Ever wondered what would happen if your learners binged course content like they binge content from streaming video services? Join us to learn how Strayer University is blending the principles behind binge-watching with research-based instructional design practices to create episodic content that keeps online learners coming back for more!
OUTCOMES
Upon completion of this session, participants will be able to:
- Describe Strayer Studios’ story-driven approach to course design;
- State the instructional benefits and potential challenges of creating episodic academic content;
- Identify opportunities for infusing episodic academic content (stories) into blended and online courses to maximize learning.
INTRODUCTION
Online education continues to develop as a flexible, in-demand learning option, particularly for students whose needs do not align with traditional education models. According to Babson Survey Research Group (2018), enrollments in online higher education increased for the fourteenth consecutive year in 2016 with over 31% of all higher education learners taking at least one online course. As demand increases and technology evolves, educators must abandon traditional assumptions about teaching and learning and reimagine education in the 21st century.
Curricula and instructional models have not kept pace with the digital space, leading to poor academic performance and low course completion rates for online learners. A recent study published by the Brookings Institute (Bettinger & Loeb, 2017) reports that in comparison to students taking in-person courses only, students in online courses perform “substantially worse,” are more likely to struggle in future courses, and are at greater risk of not persisting. The issue, however, is not the online environment, but rather the application of traditional models to the design of online learning experiences.
Strayer University set out to unlock the door to online student success. Through an in-depth analysis of how faculty and students interact with online content and the types of interactions that result in student success, we identified the key to successful online academic performance: student engagement with course content. We’re reimagining education to increase student engagement by creating binge-worthy academic content.
SESSION OVERVIEW
During this educate and reflect session, we will use the 5E instructional model (Bybee, 1997) to guide participants on the Strayer Studios journey to combine binge-watching with research-based instructional design practices to create academic content that keeps learners coming back for more!
- ENGAGE- We begin with an introductory video and poll activity that draws participants into the session while also assessing prior understanding of episodic, story-driven course design.
- EXPLORE- Participants learn the origin of Strayer Studios while developing a fundamental awareness of how to combine the principles of binge-watching and research-based instructional design to increase student engagement with course content.
- EXPLAIN- We guide participants through a deeper exploration of episodic, story-driven course design by illustrating terminology and explaining key concepts of our approach.
- ELABORATE- Using audience response tools and open-ended prompts, we ask participants to reflect on what they have learned and identify opportunities for infusing episodic academic content (stories) into their own contexts.
- EVALUATE- We share preliminary findings from our implementation of an episodic, story-driven approach and check for understanding via audience Q&A.
Bettinger, E., & Loeb, S. (2017). Promises and pitfalls of online education. Evidence Speaks Reports, 15(2). Retrieved from https://www.brookings.edu/wp-content/uploads/2017/06/ccf_20170609_loeb_evidence_speaks1.pdf
Bybee, R. W. (1997). Achieving scientific literacy: From purposes to practices. Portsmouth, NH: Heinemann.
Seaman, J.E., Allen, E., & Seaman, J. (2018). Grade increase: Tracking distance education in the United States. Wellesley, MA: The Babson Survey Research Group.