Confidence in the value of online learning has been growing at Georgia Tech. The introduction of the Canvas learning management system and the associated support it has been given have allowed more and more faculty to come to appreciate the value of using technology to support their instruction. Still, doubts remain among some faculty that online learning programs have value beyond merely being more convenient for students and instructors.
Erçetin, G., Lee, S., Kadel, R., Madden, A., & Gazi, Y. (2018, in press). How can learner analytics data inform language MOOC design? Conference Proceedings of the XIXth International CALL Conference, 4 July 2018, Bruges, Belgium.
Wingate, K., Kadel, R.S., & Madden, A.G. (2017). Utilizing a MOOC to Assess Student Understanding of Fundamental Principals in Combined Static Loading. Conference Proceedings of the American Society for Engineering Education, June 27, 2017, Columbus, Ohio.
The dynamics of higher education in America today are driving the demand for a new set of skills and capabilities for tomorrow’s leaders. Learn how the role of college president is being transformed, the reasons behind these changes, and what the future implications may be for universities.
Authored by Jeff Selingo, Sonny Chheng, and Cole Clark, this research is a collaboration between C21U and Deloitte's Center for Higher Education Excellence.
Ferri, B. H., Ferri, A.A., Majerich, D.M. and Amanda G. Madden.
(2016) Effects of in-class hands-on laboratories in a large enrollment, multiple section blended linear circuits course. Advances in Engineering Education 5, no. 3
The purpose of educational research is to better understand how people learn and improve student learning. Typically, this research asks what students think, such as “What is the percentage of students interested in taking courses online?” or assesses how a change in instruction affects learning, such as “Are online lectures are equally effective as face-to-face lectures?”. Your research methods will depend heavily on which of these two goals (or both) you are trying to accomplish and many other factors.
With an onslaught of many new technologies and new uses of technology in education to provide alternative methods for instructing students, many educators were left wondering when it is appropriate to use technology for instruction in higher education. A slew of research suggests the circumstances under which technology improves, maintains, or even hurts learning outcomes, but many of these studies compare the new method of instruction to a “traditional” method in which a lecturer talks at students during class time, holds office hours, and provides little additional support.
This paper describes a project where a MOOC (Massive Open Online Course) was developed in order to blend a Circuits and Electronics course taught to non-majors at Georgia Tech. The MOOC platform contains videos of all the course lectures, online homework, and quizzes. Over 400 students take this course on campus each term. Since these students were spread over eight to nine sections, consistency of coverage and of grading was a major motivation for inverting this course.
This study provides an empirical analysis of using online technologies and team problem solving sessions to shift an undergraduate fluid mechanics course from a traditional lecture format to a collaborative learning environment. Students were from three consecutive semesters of the same course taught by the same professor. Two treatment groups (Flipped, FlippedPlus) used different combinations of online technologies (Tegrity, WileyPlus, NetTexts).
The terms hybrid, blended, flipped, and inverted are inconsistently defined in the literature creating a barrier to efficient research on and implementations of these types of classes. This paper examines existing definitions of these new types of courses and uses those definitions to identify two dimensions critical to differentiating types of courses: how instruction is delivered to students and what type of instruction students receive. The paper then addresses how these dimensions were used to create a taxonomy that defines hybrid, blended, flipped, and inverted classrooms.