Students in the developing world are frequently cited as being among the most important beneficiaries of online education initiatives such as massive open online courses (MOOCs). While some predict that online classrooms will replace physical classrooms, our experience suggests that blending online and in-person instruction is more likely to succeed in developing regions. However, very little research has actually been done on the effects of online education or blended learning in these environments. In this paper we describe a blended learning initiative that combines videos from a large online course with peer-led sessions for undergraduate technical education in India. We performed a randomized controlled trial (RCT) that indicates our intervention was associated with a small but significant improvement in performance on a summative exam. We discuss the results of the RCT and an ethnographic study of the intervention to make recommendations for future, scalable blended learning initiatives for places such as India.
Due to the recent emergence of massive open online courses (MOOCs), students and teachers are gaining unprecedented access to high-quality educational content. However, many questions remain on how best to utilize that content in a classroom environment. In this small-scale, exploratory study, we compared two ways of using a recorded video lecture. In the online learning condition, students viewed the video on a personal computer, and also viewed a follow-up tutorial (a quiz review) on the computer. In the blended learning condition, students viewed the video as a group in a classroom, and received the follow-up tutorial from a live lecturer. We randomly assigned 102 students to these conditions, and assessed learning outcomes via a series of quizzes. While we saw significant learning gains after each session conducted, we did not observe any significant differences between the online and blended learning groups. We discuss these findings as well as areas for future work.
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