1. ONLINE
LEARNING
By:
Leigh
Hunter
“Girl
with
Laptop
Outside”
by
CollegeDegrees360
(Flickr)

2. “Desk”
by
Stephanie
Asher
(Flickr)
“Online
learning
is
not
the
next
big
thing,
it
is
the
now
big
thing”
-­‐ Donna
J.
Abernathy
American
Society
for
Training
and
Development

3. In
the
wake
of
the
digital
revoluTon,
students
are
turning
to
the
internet
to
expand
their
horizons
“DSC_0092”
by
thawes
(Flickr)

4. “Final
Exam”
by
dcJohn
(Flickr)
In
2011
6.7
million
U.S.
postsecondary
students
were
enrolled
in
at
least
1
online
course
This
represents
32%
of
total
student
enrollment
in
the
United
States
-­‐Babson
Survey
Research
Group
(2013)

5. “Laptop”
by
CollegeDegrees360
(Flickr)
"Students
who
took
all
or
part
of
their
class
online
performed
be:er,
on
average,
than
those
taking
the
same
course
through
tradiTonal,
face-­‐to-­‐face
instrucTon.”
-­‐US
Department
of
EducaTon
Report

6. Many
schools
such
as
Harvard,
Yale,
and
MIT
publish
much
of
their
course
material
online
for
free.
This
can
include:
• lecture
slides
• video
lectures
• tests
and
final
exams.
You
cannot
however
receive
academic
credit
for
these
courses.
“MIT
Dome”
by
Adam
Fagen
(Flickr)

7. “GraduaTon
6”
by
wrightbrosfan
(Flickr)
But
what
about
other
sources
of
online
educaTon?
YouTube
is
the
most
popular
video
sharing
website
and
many
people
use
it
as
a
pla^orm
to
share
educaTonal
videos

8. “GraduaTon
6”
by
wrightbrosfan
(Flickr)
Channel
Subscribers
Videos
Views
Khan
Academy
1.77
M
4.2
K
403.5
M
Sci
Show
1.73
M
480
166.3
M
Crash
Course
1.72
M
245
103.6
M
SmarterEveryDay
1.69
M
196
96.2
M
Veritasium
1.47
M
157
79.2
M
YouTube
EducaTon
Channels
Top
5
EducaTon
Channel
staTsTcs
Source:
VidStatsX.com
(May
23,
2014)

9. Derek
Muller
Creator
and
host
of
the
YouTube
Channel
Veritasium
B.Sc
Engineering
Physics
(Sci
’04)
–
Queen’s
University
PhD
Physics
EducaTon
Research
–
University
of
Sydney
Thesis:
Designing
Effec+ve
Mul+media
for
Physics
Educa+on
“Derek
Muller”
by
Halans
(Flickr)

10. For
his
PhD
research
Derek
studied
the
effecTveness
of
teaching
physics
through
short
videos
presented
online.
Incoming
first
year
physics
students
were
asked
to
write
a
26
quesTon
mulTple
choice
online
exam
about
the
basic
laws
of
moTon.
They
then
watched
an
8-­‐10
minute
video
explaining
the
basic
laws
of
moTon
and
rewrote
the
same
online
exam.
“Derek
Muller”
by
Halans
(Flickr)

11. “No
More
Tests”
by
Tmlewisnm
(Flickr)
They
were
also
asked
to
rate
their
confidence
in
their
answers
and
mental
effort.
In
follow
up
interviews
they
were
asked
how
they
felt
about
the
videos?

12. “Laptop”
by
CollegeDegrees360
(Flickr)
Most
students
described
the
videos
as:
-­‐ CLEAR
-­‐ CONCISE
-­‐ EASY
TO
UNDERSTAND

13. Results
Pre
Video:
6/26
Post
Video:
6.3/26
While
their
test
scores
had
only
improved
by
0.3/26
confidence
in
their
answers
had
improved
by
around
10%.
“Derek
Muller”
by
TEDxSydney
(Flickr)

14. “Electrical
Engineering
(347/365)”
by
Jack
Amick
(Flickr)
Students
felt
more
confident
in
their
answers
because
they
had
watched
the
video
but
did
not
understand
the
material
much
beper
than
they
had
before
the
video

15. “Electrical
Engineering
(347/365)”
by
Jack
Amick
(Flickr)
Many
students
felt
they
already
understood
the
concepts
prior
to
watching
the
video
so
they
did
not
pay
utmost
apenTon.
The
act
of
watching
the
video
only
helped
to
reinforce
the
belief
that
they
understood
the
material

16. “Computer
Problems”
by
CollegeDegrees360
(Flickr)
Students
were
again
shown
a
video
explaining
the
basic
laws
of
moTon
except
this
Tme
the
misconcepTons
were
presented
and
it
was
explained
why
these
misconcepTons
were
wrong.
Almost
all
students
reported
that
they
found
the
video
CONFUSING

17. “Derek
Muller”
by
Halans
(Flickr))
Results
Pre
Video:
6/26
Post
Video:
11/26
Students
reported
mental
effort
had
nearly
doubled
as
well

18. Derek
uses
this
format
of
discussing
common
misconcepTons
before
delving
into
a
topic
in
his
videos
on
Veritasium,
the
5th
most
subscribed
EducaTon
channel
on
YouTube.
It
is
clear
from
Derek’s
research
that
the
way
in
which
material
is
presented
in
educaTonal
videos
can
drasTcally
impact
the
overall
ability
of
the
video
to
convey
informaTon.
“Derek
Muller”
by
Halans
(Flickr)

19. With
online
educaTon
becoming
ever
more
popular,
it
is
important
that
both
students
and
educators
understand
its
advantages
and
limitaXons
so
it
can
be
used
most
effecTvely.
“Cram
Time”
by
Svein
Halvor
Halvorsen
(Flickr)

20. Bibliography
Allen,
I.
Elaine.
and
Seaman,
Jeff.
Babson
Survey
Research
Group.
2013.
“Changing
Course:
Ten
Years
of
Tracking
Online
EducaTon
in
the
United
States.”
Retrieved
at
hpp://www.onlinelearningsurvey.com/reports/
changingcourse.pdf.
U.S.
Department
of
Educa+on.
2009.
“EvaluaTon
of
Evidence-­‐Based
PracTces
in
Online
Learning:
A
Meta-­‐Analysis
and
Review
of
Online
Learning
Studies.”
Retrieved
at
hpp://www.breining.edu/USDeptEdDistanceLearningRpt2009.pdf.
Muller,
Derek.
2008.
Designing
Effec+ve
Mul+media
for
Physics
Educa+on.
PhD
dissertaTon.
School
of
Physics
University
of
Sydney
Australia.
Retrieved
at
hpp://www.physics.usyd.edu.au/super/theses/PhD(Muller).pdf.
VidStatsX:
StaTsTcs
sourced
from
hpp://vidstatsx.com/youtube-­‐top-­‐100-­‐most-­‐
subscribed-­‐educaTon-­‐channels
All
Pictures
sourced
from
Flickr
under
creaTve
commons
licence