In the fall of 2020, we conducted research with 29 unique instructors at 26 institutions, teaching 67 sections to 2,670 students about how Achieve worked for them. ... View more

Learn how two instructors utilized Achieve in their General Chemistry courses to foster cooperative learning across face-to-face, virtual, & hybrid classroom environments. Download the attachments to learn more.  Table of Contents: CASE STUDY #1: Active Learning with Achieve Chemistry in Hybrid Flipped Classrooms  The Challenge Student Preparedness and Involvement in their Own Learning Achieve Implementation Using Achieve Textbook Integration to Deepen Knowledge Using Achieve Features to Engage Students in their Own Learning The Results Fostering Student Accountability Enhancing Instructor Pedagogy School Background About the Professor  Student Limitations   ... View more

Learn how one teacher used Achieve in their Calculus course and was able to save time & positively change student/teacher interactions. Download the attachments to learn more.  Table of Contents: ACTIVE TEACHING AND LEARNING WITH ACHIEVE: Rediscovering the Beauty of Calculus The Challenge  Student Preparedness and Instructor Efficiency The Solution Achieve Instructor and Student Resources The Results Achieve Saves Instructor Time and Positively Changes Instructor/Student Interactions School Background About the Professor Student Limitations   ... View more

Learn how two instructors utilized Achieve in their Composition courses to improve equity, access, and engagement for hybrid and virtual courses. Download the attachments to learn more.  Table of Contents: Case Study 1: ACHIEVE WRITER’S HELP for LUNSFORD: Flexibility and Peer Review Enhance Instruction  The Challenge Piloting Hybrid Class and Holding Students Accountable for Learning Achieve Implementation Using Achieve Writer’s Help Peer Review to Benefit Students Using Achieve’s Flexibility to Enhance Instruction The Results Easy to Use in Any Environment Fostering Engaged Students School Background About the Professor Student Limitations  ... View more

The second of three versions of the Macmillan Learning Model, the Problem-Based Learning Model, builds on the Active Learning Model by adding scaffolded learning activity components to the Before Class and During Class segments. These additional elements address small group problem solving and large group discussions.   ... View more

    Advances in the learning sciences combined with the fast evolution of powerful digital technologies and advances in the design of user experience have the potential to transform the future of higher education. There is now a large body of research demonstrating that learning science principles such as self-regulation, formative assessment, and active learning support the development of lifelong learners (Bell & Kozlowski, 2008). Digital tools can increasingly offer content, resources, and assessments that are personalized, adaptive, and relevant. (Cook et. al, 2013). And, seamless, efficient, engaging digital experiences that make the lives of students and instructors easier can meet the needs of busy educators and a diverse student population (Herrington & Oliver, 2000). However, despite a host of digital learning tools available to instructors there is a lack of rigorous and relevant evidence researching effectiveness and this has often led to false starts and frustrations of what to use and how to use it to best effect to improve student success. When building Achieve, a new digital learning platform, Macmillan Learning began by founding the solution on research-based learning science principles, and co-designing the platform with instructors and students. Researchers at Macmillan Learning then took the unusual approach of beginning to investigate the effectiveness and efficacy of Achieve in its infancy by conducting rapid-cycle evaluations of tool features as they were developed and implementing increasingly rigorous validity and efficacy studies as the platform matured through beta testing. ... View more

This study investigated the differential efficacy of a new digital learning tool, Achieve, among students less and more academically prepared to succeed.           ... View more