WWC review of this study

Interactive learning online at public universities: Evidence from a six-campus randomized trial.

Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2014). Journal of Policy Analysis and Management, 33(1), 94-111.

  • Randomized Controlled Trial
     examining 
    605
     Students
    , grade
    PS

Reviewed: January 2020

At least one finding shows strong evidence of effectiveness
At least one statistically significant positive finding
Meets WWC standards without reservations
Academic achievement outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Final exam test score

Open Learning Initiative (OLI) vs. Business as usual

0 Semesters

Full sample;
431 students

0.57

0.55

No

--
More Outcomes

Comprehensive Assessment of Outcomes in a First Statistics course (CAOS)

Open Learning Initiative (OLI) vs. Business as usual

0 Semesters

Full sample;
458 students

0.48

0.47

No

--
Credit accumulation and persistence outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Complete Course

Open Learning Initiative (OLI) vs. Business as usual

0 Semesters

Full sample;
605 students

87.00

82.00

Yes

 
 
9
 
More Outcomes

Passed course

Open Learning Initiative (OLI) vs. Business as usual

0 Semesters

Full sample;
605 students

80.00

76.00

No

--


Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Characteristics of study sample as reported by study author.


  • Female: 58%
    Male: 42%
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    Maryland, New York
  • Race
    White
    44%

Setting

Study participants are students enrolled in introductory statistics courses in seven different institutions: University of Albany, SUNY Institute of Technology, University of Maryland, University of Maryland Baltimore County, Towson University, Baruch College and City College.

Study sample

In the hybrid (intervention) group, the study participants were 39 percent male, 46 percent white, had an average age of 22.0 years, and 50 percent had a family income less than $50,000. In the traditional (comparison) group, the study participants were 46 percent male, 41 percent white, had an average age of 21.9 years, and 49 percent had a family income less than $50,000.

Intervention Group

Students in the hybrid statistics courses participated in interactive learning online (ILO), which included machine-guided instruction and face-to-face instruction each week. ILO is where interactive online courses with machine-guided instruction can substitute for some traditional, face-to-face instruction. The ILO for this study included textual explanations of concepts, worked examples, and practice problems. Students were also required to manipulate data using statistical software packages. These sections were delivered in a “hybrid” mode, in which most of the instruction was delivered through interactive online materials, but the online instruction was supplemented by a weekly 1-hour face-to-face session, so that students could ask questions or be given targeted assistance by the instructor.

Comparison Group

Students assigned to the traditional statistics courses were taught the introductory statistics course as it is usually offered at their institution with face-to-face instruction.

Support for implementation

The study does not provide details on implementation support for the instructors teaching the hybrid courses.

 

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This download will include data files for study and findings review data and a data dictionary.

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