Without diminishing learning outcomes, automated teaching software can reduce the amount of time professors spend with students and could substantially reduce the cost of instruction, according to new research.
In experiments at six public universities, students assigned randomly to statistics courses that relied heavily on “machine-guided learning” software — with reduced face time with instructors — did just as well, in less time, as their counterparts in traditional, instructor-centric versions of the courses. This largely held true regardless of the race, gender, age, enrollment status and family background of the students.
The study comes at a time when “smart” teaching software is being increasingly included in conversations about redrawing the economics of higher education. Recent investments by high-profile universities in “massively open online courses,” or MOOCs, has elevated the notion that technology has reached a tipping point: with the right design, an online education platform, under the direction of a single professor, might be capable of delivering meaningful education to hundreds of thousands of students at once.