Differentiated Instruction in Online Courses and Tutoring
"Differentiated instruction is based on the premise that instruction should be adapted to the students' different learning styles, interests, and ability levels."
--C.A. Tomlinson
Six Features of Technology that Support Differentiated Instruction
While these features are not exclusive to online courses and tutoring, they speak to the specific advantages that online courses and tutoring may provide.
- Privacy: Students are readily able to work on tasks that their classmates may consider either 'too easy' or 'too difficult'.
- Collaboration and Communication Online technologies encourage communication and collaboration among students.
- Organization: There is much organizational software available to help teachers differentiate instruction without having to do all of the organizational work behind it.
- Learning Styles/Sensory Learning: The variety of programs available allows assignments to be both presented and created using words, images, sounds and social learning.
- Choices: Students have the choice of variety of activities using technologies in order to cater to a range of skills and interests.
- Authentic Learning: "project-based activities. . .found in good quality software and Internet sites support authentic learning and constructivist instruction, which are important aspects of differentiated instruction."
As cited in Amy Benjamin's Differentiated Instruction Using Technology (2005)
Online differentiation is not an issue of time (synchronous or asynchronous) or location (fully online or hybrid) but is rather a matter of three specific issues:
1. Differentiation of content – Offering students the chance to start at different places in the curriculum and/or proceed at different paces.
2. Differentiation of learning style approach – Emphasizing many modalities of learning style or learning preference, such as visual and auditory learners.
3. Differentiation of product – Giving different assignments to different students, and turn in different work products.
As cited in Dr. Gawande's Differentiated eLearning: The Possible Approaches (2010)
Strategies for online learning differentiation
| Strategy |
Definition |
Approach |
| Diffuse differentiation |
"Students receive the same content but have multiple opportunities for learning and are provided with different approaches for making sense of ideas planfully 'diffused' throughout the content." |
Instructor does not seek to pre-assess the needs of the students and presents the same content to all. The course is presented with a variety of materials which hopefully addresses the needs of all students |
| Self Differentiation |
"Students receive different content by a mechanism of self-selection built in the content. This introduces differentiation through student choice." |
Allows students to select their choice of assignment. Choosing from a menu of options for an assignment or the order in which content is learned, for example. |
| Naive differentiation |
"The computer is determining the course of differentiation, not the user, but no specific plan or overall strategy is in place in the e-learning content for why differentiation is happening, or what it is intended to mean in the learning context."
|
Not based on the specific student's need but rather randomizes the way in which content is presented. Naive differentiation could involve changing or rotating graphics and content so it is different each time the webpage is viewed. |
| Boolean differentiation |
"Software uses types of Boolean logic, such as rule-based frameworks or decision trees, to determine how to adjust content for different students." |
Uses pre-assessment measures to tailor the flow of course content to specific students by using Boolean logic. This is one of the oldest forms of online differentiation. |
| Model-based differentiation |
"Expert opinion is combined with a variety of data mining techniques to generate ideas for how content might be appropriately differentiated." |
Model-based is a group of many different approaches which comprise the newer forms of online differentiation as well as the older forms. Expert opinions are gathered from teachers and subject matter experts as well as data to determine how content can be differentiated |
(Gawande, 2010)
Differences in classroom-based and e-learning differentiation
| Classroom based |
E-learning |
| The instructor provides the learner with multiple methods of mastering the same objective |
The instructor seeks to stretch the learners opportunity beyond the learning objectives and provide interest, motivation, and engagement or provides the learner a choice of learning objectives |
| Teachers in a classroom based environment are tied to teaching and ensuring student mastery of certain standards |
Most often, e-learning instructors are not tied to these standards since most scenarios involve home-school situations, higher education, or adult work environments. |
| Classroom based differentiation refers to different knowledge, understanding and skills |
E-learning differentiation can refer to the same idea as classroom-based differentiation but extending a learner beyond the confinements of a specific objective remains an area of discussion and research for online learning |
(Scalise, 2007)
Websites and Online Resources for Differentiation in Online Courses and Tutoring
Resource Bibliography of Books and Articles for Differentiation in Online Courses and Tutoring
Bender, W. N., & Waller, L. (2011). The Teaching Revolution: RTI, Technology, and Differentiation Transform Teaching for the 21st Century. Corwin. (Order through OhioLINK)
- This book takes differentiation as a key topic and particularly discusses differentiation in terms of "technology-rich environments," arguing that online learning, learning centers and computer centers are particularly appropriate environments to create differentiated instruction.
Benjamin, A. (2005). Using technology. Larchmont, NY: Eye on Education.
- Although not focused specifically on online classes, this book provides a number of educational strategies and approaches that can successfully be used in an online educational environment.
Cooper, B. (2005). Online Courses: Connecting with Distance Learning. Understanding Our Gifted, 17(4), 13-15. Downloaded from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ854228&site=ehost-live
- This article argues that "Distance learning, whether delivered through a university, gifted education organization, or a virtual high school, can provide a powerful differentiation tool and that Online courses can also offer a highly personalized learning environment for gifted students."
Cuthrell, K. and Lyon, A. Instructional Strategies: What Do Online Students Prefer? Journal of Online Learning and Teaching. Retrieved from http://jolt.merlot.org/vol3no4/cuthrell
- This article speaks to students preferences for online learning. The article states, "Certainly providing an online course in which students experience different modes of instruction not only makes students aware of preferences they hold in instruction, but also raises an awareness of the importance of incorporating all modes of instruction in the classroom."
Davis, M. R. (2010). E-Learning Seeks a Custom Fit. Education Week, 18-19. Downloaded from http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=508202222&site=ehost-live
- This article posits that e-learning readily allows teachers to tailor their teaching to the individual needs of students, thereby ensuring differentiation.
Gawande, V. (2010). Differentiated elearning: The possible approaches. International Journal of the Computer, the Internet and Management, 18(SP1), 15.2-15.3. Retrieved from http://www.elearningap.com/eLAP2010/Proceedings/15_Full_Dr.Virendra Gawande_Differentiated eLearning.pdf
Kara-Soteriou, J. (2009). Using technology to differentiate instruction across grade levels. New England Reading Association Journal, 44(2), 86-90. Downloaded from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=3a321fc7-d4e6-4f1c-9398-faf55d1e506d%40sessionmgr13&vid=10&hid=10
- This article looks at a number of ways that technology can assist teachers in developing differentiated instruction.
Liu, Y., & Ginther, D. (1999). Cognitive styles and distance education. Online journal of distance learning administration, 2(3). Downloaded from http://www.westga.edu/~distance/ojdla/fall23/liu23.html
Smith, G. E., S. Throne, and S. Throne. Differentiating instruction with technology in k-5 classrooms. International Society for Technology in education, 2008.
- Although not focused specifically on online classes, this book provides a number of educational strategies and approaches that can successfully be used in an online educational environment.
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