Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 0 |
| Since 2007 (last 20 years) | 2 |
Descriptor
| Blended Learning | 2 |
| Computer Assisted Instruction | 2 |
| Instructional Effectiveness | 2 |
| Algebra | 1 |
| Comparative Analysis | 1 |
| Educational Technology | 1 |
| Evidence | 1 |
| High Schools | 1 |
| Interaction | 1 |
| Introductory Courses | 1 |
| Learning | 1 |
| More ▼ | |
Author
| Bowen, William G. | 1 |
| Chingos, Matthew M. | 1 |
| Griffin, Beth Ann | 1 |
| Karam, Rita | 1 |
| Lack, Kelly A. | 1 |
| McCaffrey, Daniel F. | 1 |
| Nygren, Thomas I. | 1 |
| Pane, John F. | 1 |
Publication Type
| Journal Articles | 2 |
| Reports - Research | 2 |
Education Level
| High Schools | 1 |
| Higher Education | 1 |
| Middle Schools | 1 |
| Postsecondary Education | 1 |
| Secondary Education | 1 |
Audience
Location
| Alabama | 1 |
| Connecticut | 1 |
| Kentucky | 1 |
| Louisiana | 1 |
| Michigan | 1 |
| New Jersey | 1 |
| Texas | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
| Meets WWC Standards without Reservations | 2 |
| Meets WWC Standards with or without Reservations | 2 |
Peer reviewed
Direct linkBowen, William G.; Chingos, Matthew M.; Lack, Kelly A.; Nygren, Thomas I. – Journal of Policy Analysis and Management, 2014
Online instruction is quickly gaining in importance in U.S. higher education, but little rigorous evidence exists as to its effect on student learning. We measure the effect on learning outcomes of a prototypical interactive learning online statistics course by randomly assigning students on six public university campuses to take the course in a…
Descriptors: Online Courses, Interaction, Outcomes of Education, Public Colleges
Pane, John F.; Griffin, Beth Ann; McCaffrey, Daniel F.; Karam, Rita – Educational Evaluation and Policy Analysis, 2014
This article examines the effectiveness of a technology-based algebra curriculum in a wide variety of middle schools and high schools in seven states. Participating schools were matched into similar pairs and randomly assigned to either continue with the current algebra curriculum for 2 years or to adopt Cognitive Tutor Algebra I (CTAI), which…
Descriptors: Mathematics Instruction, Algebra, Mathematics Curriculum, Educational Technology
