Take a look at the testimonials from educators and students who have shared their experiences of using our other products and services.
Non-traditional students, many of whom had jobs or families, had difficulty finding the time to come to campus for tutoring assistance. Student-athletes in this institution also had difficulty accessing the on campus tuition service due to heavy practice and game schedules. In addition, student interest in online classes was growing, so this institution tried Smarthinking's online tuition service.
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Valencia College evaluated the efficacy of Smarthinking on online tutoring on student success and persistence.
The findings included:
Students who used both face-to-face and online tutoring had the highest success rates.
Students who used tutoring of any type appeared more likely to be retained while students who used both types of tutoring appeared to have the highest rates of retention term-to-term and year-to-year.
Students identified the prompting of an instructor as the most influential factor in their seeking tutoring assistance.
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Mesa Community College (MCC), the largest of ten colleges in the Maricopa County Community College District, prepares its students to succeed in the workforce or to transfer to a four-year college or university. Forty percent of MCC’s students, many of whom are nontraditional students, take an online or hybrid course. To support these students, the college supplements its traditional tutoring services with an online tutoring service. Since 24/7 online tutoring was introduced in 2011, approximately two thousand students have benefited from the service.
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Broward’s analysis of spring 2015 results showed an average 84.3 percent success rate among students who used Smarthinking, across all campuses and all courses, compared to an average 66.1 percent success rate for non-users. Withdrawals among Smarthinking users were just 3.7 percent compared with 12.5 percent among non-users.
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Revel was used at the University of Stirling as part of a pilot study designed to understand student engagement, experience and satisfaction with the resource. The pilot particularly aimed to understand more about how using Revel impacted on psychology students' engagement with reading.
Read moreWe get set homework every week. For me the benefit of MyMathLab is actually working through the examples that we've been taught in class. That's how I learn maths.
Llinos Owen, student, Engineering Maths, University of Liverpool, UK (MyMathLab)
I just wanted to let you know how helpful the Mastering Biology is! It makes me study better, almost forces me to it! And it is a perfect combination between pictures, videos and text. It's genius!
Renee Bakkemo, student, University of Essex (MasteringBiology)
It is like having a teacher by your side, you learn it a lot quicker than usual homework!
Jannick Mikkelsen, student, Copenhagen Business School, Denmark (MyEconLab)
[MyFinanceLab is] like a personal tutor laying the path toward your learning finance.
Fredrik Hannfors, student, Stockholm School of Economics, Sweden (MyFinanceLab)
The average mark is approximately 10% higher than it was previously. Furthermore, the failure rate has decreased significantly - from 32% to 5-14% in recent years.
Marion Birch and Niels Walet, Manchester University (MasteringPhysics)
What really helped was that fact that [MasteringEngineering] was online, available 24/7. That really helped; students these days want to decide when they study. That's when we really saw our pass rates go up.
Gillian Saunders, lecturer, Delft University of Technology, Netherlands using MasteringEngineering with Hibbeler: Statics (MasteringEngineering)
Since I've been using it my pass rates have gone up - the first year I used the system it was quite striking.
Carrie Rutherford, London South Bank University, UK (MyMathLab)
The percentage of students who passed the course increased from 55% to 80%.
Halit Gonenc, University of Groningen, Netherlands (MyFinanceLab)
Results show that these students performed on average 10% better on the final exam.
Matthew Olczak, Aston University, UK (MyEconLab)
The number of low performers was lower than in the corresponding exams a year ago.
Jouko Karjalainen, Aalto University, Finland (MasteringPhysics)
