Blended Learning in Indian Colleges with Massively Empowered Classroom

Edward Cutrell, Jacki O 'neill, S. Bala, B. Nitish, A. Cross, Nakull Gupta, Viraj Kumar, W. Thies, Microsoft Research
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引用次数: 25

Abstract

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.
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印度大学与大规模授权课堂的混合学习
发展中国家的学生经常被认为是大规模在线开放课程(MOOCs)等在线教育计划的最重要受益者之一。虽然有些人预测在线课堂将取代实体课堂,但我们的经验表明,在发展中地区,将在线和面对面的教学相结合更有可能取得成功。然而,关于在线教育或混合学习在这些环境中的影响的研究实际上很少。在本文中,我们描述了一项混合学习计划,该计划将来自大型在线课程的视频与印度本科技术教育的同行领导会议相结合。我们进行了一项随机对照试验(RCT),表明我们的干预与总结考试成绩的小幅但显著改善有关。我们讨论了RCT的结果和干预的人种学研究,为印度等地未来可扩展的混合学习计划提出建议。
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