Blended Learning Improves Science Education

Brent R Stockwell; Melissa S Stockwell; Michael Cennamo; Elise Jiang

doi:10.1016/j.cell.2015.08.009

Blended Learning Improves Science Education

Cell. 2015 Aug 27;162(5):933-6. doi: 10.1016/j.cell.2015.08.009.

Authors

Brent R Stockwell¹, Melissa S Stockwell², Michael Cennamo³, Elise Jiang⁴

Affiliations

¹ Howard Hughes Medical Institute, Department of Biological Sciences, Columbia University, Northwest Corner Building, MC 4846, 550 West 120th Street, New York, NY 10027, USA; Department of Chemistry, Columbia University, New York, NY 10027, USA; Department of Systems Biology, Columbia University, New York, NY 10032, USA. Electronic address: bstockwell@columbia.edu.
² Department of Pediatrics, Columbia University, New York, NY 10032, USA; Department of Population and Family Health, Mailman School of Public Health, Columbia University, New York, NY 10032, USA; NewYork-Presbyterian Hospital, New York, NY 10032, USA.
³ Columbia Center for New Media Teaching and Learning, Columbia University, New York, NY 10027, USA.
⁴ Howard Hughes Medical Institute, Department of Biological Sciences, Columbia University, Northwest Corner Building, MC 4846, 550 West 120th Street, New York, NY 10027, USA.

PMID: 26317458
DOI: 10.1016/j.cell.2015.08.009

Abstract

Blended learning is an emerging paradigm for science education but has not been rigorously assessed. We performed a randomized controlled trial of blended learning. We found that in-class problem solving improved exam performance, and video assignments increased attendance and satisfaction. This validates a new model for science communication and education.

Publication types

Randomized Controlled Trial
Research Support, Non-U.S. Gov't

MeSH terms

Biochemistry / education
Online Systems
Science / education*
Students*
Teaching / methods*
Teaching Materials*

Grants and funding

Howard Hughes Medical Institute/United States