Advancing Online Education through AI and Student-Centered Design

Carolyn Stoll, Director of Online Instruction, University of Cincinnati

Carolyn Stoll, Director of Online Instruction, University of Cincinnati

Insights into Carolyn Stoll’s professional journey

My professional journey began in 1986 as a middle school English teacher, where I taught 7th grade in the same junior high I had attended. Early exposure to computers, thanks to my then-fiancé, sparked my interest in educational technology. I quickly incorporated computer-generated lessons—games, worksheets and handouts—into my teaching, which shaped my focus on innovation and student-centered course design.

After a brief stint as a contract Technical Writer for Environmental Remediation companies, I gained valuable experience in a business environment, learning the nuances of technical writing. This background allowed me to return to teaching, equipped with a Master’s in English, and I began teaching composition at the University of Cincinnati. There, I explored integrating computer-assisted learning into my classes, eventually teaching exclusively in computer labs using a homegrown learning management system (LMS) when most faculty were still managing physical papers.

In 2000, I co-taught an online developmental writing course, a novel approach at the time. We learned valuable lessons about course design through our initial mistakes, transitioning to an asynchronous model that became more effective. As I continued to teach online, I discovered that I enjoyed course design more than teaching itself. This realization led me to pursue the role of an instructional designer (ID).

In 2010, when my academic unit closed, I was hired by a colleague in the IT department as an instructional designer. Although I had been informally designing instruction for years, I had to adapt to the systems design approach that IDs use. This role allowed me to explore new tools like VoiceThread and Articulate Storyline while collaborating with faculty to enhance their online courses.

When I accepted a position as an ID in University of Cincinnati’s (UC) College of Allied Health Sciences, our team focused on designing interactive content, including a branching scenario for Respiratory Therapy students to practice protocols in sensitive situations. We even conducted a two-week intensive workshop for faculty from Shandong University in China.

“Integrating AI into teaching practices, we can better prepare students for their future careers.”

In 2018, I was promoted to Associate Director of UC Online, where I helped build a team of IDs and Online Learning Technologists to support new online programs. Under my leadership, we grew to a team of 15, designing over 200 online courses and supporting 37 fully online programs. I became the point person for new program launches and began experimenting with artificial intelligence to enhance our course design processes.

Throughout my career, my commitment to leveraging technology for engaging learning experiences has been a constant theme. Reflecting on my early days creating crossword puzzles for my students using an Apple IIE, I’m amazed at how far we’ve come. I look forward to continuing to explore the future of educational technology and contributing to its evolution.

Significant Trends and Advancements Impacting the Online Education Industry

Two key trends are set to impact the online education industry. First, the rise of micro-credentials will fill the gap between traditional degrees and the skills needed for emerging technologies. While degrees will remain essential, partnerships between universities and industries will lead to more flexible credentialing, such as Industry 4.0/5.0 micro-credentials in fields like machine learning.

The second, more significant trend is the rise of AI. Research shows that students are using AI far more than faculty, creating a knowledge gap. Universities must provide resources for both faculty and students to use AI effectively and safely, maximizing its benefits while minimizing potential risks.

One major challenge for online educators is ensuring courses adhere to best practices. Many institutions do not require professional development in online teaching or collaboration with instructional designers, resulting in inconsistent course quality. To address this, universities must set minimum standards and support faculty through training and design resources. At UC Online, we’ve introduced a professional development series that allows faculty to earn a badge in Online Teaching Excellence, ensuring consistent, high-quality online courses.

Another challenge is the appropriate use of AI in the classroom. Faculty must engage with this technology rather than ignore it, as students will enter a workforce where AI use is expected. By integrating AI into teaching practices, we can better prepare students for their future careers.

Seamless Education journey with the Student Success Team at UC

Student Success Coaches (SSCs) at UC Online serve as vital mentors for nearly 9,000 students in our fully online programs. While they don’t provide academic advising, they proactively contact students at key points in the semester to offer support, guidance, and mentoring. For example, mid-term check-ins help identify struggling students, allowing for targeted problem-solving.

SSCs assist new students with a Learning Preparedness Assessment to ensure they’re ready for online learning and suggest ways to address any gaps. They provide extra support to first-generation college students in navigating financial aid and accessing campus resources. Additionally, SSCs help students who stop out to get back on track for graduation, remind them of financial aid deadlines, and collaborate with the Instruction team to address course-related challenges.

This comprehensive support is a major differentiator for our online programs, contributing to impressive semester-to-semester retention rates in the high 80% range, and fostering a more diverse student population than the overall university demographic.

The Key Considerations and Potential Pitfalls

I think when adopting emerging technology, it’s important to have a clear goal in mind. What problem are you hoping this technology will solve? How will it create efficiency? How will students benefit? How does it align to the goals of a particular course or program? What will be the time and resource cost of learning the new technology? These are the questions that should be asked before adopting any technology, but especially new technology. Try to avoid what Cammy Bean calls the trap of “clicky, clicky, bling, bling,” which is adopting a new technology for the coolness factor instead of what the technology can do to make student’s and instructor’s lives better.