In the 2014 study, "Interactive Online Learning on Campus: Testing MOOCs and Other Platforms in Hybrid Formats in the University System of Maryland," researchers examined the impact of using hybrid forms of interactive online learning in seven undergraduate courses across seven universities in Maryland. Hybrid forms of interactive online learning combine online learning components with traditional face-to-face instruction. The study used a quasi-experimental design and the sample included 1,598 students enrolled in large introductory biology, statistics, pre-calculus, computer science, and communications courses. Of those students, 778 were enrolled in sections that used the hybrid delivery format, and 820 were enrolled in the sections that used a traditional delivery format. To measure impacts, study authors compared learning outcomes such as student grades and course pass rates, controlling for SAT scores, student GPA, family income, and other student background characteristics. The study does not meet WWC group design standards because it did not demonstrate baseline equivalence of an analytic sample without imputed outcomes. A glossary of terms is included. [The following study is the focus of this Single Study Review: Griffiths, R., Chingos, M., Mulhern, C., & Spies, R. (2014). Interactive online learning on campus: Testing MOOCs and other platforms in hybrid formats in the University System of Maryland. New York, NY: Ithaka S+R.]