Online Learning's Pinocchio Problem: Redefining Educational Authentici

OLC ACCELERATE 2024

Redefining Educational Authneticity in the Digital Age

Online Learning's Pinocchio Problem

What we're talking about today

7. Questions, Comments, Concerns, and Reactions

6. How Do We Build Now

5. "Real" Learning

4. Pandemic Disruption

3. Why This Matters

2. The Pinocchio Problem

1. Get Acquainted

Florida International University.

8th largest University by enrollment500+ QM Courses#1 Degrees to Hispanic students80+ IDs and Course Developers

Faculty Fellow

Associate Director of Instructional Learning Technology

MaikelRight

one that begets or brings forth offspring a person who brings up and cares for another

You'll understand when you're a REAL parent

to gain knowledge or understanding of or skill in by study, instruction, or experience.

Yeah but it's an "online" class/degree/etc.

- Online Learning's Pinocchio Problem Defined

Online learning continues to grapple with a persistent question: can “real” learning truly happen in a virtual environment? This struggle stems from a deep-rooted perception that face-to-face instruction is the gold standard, often leading educators to measure the value of online learning against the benchmarks of traditional classrooms.

- Online Learning's Pinocchio Problem Defined

In an effort to legitimize online education, many seek to replicate in-person strategies and outcomes, inadvertently overlooking the unique strengths and potential of the digital learning space. This identity crisis limits the recognition of online learning as a distinct and impactful modality, capable of redefining accessibility, engagement, and the way we experience education.

to gain knowledge or understanding of or skill in by study, instruction, or experience.

Yeah but it's an "online" class/degree/etc.

VS

When You Could've Said

Maybe You've Said

"Online learning fosters independence and supports all learners to succeed." "Online learning offers robust solutions for all levels, from basics to advanced." "Our online courses create experiences that go beyond traditional classrooms." "Online learning makes education accessible to everyone, everywhere."

"Online learning works best for self-motivated students." "Online classes are great for covering the basics." "We’ve tried to replicate the classroom experience as much as possible online." "It's a great alternative for people who can't attend in-person classes."

Confident faculty members are more likely to implement effective teaching practices, engage students, and provide better-structured learning opportunities

Online learning improves employee performance by 15-25% and can increase student and employee retention by up to 50%

Traditional university enrollment has dropped by an average of 3%, while online universities have seen an 11% increase in digital enrollment

Building Faculty and Leadership Confidence

Workforce Interest and Disruption

Legitimacy Drives Investment

Online Learning's Pinocchio Problem impacts how online education is perceived, implemented, and valued

Why the Pinnochio Problem Matters

People now know who instructional designers are Faculty reported more skills and knowledge of online pedagogy and ed tech Faculty with less online experience perceived a greater negative effect of the pandemic on their teaching performance and showed less interest in future online teaching. After experiencing online learning, a majority of students (65% in one survey) expressed a preference for in-person classes.

"We basically have to teach ourselves. It's like paying tuition to watch YouTube videos."

to gain knowledge or understanding of or skill in by study, instruction, or experience.

Yeah but it's an "online" class/degree/etc.

Research inspired by book The Anxious Generationby Jonathan Haidt

Constant notifications and quick interactions train users for brief engagements rather than sustained focus.

Fragmented Attention and Reduced Focus

03

Digital platforms often emphasize superficial qualities, intensifying the pressure to appear “perfect” and exacerbating stress.

Increased Anxiety and Social Comparison

02

While technology allows for more frequent interaction, it doesn’t necessarily lead to meaningful connection.

Reduced Depth and Quality of Social Connections

01

Online is NOT face to face

to gain knowledge or understanding of or skill in by study, instruction, or experience.

Yeah but it's an "online" class/major/etc.

In traditional classes, feedback may be limited to periodic assessments because of prescence

Infrequent Feedback Cycles

Traditional group work relies on real-time interactions and our grading, especially, rubrics echo this

In-Person Group Work Dynamics

Lengthy lectures may hold students' attention due to the physical presence of the instructor

Limited Instructor Presence

Traditional teaching may rely heavily on in-person interactions with limited technological integration.

Minimal Use of Technology

Face-to-face courses often follow strict schedules to promote engagement and accountability.

