Learning Forward – Evidence-Based Teaching Practices That Work

[MarisaBluestone]

Two weeks ago, we explored how AI can play a role in personalized learning (if you missed it, catch up here). But technology alone isn’t enough. Great learning happens when strong research supports strong teaching. That’s why we’ve spent the last five semesters studying evidence-based teaching (EBT) strategies—and we’re learning a lot.

This semester, we’re testing a range of approaches, including:

🧠 Metacognition tools – Helping students reflect on their learning and self-regulate their study habits.

🤝 Sense of belonging tools – Creating community and engagement beyond traditional academic assignments.

📊 Data-driven instruction – Giving instructors real-time insights to make timely interventions.

The research is being done across disciplines ranging from chemistry to public speaking. Notably, within this semester’s cohort are three instructors that teach courses exclusively for students who identify as neurodivergent. 

While a range of tactics are being explored, we’re especially curious about the impact of a student metacognition tool (short surveys that help students reflect on their learning experiences), and a student sense of belonging tool (a space where students can engage with one another outside of traditional academic assignments) to learn about the efficacy of real-time intervention strategies. 

Previous research has shown that using these tools consistently throughout a semester can improve student performance by 10%, which in many cases is a full letter grade. 

But it’s not just about grades—we’re curious about the broader impact these practices have on students’ problem-solving skills and their ability to reflect on their learning journey. By expanding this research into new disciplines and formats, including online courses, we’re identifying the best ways to help instructors bring these benefits to their classrooms.

Deepening Insights into Non-Cognitive Outcomes

Motivation, engagement, and a sense of belonging are critical when it comes to learning. These non-cognitive factors are often overlooked but have a profound impact on student performance. Non-cognitive outcomes are not usually taught or tested in the classroom, but because they’re so critical to success we’re diving deeper into how these outcomes vary across class formats (online vs. face-to-face) and among diverse student populations.

With tools like metacognition surveys and sense of belonging interventions, we’re getting better at identifying early indicators of student challenges—so instructors can step in at the right time.

As Guido Gatti, Senior Quantitative Research Analyst, put it: “Education is at its most transformative when it nurtures the whole learner, building skills that last beyond the classroom.”

Of course, learning doesn’t just happen in college classrooms—it starts long before. 

That’s why our research also looks at high school students, especially those in Advanced Placement (AP) courses. Next week, we’ll share what we’re learning about how AP students use digital learning tools and what’s helping them succeed on their exams.

Learn more about our overarching goals and how we think about research in part 1
Hear about the data behind AI Tutors in part 2
Discover what we mean by the 360 degree student in part 3