OLI Course Impact
See how OLI courses improve outcomes, save time, and support student success
Highlighted Studies
National study shows that the OLI Statistics course performs as well as or better than traditional courses, with fewer instructor hours.
The results of this study are remarkable; they show comparable learning outcomes for this basic course, with a promise of cost savings and productivity gains over time.
A 2011 study by ITHAKA S+R tested the OLI Statistics course at multiple public universities. Students using OLI achieved equivalent or better learning outcomes compared to traditional instruction, with less classroom time. The study also pointed to long-term cost and productivity benefits.
Research: Bowen, W.G., Chingos, M.M., Lack, K.L., & Nygren, T.I. (2012). Interactive Learning Online at Public Universities: Evidence from Randomized Trials. ITHAKA.
OLI Study at Carnegie Mellon showed that students learned just as well in half the time.
This internal study at CMU compared students using the OLI statistics course to those in traditional formats. Findings showed comparable learning outcomes with significantly less instructional time required.
Research: Lovett, M., Meyer, O., & Thille, C. (2008). The Open Learning Initiative: Measuring the effectiveness of the OLI statistics course in accelerating student learning. Journal of Interactive Media in Education.
OLI courses improved outcomes and were well-received in 15 U.S. community colleges.
This 2013 study explored OLI course adoption in community colleges. The courses supported learning and showed evidence of positive student impact in diverse classrooms.
Research: Kaufman, J., Ryan, S., Thille, C., & Bier, N. (2013). Open Learning Initiative Courses in Community Colleges: Evidence on Use and Effectiveness. Open Learning Initiative, Carnegie Mellon University.