The impact of digitally-enabled, evidence-based teaching practices on student outcomes is emerging and we are investing in studies to expand this evidence base. In particular, courseware has demonstrated potential to help students succeed by supporting instructors in using active learning pedagogies and other digitally-enabled, evidence-based teaching practices detailed on this site.
The Bill and Melinda Gates Foundation has made several large grants to independent researchers to conduct causal studies on the use of Lumen One Statistics courseware, driving towards the goal of better establishing causal relationships between courseware usage and changes in course pass rates and learning outcomes. Studies have also been funded to conduct implementation research on both Lumen One Statistics and ASU/CMU’s RealChem courseware. These studies will test the impact of courseware on student outcomes and help identify practices and products that increase the likelihood of course success for Black and Latino students, and students from low-income backgrounds.
Digital courseware used to support a blended learning environment – done that includes both in-person instruction and online learning activities – has been shown to lower DFWI rates, thus increasing course completion rates and helping close equity and opportunity gaps. When implemented successfully by instructors, digital learning solutions such as rich, interactive, and engaging courseware have the potential to improve teaching and learning, as well as narrow disparities in course completions, particularly for Black, Latino, and Indigenous students, and students from low-income backgrounds.
An evaluation of courseware implementations conducted by SRI International demonstrated a greater effect on learning outcomes for racially minoritized students (+0.16) when compared to the improvement experienced by all students (+0.09).1 Based on this promising evidence, a courseware product that centers equity and the strengths, needs, and experiences of Black, Latino, Indigenous, and low-income students throughout its design and implementation would have the potential to significantly improve the sense of belonging and learning outcomes of all students at a critical point in their educational experience.