Research Reports

Greater, and smarter, use of technology in teaching is widely seen as a promising way of controlling costs while reducing achievement gaps and improving access. The exploding growth in online learning, especially in higher education, is often cited as evidence that, at last, technology may offer pathways to progress. However, there is concern that at least some kinds of online learning are of low quality and that online learning in general depersonalises education.  This study assesses the educational outcomes generated by what we term interactive learning online, highly sophisticated, web-based courses in which computer-guided instruction can substitute for some (though usually not all) traditional, face-to-face instruction.