that can lead to a successful transition.

Data-Driven Insights for More Engaging Videos

December 02, 2022
Whether designing a fully asynchronous course or a hybrid/blended learning experience, you’re likely thinking about recording a video to explain an idea, tell a story, or demonstrate a skill. And, in many situations, you should (see the Envision piece Video Planning: To Record or Not to Record? if you are wondering whether video is appropriate for your unique situation). Most research shows that online students enjoy learning from video and that it can be an effective way to deliver content. Students often appreciate the opportunity to review material at their own pace and to pause, rewind, and rewatch content as needed (Boateng et. al. 2016; Brame 2016).

Video Planning: To Record or Not to Record?

November 07, 2022
For many people, “online learning” conjures images of successive videos, shot in a studio or perhaps on location, featuring high production value and expert, polished speakers, interspersed with short quizzes or activities. Indeed, strongholds such as MasterClass, LinkedIn Learning, and Coursera have mastered this formula and led many to believe that it is the recipe for success. While the economic success of these companies is undeniable, the effectiveness of an online course is measured by student success. When done well, video can have a positive impact on student learning (Clark & Mayer, 2011). Rather than designing your course according to the economic model, follow the evidence and research-based principles of visual communication, cognitive science, and online learning to decide when and how to create instructional videos. Through careful consideration of your learners, your objectives, your constraints, and the following best practices, you can spend your time and resources creating only the most essential videos. For a visual aid that accompanies this article, see the Video Planning Decision Tree.

Data-Centric Recommendations for Video Engagement

October 30, 2024
Incorporating prerecorded videos and animations into online learning experiences allows students the opportunity to access content at any time after the material is delivered. The inclusion of video and animation in online learning is now ubiquitous. To promote engagement, it is imperative that such content be delivered to learners clearly and effectively.