The analytics tied to some programs allowed me to better hone in on areas students struggled with (or were interested in), and that allowed me to more efficiently and effectively target classroom activities, discussion, and presentation..

In recent experimental and quasi-experimental studies contrasting blends of online and face-to-face instruction with conventional face-to-face classes, blended instruction has been more effective, providing a rationale for the effort required to design and implement blended approaches. When used by itself, online learning appears to be as effective as conventional classroom instruction, but not more so.

However, several caveats are in order: Despite what appears to be strong support for blended learning applications, the studies in this meta-analysis do not demonstrate that online learning is superior as a medium. In many of the studies showing an advantage for blended learning, the online and classroom conditions differed in terms of time spent, curriculum and pedagogy. It was the combination of elements in the treatment conditions (which was likely to have included additional learning time and materials as well as additional opportunities for collaboration) that produced the observed learning advantages. At the same time, one should note that online learning is much more conducive to the expansion of learning time than is face-to-face instruction. [emphasis original]

I like that the bulk of our learning occurred through OLI. It allowed us to take our time and thoroughly learn the concepts. I think important material can go in one ear and out the other in a classroom environment because you are one of many, not called upon to exercise or demonstrate knowledge, and not going at your own pace.

I thought that the exercises we did during class time helped me understand material better, and the online practice problems were a great resource when I was preparing for the exam.