Tag Archives: research outcomes

Data mining demonstrates outcomes in blended schools in California

Keeping Pace 2011 included this statement: “[w]e need to better understand under the conditions in which online learning works. When we hear the term “research,” however, we think of multi-year studies, with large numbers of randomly selected students using specific content or technology that is being tested. The students are then assessed and results compared […]

“Active learning” improves student outcomes in post-secondary STEM courses

A recent meta-analysis published in the Proceedings of the National Academy of Sciences that reviewed 225 studies shows that “active learning”—instruction based on activities other than instructor lectures—significantly improves outcomes in science, technology, engineering, and mathematics undergraduate courses. The study revealed that “average examination scores improved by about 6% in active learning sections, and that students […]

Additional key findings from the Dell Blended Learning Report

The Dell Blended Learning Report that I discussed previously contains some very useful insights around the question “To what extent is each of the blended learning models being implemented as intended?” These findings include the following: The implementations evolved during the research period, making summative evaluation difficult. This is a similar finding to the SRI […]

Dell Foundation Blended Learning Report adds to existing knowledge, but doesn’t demonstrate improved outcomes

A recent “Blended Learning Report” commissioned by the Michael and Susan Dell Foundation, and written by SRI, adds to the growing body of knowledge about blended learning implementations. It is valuable, as the field benefits from additional investigations and examples, especially in exploring and describing ways to improve blended learning implementations. It does not, however, […]

Blended learning: when will we see quantifiable outcomes?

A previous blog post made this statement: “As of early 2014, we are seeing several inflection points in the application of technology in education, some of which have the potential to determine whether the definitions and categories [of blended learning] are important.” The post then explained one of those inflection points, which is that studies, […]

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