"Online course completion rates are atrocious, at less than seven percent according to studies. Younger students thrive in an environment where they have an adult to guide them in not just the material they are learning, but also in the process of learning. Launch provides just such an environment, one that is not only fun, but also builds upon the advantages of the mentor-student relationship to enhance persistence and problem-solving skills."
- Parr, Chris. "Not Staying the Course." New Study of Low MOOC Completion Rates. Inside Higher Ed, 10 May 2013. Web. 08 Feb. 2018.
The U.S. Dept of Education conducted a meta-analysis of almost a thousand research papers, and found that delivering digital content blended with face-to-face interaction and coaching is the most effective way for students to learn.* That is why Launch’s model is particularly effective. We blend critical advantages of online learning such as consistent course structure, multiple opportunities for student reflection and comprehension check, and the ability to work at your own pace with the unparalleled guidance of a face-to-face mentor. Combine this with the fact that we'reconveniently located in your backyardand you have a recipe for success!
Online Courses Are Not Effective
With only a 7% completion rate for online classes, research shows that face-to-face education is superior.
Learning is a social and collaborative process. Students, especially kids, need a personal connection to be successful learners.
The fact is, that online learning just does not provide everything that students need to successfully complete a course of learning.
"Only 17 percent of students who entered any of the 69 online bachelor's programs that reported these specific data to U.S. News graduated in three years, while just 35 percent graduated within six."
- U.S. News and World Report, 30 Jan. 2015. Web. 08 Feb. 2018.
*U.S. Department of Education Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. September 2010. prepared for the U.S. Department of Education under Contract number ED-04-CO-0040 Task 0006 with SRI International.