When you’ve been to a few museums and visited a few schools, you might be tempted to take the Internet with you.
But if you want to see something you can’t in person, or you want a class you can see in person but not in person in the comfort of your home, you may need to make do with the old fashioned way: by visiting a museum.
As more and more students flock to colleges, the demand for more online education is growing exponentially, but the best way to get the most out of your online learning is to learn the material in person.
That’s the view of a new study published in the Journal of the American Academy of Child and Adolescent Psychiatry, and it could be one of the biggest breakthroughs for online education in the past decade.
In the study, researchers at Boston Children’s Hospital analyzed more than 4,000 visits to 10 museums in the United States, the United Kingdom and Australia between 2008 and 2014, and found that people who visited a museum with a teacher and an online class had the same amount of learning experience in those two classes.
This level of offline experience was similar to the level that students had when they visited the same museums in their home.
The study also found that online lessons were equally effective at getting students to study for tests and for completing assignments as were classroom lessons.
The finding may be surprising, since most online classes have no real teacher and no real classroom.
It’s not until the third or fourth class that a teacher actually speaks to the students, and they spend less time learning about themselves and more time learning and analyzing the material that they’re taught.
But even then, the lessons can be pretty basic, like how to read, write and draw.
To find out how much learning these classes offer, the researchers compared online lessons to traditional classroom lessons for each subject.
For example, they analyzed how many students passed the first test, the second test, and the third test in each subject area, and how many failed them.
They also calculated how much time was spent with the teacher and how much students learned for each of the subjects.
As expected, the online classes were more effective in the first three subjects, and were more likely to lead to more learning for students.
But there were differences across subjects.
For instance, online classes led to significantly more reading, and more writing and drawing, than classroom lessons, even after accounting for the amount of time students spent with their teacher.
Students who took online classes in the second and third subject areas also spent more time with the teachers, but did not spend more time in the classroom.
And even after taking the same tests as students in class, online students did not gain as much knowledge from the online lessons as did their classmates in class.
The most surprising result was that the most effective online lessons, especially online lessons that used a teacher as the instructor, were the least effective in students who did not attend a regular class.
In the first subject area and in the third subject area the online class outperformed the classroom lessons by a margin of 0.4 points per test.
But in the fourth subject area only online classes outperformed classroom lessons (by a margin 0.3 points per question).
What the researchers are trying to do is figure out how the online learning can make students more engaged in learning.
“The results suggest that the online classroom experience can be a valuable complement to a classroom environment, but it’s not the only way to engage,” Dr. Scott M. Pomerantz, one of Dr. Pannick’s co-authors and the study’s lead author, said in a statement.
“It’s important to remember that the offline classroom experience may not be a substitute for the online one, but we need to be careful not to overlook its value.”
Dr. Pattrick added, “It is a well-established fact that we do not always get the results we need from our online learning, even when it comes to high school students.”