Rigid Scheduling and Lack of Flexibility

Extended Lectures Without Interaction

Face to Face answers for online learners

In physical classrooms, the instructor's presence is naturally felt, whether one is engaging or not

- Online Learning's Pinocchio Problem Defined

In an effort to legitimize online education, many seek to replicate in-person strategies and outcomes, inadvertently overlooking the unique strengths and potential of the digital learning space. This identity crisis limits the recognition of online learning as a distinct and impactful modality, capable of redefining accessibility, engagement, and the way we experience education.

Online Learners Most Common Complaints

5. Lack of Real-Time Interaction

4. Technical Issues and Accessibility

3. Limited Feedback and Support

2. Overemphasis on Discussion Boards

1. Perception of 'Busy Work'

- Online Learning's Pinocchio Problem Defined

In an effort to legitimize online education, many seek to replicate in-person strategies and outcomes, inadvertently overlooking the unique strengths and potential of the digital learning space. This identity crisis limits the recognition of online learning as a distinct and impactful modality, capable of redefining accessibility, engagement, and the way we experience education.

Shrinking Enrollment

04

Students from different backgrounds can collaborate without geographical limitations.

Different does not always mean less than.

Artificial Intelligence

03

Wicked Problems

02

The "New" Normal

01

Online Learning: Excelling Where Face-to-Face Falls Short

Flexibility and accessibility for learners with diverse schedules or physical challenges.

Asynchronous engagement, allowing students to reflect and respond thoughtfully rather than on the spot.

Personalized learning pathways, supported by adaptive technologies and the platforms that host them.

Reflective and Metacognitive Responses: Focuses on students’ reflections on their learning processes, encouraging a deeper self-awareness of their growth and challenges.

Response Quality and Depth: Evaluates the quality of student contributions, showing thoughtfulness and engagement with course materials and peers.

Self-Paced Progress: Measures student progress in completing self-paced modules, illustrating the learner’s autonomy and consistency.

Collaborative Interaction Quality: Assesses engagement in group projects, peer feedback, and interactive simulations, highlighting cooperative learning skills.

Active Participation Rate: Tracks student interaction in forums, video responses, and other asynchronous activities, measuring engagement beyond simple attendance.

5 Metrics for Online Learning Evaluation

Feel free to reach out to me through email at mright@fiu.edu or through LinkedIn

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Any Questions?

Anecdote: Imagine you’re in an online course where weekly discussion posts are a core part of participation. Every week, you see classmates sharing impressive, thoughtful posts with rich multimedia—images, videos, perfect formatting. You start to feel pressured, thinking, “Are my posts as good as theirs?” Over time, it becomes more about trying to match the appearance and “quality” of others’ posts rather than focusing on learning. In a face-to-face setting, casual chats and real-time feedback might reduce this pressure, allowing students to share ideas without constant comparison. Tangible Application: To alleviate this anxiety in online learning, courses could allow for more flexible and varied forms of participation, like voice notes, informal video responses, or optional collaborative posts where students work together instead of comparing individual posts. Instructors could also offer private, constructive feedback in place of public praise on certain posts, reducing the drive for social comparison and helping students focus on their own growth.

Anecdote: Picture a student, Alex, enrolled in an asynchronous course that offers a single two-hour recorded lecture each week. Alex plans to watch it on the weekend but, when the time comes, realizes it’s challenging to stay engaged for that long without the natural pauses or interactions that come with a live session. He finds himself pausing, rewinding, and losing focus, as there’s no built-in structure to help him absorb material in manageable segments. Without the accountability of a live class, staying focused becomes difficult. Tangible Application: In asynchronous learning, course material could be broken into shorter, digestible segments—such as 10-15 minute videos followed by interactive questions or reflective activities that promote active learning. Courses might include digital prompts or “checkpoints” that guide students through the material at a natural pace, allowing them to retain focus without feeling overwhelmed. Adding structured reflection points also encourages sustained engagement, which can often be lacking in lengthy asynchronous content.

Anecdote: Imagine you’re taking an online course where there’s a weekly discussion board. You’re tasked with responding to two classmates each week, so you quickly write something, glance at their posts, and then move on. Weeks pass, and you realize you’ve barely gotten to know anyone beyond a username and a few typed lines. Compare this to an in-person class where, through impromptu conversations before and after class, you get to know your peers—sometimes leading to friendships or study groups. Tangible Application: In online learning, this is why we need purposeful strategies for deeper interaction. Instead of simply requiring “two responses per post,” courses could prompt more intimate interactions like small, recurring peer groups or video journals, where students share reflections face-to-face on screen. These structured, consistent engagements cultivate a more genuine connection that mirrors, rather than replicates, in-person depth.