Learning What Works:

A Data-Driven Approach to Continuous Improvement in Online Education

Tuesday, May 1st, 2018
1:00PM EST/10:00AM PST


While early approaches to online learning typically consisted of faculty trying to replicate an in-person course online, today’s online learning looks very different. Instructional designers and faculty now have a multitude of research-driven tools, technologies, and pedagogies to drive engagement and student success in online learning. And the opportunities for more experimentation on strategies and approaches that drive further engagement and student success are increasing. Schools who are embracing a more data-driven approach to continuous improvement are discovering what works and what doesn’t work with their online learning models, and leveraging that knowledge to increase student success and overall learning outcomes.  

Join us for a discussion that will:

  • Overview the trends in online learning, providing insight into how it has evolved from a nascent model to one that is leading innovations in teaching and learning approaches in online and in-person alike
  • Present different examples of how higher education institutions have leveraged data and a continuous improvement process to experiment with new pedagogies and identify the ones with the greatest impact




Matt McCoin
Matt McCoin has over a decade of experience working in higher education roles within student affairs and information technology, and as a leader in education technology firms. He served in senior technology positions, including Chief Technology Officer at Tulsa Community College, and now serves as a Senior Account Executive with Motivis Learning. Matt holds an undergraduate degree from the University of Oklahoma, Master’s in Higher Education Leadership from Oklahoma State University, and is currently nearing the completion of his PhD in Educational Technology from Oklahoma State University. His passions are innovations in online learning models and learning analytics.


Emily Dustin
After spending two decades as a K-12 Educator and School Administrator moving schools to more innovative and outcomes-focused models, Emily has spent the last three years with Motivis Learning, working extensively with schools across the country in their transition to more student-centric approaches. In her writings “From the Field” and the book Transforming Education, she examines the challenges facing schools that implement student-centered, personalized learning and the most important steps necessary for schools to clear the path for successful design and implementation of competency-based, student-centered learning environments.  Emily holds an undergraduate degree in History and Secondary Education from Assumption College, and an MEd in Organizational Leadership from Southern New Hampshire University.