Interactive Online Learning on Campus: Testing MOOCs and Other Platforms in Hybrid Formats in the University System of Maryland

This study measured the impact of using hybrid forms of interactive online learning in seven undergraduate courses across seven universities in the University System of Maryland. Interactive online learning can involve video lectures, opportunities for discussion and interaction with instructors and peers, and online assignments and exams. Hybrid forms of such courses combine online learning components with traditional face-to-face instruction.
Of the 1,598 students enrolled in large introductory biology, statistics, precalculus, computer science, and communications courses, 778 were enrolled in sections that used the hybrid delivery format, and 820 were enrolled in the sections that used a traditional delivery format. The hybrid delivery format entailed one of two types of technology platforms: Massive Open Online Courses (MOOCs) supported by Coursera or materials from the Open Learning Initiative (OLI) developed by Carnegie Mellon University. Five of the hybrid courses had reduced face-to-face class time, and two courses used the online materials as supplements.
The authors measured the impact of the hybrid instruction on learning outcomes (course pass rates, student grades, and on exam questions that were common across the intervention and comparison conditions), controlling for SAT scores, student GPA, family income, and other student background characteristics. In particular, the authors examined whether the students participating in the hybrid courses performed as well as or better than students in traditional courses.
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