title: Blended Learning Improves Science Education.
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.
authors: 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.
authors: Brent R
authors: BR
authors: Stockwell
authors: 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.
authors: Melissa S
authors: MS
authors: Stockwell
authors: Columbia Center for New Media Teaching and Learning, Columbia University, New York, NY 10027, USA.
authors: Michael
authors: M
authors: Cennamo
authors: Howard Hughes Medical Institute, Department of Biological Sciences, Columbia University, Northwest Corner Building, MC 4846, 550 West 120th Street, New York, NY 10027, USA.
authors: Elise
authors: E
authors: Jiang
mesh_terms: D001671:Biochemistry / Q000193:education; D009862:Online Systems; D012586:Science / Q000193:education*; D013334:Students; D013663:Teaching / Q000379:methods*; D013664:Teaching Materials