Accelerated, hybrid OER/f2f study improves performance

Type: Evidence | Hypothesis: Student impact | Polarity: | Sector: | Country:

“we explored an accelerated learning hypothesis, namely, that learners using the OLI course in hybrid mode will learn the same amount of material in a significantly shorter period of time with equal learning gains, as compared to students in traditional instruction. In this study, results showed that OLI-Statistics students learned a full semester’s worth of material in half as much time and performed as well or better than students learning from traditional instruction over a full semester”


The Open Learning Initiative: Measuring the Effectiveness of
the OLI Statistics Course in Accelerating Student Learning
Marsha Lovett, Oded Meyer, and Candace Thille

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