Using Learning Analytics and Instructional Design to Inform, Find, and Scale Quality Online Learning

Abstract

How do we improve the perception and experience of online learning? In this chapter, we use the COVID-19 Pandemic teaching experience of the University of Maryland, Baltimore County (UMBC) as a case study in how institutions might leverage learning analytics and instructional design to inform, find and scale quality of the online learning experience and outcomes for both faculty and students. To do so, we offer a selected review of the research and practice about online learning quality generally (albeit before its largest implementation to date), followed by UMBC’s thought leadership in learning analytics that has helped create a foundation and culture of assessment. Then, using our Planning Instructional Variety in Online Teaching (PIVOT) initiative as a response to the Pandemic, we focus especially on outcomes assessment baked into the planning process to show the impact faculty training can have on the perception and reality of online learning quality. However, to bring about lasting change beyond an immediate crisis, we also need to change the culture. We need to win the hearts and minds of faculty by clearly showing the benefits of quality design and delivery of online education.