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Brian McFarlin at University of Houston ran an experiment in which half the students in a large undergraduate kinesiology course were taught only by the traditional in-class lecture format and the other half were taught in a hybrid format that combined lectures and online learning. At the completion of the courses, the students in the hybrid format had grades that were 10% higher than those in the traditional format. Writing about this experiment in Advances in Physiology Education McFarlin concluded, "Hybrid courses allow students additional exposure to course content that is not possible in a traditional classroom environment. This exposure may lead to an improvement in academic performance."
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