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Massive Study of Online Teaching Ends With Surprising — and ‘Deflating’ — Result

A study by MIT professors shows that there is probably no easy, silver-bullet questionnaire that can be asked at the beginning of any online course to improve the student completion rate, as some learning scientists had hoped. Learning scientists need to pay more attention to context when they test various teaching methods, while teachers and developers should make small changes to systems over time that would gradually improve online learning.


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