Online learning is on the rise as universities look to reduce cost and scale their offerings (Stacey, 2013). Another trend is that some instructors have shifted to a “blended approach” which mixes brick and mortar university teaching with supplemental online lectures (Horn, 2013). While e-learning can follow a more structured approach where students embark on a fully-curated e-learning journey, online video portals can simply offer a la carte lectures that supplement in class learning. Khan Academy is an example of an online portal that has made learning accessible to anyone on a per-lecture basis (Khan, 2012). Online learning allows students on-demand access to information, but direct and real-time feedback was previously a barrier to gage student engagement and understanding (Pappas, 2016). Instructors now have access to web analytics which offer an in-depth look into students’ viewing habits. Online viewing data has the potential to be implemented and interpreted as feedback in teaching and course offering, as in a design cycle, this feedback can be used as an input in the next iteration of the online course design. For this paper, we will complete a literature review of the techniques researchers have used to analyze online and e-learning watch data and propose a novel framework for online course design using this feedback data that addresses a number of the CDIO Standards (“THE CDIO STANDARDS v 2.0,” 2010), including: (2) How online assessment and feedback can be used to evaluate learning progression; (3) Suggest pathways for integration of multiple online courses; (7) Integrate personal and interpersonal skills, products, processes and system building into the assessment framework; (8) Examine how experiential learning has previously been integrated with online learning, and examine potential ways to expand on this; (10) Demonstrate how enhanced feedback pathways will enhance faculty competence and student learning experience; (12) Findings can be taken into account for further iterations of courses, which results in stronger programs.
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Proceedings of the 13th International CDIO Conference in Calgary, Canada, June 18-22 2017