First Do No Harm: New Evidence on Online Learning in Higher Education

Matthew M Chingos reviews a recent series of experiments that they carried out where students participated in seven introductory statistics courses in a hybrid format (machine guided instruction with one f2f every week). The courses involved more traditional forms of assessment

We found that students in the hybrid format did just as well—in terms of pass rates, final exam scores, and performance on a standardized statistics test—as their counterparts in the traditional version of the same course

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