|
An Evaluation of Accelerated Learning in OLI “Logic & Proofs” |
|
Principal Investigators: Christian Schunn and Mellisa Patchan
The current project evaluates the OLI Logic and Proofs course ( L&P), specifically testing the hypothesis that use of L&P in a hybrid instructional mode (online instruction combined with reduced and strategically targeted face-to-face instruction) can lead to accelerated learning, either in the form of more content learning within the same amount of student time or the same content learning within a shorter time period of student time.
Before beginning the evaluation experiment, we conducted a context analysis to determine the real market of the Logic & Proofs course: what kinds of universities tended to teach this overall course, what content tended be covered, and what kinds of tools for proof construction were already being used. Overall, L&P-like content is taught in a majority of universities in the US, but with some variation by university type. Further, L&P contains some content that many courses did not cover. Thus, the applicability of the course is high, and the opportunities for acceleration via more content coverage also exist.
The evaluations are being conducted in two phases. First, two evaluations have been conducted at a large public tier-one institution, showing that face-to-face instruction produced equivalent learning outcomes to online-only instruction. In addition, online instruction appeared to result in a much lowered attrition rate, providing efficiencies for students of another form.
The current evaluation is being conducted of accelerated learning at three institutions, each representing different types of institutions, using different forms of acceleration and evaluation logics suited to the context (e.g., random assignment to condition vs. natural experiment, more content in equal time vs. equal content in less time). |
