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Game Changers: Education and IT Figure 2. “Learn by Doing” Activity with Hints and Targeted Feedback (Introductory Psychology) Figure 3. “Did I Get This” Activity That Allows Students to Self-Assess Before Moving On (Introductory Psychology) 206
The Open Learning Initiative Figure 4. OLI Feedback Loops Effectiveness To evaluate the effectiveness of the OLI approach, evaluators inside and external to the OLI project have conducted studies comparing students using OLI in hybrid mode (instructor-led class using OLI) to students in a traditional classroom environment. In an accelerated learning study using the OLI statistics course, students learned a full semester’s worth of material in half the time and performed as well as or better than students learning from traditional instruction over a full semester. Furthermore, there was no significant difference in information retention between OLI students and traditional students in tests given more than a semester later. 2 Similar results were achieved in a community-college accelerated learning study with a different course (OLI Logic & Proofs). Students in the OLI course learned 33 percent more material than students in traditional instruction and performed at higher levels on shared material. 3 In a study conducted on the OLI chemistry course at Carnegie Mellon University, the number of student interactions with the virtual lab was shown to outweigh all other factors—including gender and SAT score—as the predictor of positive learning outcomes. 4 207
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Game Changers Education and Informa
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Contents Foreword Molly Corbett Bro
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Foreword Among the many strengths o
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1 The Knowledge Economy: Challenges
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The Knowledge Economy The Imperativ
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4 From Metrics to Analytics, Report
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Page 267: Case Studies
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Case STUDY 4 Yakima Valley Communit
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Case STUDY 8 OpenCourseWare Mary Lo
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case study 17 Stories in Our Classr
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Index course and curriculum develop
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Index Open Learning Initiative (OLI
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Index Weiser, Mark, 134 Welcome to
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