Interactive Learning Online at Public Universities: Evidence from a Six-Campus Randomized Trial
Interactive Learning Online at Public Universities: Evidence from a Six-Campus Randomized Trial
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DOI：
10.1002/pam.21728
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发表时间：
2014-01-01
影响因子：
3.8
通讯作者：
Nygren, Thomas I.
中科院分区：
文献类型：
--
作者：
Bowen, William G.;Chingos, Matthew M.;Nygren, Thomas I.
在线教学在美国高等教育中的重要性正在迅速增加，但几乎没有严格的证据表明其对学生学习的影响。我们通过随机分配六所公立大学校园的学生，以混合格式（机器指导教学伴随每周一小时的面对面教学）或传统格式（因为它通常由他们的校园提供，通常每周约三小时的面对面教学）参加课程，来衡量原型互动学习在线统计课程对学习成果的影响。我们发现，学习成果基本上是相同的，学生在混合格式不损害这种教学模式的通过率，期末考试成绩，并在统计素养的标准化评估的表现。我们还进行了投机性的成本模拟，发现在大型入门课程中采用混合教学模式有可能从长远来看显着降低教师的薪酬成本。(C)2013年，公共政策分析与管理协会。
Online instruction is quickly gaining in importance in U.S. higher education, but little rigorous evidence exists as to its effect on student learning. We measure the effect on learning outcomes of a prototypical interactive learning online statistics course by randomly assigning students on six public university campuses to take the course in a hybrid format (with machine-guided instruction accompanied by one hour of face-to-face instruction each week) or a traditional format (as it is usually offered by their campus, typically with about three hours of face-to-face instruction each week). We find that learning outcomes are essentially the samethat students in the hybrid format are not harmed by this mode of instruction in terms of pass rates, final exam scores, and performance on a standardized assessment of statistical literacy. We also conduct speculative cost simulations and find that adopting hybrid models of instruction in large introductory courses has the potential to significantly reduce instructor compensation costs in the long run. (C) 2013 by the Association for Public Policy Analysis and Management.