Interactive Online Lessons Using Articulate Storyline

Transcription

1 Interactive Online Lessons Using Articulate Storyline Elizabeth Miller The Ohio State University Joint work with Jason Miller and Carolyn Johns

2 Hybrid and Online Math Courses at OSU Courses Involved: Calculus I Calculus II Excursions in Modern Mathematics Hybrid Classes: Online Interactive Lessons instead of large lectures In-person recitations Online Classes Part of OSU Online General Education Courses Initiative Online Interactive Lessons instead of large lectures Online Recitations using Adobe Connect The development of these courses involved a large team of people and a grant from the OSU Office of Distance Education and elearning.

3 Online Lessons How do we get students to watch them? Can we use assessments to give students instantaneous feedback about whether they understand what they are learning? help students personalize their learning? prepare instructors for recitation?

4 Articulate Storyline SCORM program = ties to LMS gradebook Works like PowerPoint Branching, Videos, and Assessments Automatically shown in Flash, HTML5, or ipad app depending on student device

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15 Results so Far Numbers suggest that students spent more time with lecture materials than in a traditional class. (AU13 data) On average, online graded lessons were watched by 81.5% of students Students received a score of 95.6% on average. Students spent 1 hour and 11 minutes, on average, on each lesson, which is longer than a traditional 55 minute lecture. Review lessons were watched by 32% of students on average. Students, on average, did about the same as the traditional lectures, despite reduction of contact hours from 5 to 2. Final exam median and average 8 th out of 12 lectures. (AU13 data) Over 20,000 views of online lessons by people outside the course (AU14)

16 Student Opinion (Calculus I - AU14)

17 Student Comments Very convenient. I can pause if I miss something and I can repeatedly watch lessons. "I loved the online lessons. They did a great job explaining things that I didn't understand." I was able to do the lessons when they fit my personal schedule. I could also take as much time as I needed and revisit sections I found challenging. I liked that I could take notes at my own pace and that I could always refer back to them. The online lessons were not bad by any means, but I lacked focus sometimes and was not as attentive as I normally am in an in-person lecture. What I did like however, is they were clear to follow and I could work at my own speed as sometimes professors go too fast during in-person lectures. "only if I missed lecture, they were good." "I used, very important. I wish this Online lessons should also be available for math 1172 and above." "I really liked the online lectures. It was nice to be able to rewatch things I didn't understand and also to be able to watch the lessons when it was convenient for me." "They were very helpful, more helpful than the in class lectures"

18 Conclusions Many students expressed appreciation for the flexibility of the hybrid course, including: student athletes students who work full time students with course scheduling conflicts students with children and families students on regional campuses high school students. Saves scarce lecture hall space for large lectures Hybrid Course academic results equivalent to an average lecturer in a medium to large lecture. Hybrid Course works very well for some students and not as well for others. Motivation is an issue. Flat grade distribution. More research is needed in advising who should take the course this way Online lessons are a terrific resource for students in traditional sections!!!

19 Thank you! Elizabeth Miller The Ohio State University