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Roy, Sudipta; Brown, Shannon – AERA Open, 2022
Higher education in India was caught completely unawares by the COVID-19 pandemic and the necessitated closure of educational institutions. Despite almost a decade of experience with online and distance learning at some top-tier and private institutions, the vast majority were unprepared and looked for quick solutions for different components of…
Descriptors: Foreign Countries, COVID-19, Pandemics, School Closing
Rivas, Mariela J.; Baker, Rachel B.; Evans, Brent J. – AERA Open, 2020
Massive open online courses (MOOCs) are marketed as opportunities for participants to improve their labor market outcomes, and tens of thousands of students have paid for career-focused MOOC certificate programs. However, there is limited and conflicting research on MOOCs and labor market outcomes. Using two randomized control trials, we test…
Descriptors: Large Group Instruction, Online Courses, Teaching Methods, Educational Technology
Tobin, Roger G.; Lacy, Sara J.; Crissman, Sally – AERA Open, 2021
In spring 2020, COVID-19 seismically shifted the education landscape as schooling moved online. We report a small-scale mixed-methods study of how that upheaval affected three-dimensional science learning in elementary school classrooms, and how the situation changed when school resumed, in modified form, in fall 2020. Teachers with experience in…
Descriptors: Science Instruction, Elementary School Teachers, Elementary School Science, COVID-19
Låg, Torstein; Saele, Rannveig Grøm – AERA Open, 2019
We searched and meta-analyzed studies comparing flipped classroom teaching with traditional, lecture-based teaching to evaluate the evidence for the flipped classroom's influence on continuous-learning measures, pass/fail rates, and student evaluations of teaching. Eight electronic reference databases were searched to retrieve relevant studies.…
Descriptors: Blended Learning, Teaching Methods, Student Improvement, Academic Achievement
Shechtman, Nicole; Roschelle, Jeremy; Feng, Mingyu; Singleton, Corinne – AERA Open, 2019
The Math Curriculum Impact Study was a large-scale randomized controlled trial (RCT) to test the efficacy of a digital core curriculum for Grade 5 mathematics. Reasoning Mind's Grade 5 Common Core Curriculum was a comprehensive, adaptive, blended learning approach that schools in the treatment group implemented for an entire school year. Schools…
Descriptors: Mathematics Instruction, Mathematics Curriculum, Grade 5, Elementary School Mathematics
van der Zee, Tim; Reich, Justin – AERA Open, 2018
Scientific progress is built on research that is reliable, accurate, and verifiable. The methods and evidentiary reasoning that underlie scientific claims must be available for scrutiny. Like other fields, the education sciences suffer from problems such as failure to replicate, validity and generalization issues, publication bias, and high costs…
Descriptors: Science Education, Teaching Methods, Educational Technology, Technology Uses in Education

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