Skip to main content

Improve outcomes

Our learning design methodology draws on the success of more than a decade of applied research from Carnegie Mellon University’s Open Learning Initiative.

Learning gains
In four different courses involving over 12,500 students, the learning effect of doing or “doer effect” was six times greater than that of reading. Students that completed online, interactive practice activities had better learning outcomes and higher positive effects than when using other learning resources such as watching videos or reading text.
Hours saved
Across multiple studies, students with frequent learn-by-doing activities embedded with targeted and timely feedback in a blended learning environment, learned the same amount of material in half as much time with equal learning gains, as compared to students learning from traditional instruction over a full semester.
Higher scores
In follow-up learning retention studies, students in the adaptive group scored an average of 20% higher on open-ended, data analysis problems. The adaptive group students were also 30% less likely to make a serious interpretive error in their responses.

Effective learning involves planning and goal-setting, monitoring one’s progress, and adapting as needed. All of these activities are metacognitive in nature. We leverage software and data – engagement and assessment – to help students develop these skills, prompt and assist them at the right moments in their journey, and ultimately improve their learning capabilities.