Ithaka S+R has released the results of a randomized study comparing outcomes between a traditional teaching approach in the university level and university courses using a \”hybrid\” methodology of machine-guided instruction, developed at Carnegie Mellon University, including?one ending up in an instructor every week.
Deanna Marcum, the Md for Ithaka S+R, called the results remarkable. She highlights that the findings, which came about after taking a look at outcomes at six public universities, showed plainly that student outcome was similar forwards and backwards approaches — the hybrid approach provided additional benefits to each school for example cost savings and productivity gains over time.
We used a strictly quantitative methodology to check the two learning approaches in a rigorous way. In six different public institutions, we arranged for the similar introductory statistics course to be taught. In each instance, a \”control\” group was enrolled in a traditional classroom-based course; then, a \”treatment\” group took a hybrid course using a prototype machine-guided mode of instruction developed at Carnegie Mellon University in concert with one face-to-face meeting every week. Students were allotted to these two groups using a carefully designed randomization methodology.
The authors attempted to answer a number of questions:
Can well-designed courses with internet components with a limit quantity of meetings between students and professors replace a conventional introductory course that depends on large lectures that regularly host hundreds of students?
In accessory for general student outcomes, how good do hybrid classes service typically underperforming demographic groups such as minority students and those who come from low-income families?
Do hybrid courses act as well for well-prepared students as for those who are less well-prepared?
More research is needed. Even though the analysis was rigorous, it was a single course. We have to learn more about the adaptability of existing platforms for offering other courses in different environments. Ithaka S+R is dedicated to continuing this research and sharing our findings broadly.
We look forward to continuing to interact with all those who care about advanced schooling to help deliver on the potential that technology provide.
To ensure the study’s quality, researchers undertook to conduct a number of pilot studies to be able to figure out what would be the best approach to take the main research phase scheduled to run in the fall of 2011. The pilots run in a number of schools in the spring semester of 2011 allowed authors not just to identify which metrics would be most suitable for measurement, but also how to structure the research to ensure a neutral outcome.