The next generation of high-school students needs to learn to “think big” to be successful, according to a Harvard professor.

That’s because of the sheer amount of “non-essential” information that can be found in textbooks and curricula that students can borrow, and how easy it is for students to access online resources.

In his new book, The Big Idea, MIT professor Daniel Grossman argues that a generation of students will learn to rely on online resources and not rely on print textbooks.

In addition, he says, “the best students can learn to use these resources in an efficient way.”

To help students understand the value of these online resources, Grossman and his colleague, professor of economics and education at the University of California, San Diego, Daniel M. Feltus, conducted an experiment that measured the impact of using online resources on students’ learning.

The experiment was designed to test students’ knowledge of math concepts in an online course and to determine whether the online learning materials helped students grasp mathematical concepts and apply them to real-world situations.

They found that using online materials helped them better understand the mathematics in a real-life situation.

The study was published in the March 25 issue of the Proceedings of the National Academy of Sciences.

“The data shows that students’ understanding of math problems is improved if they learn from online resources,” Grossman said.

“We are seeing that with this new research.

The students that we have studied so far are not that good at understanding math problems in real life.”

The authors also note that online learning may be a better alternative to textbooks because it allows students to “create their own content, rather than relying on a teacher to create content for them.”

“The students who are learning the most are the students that are the most likely to be learning through online resources because that’s the most direct and immediate learning path to them,” Grossmann said.

“It’s also the most accessible and the most effective.

There’s no reason why you can’t do that online as well.”

Students may find the online resources to be helpful, but they also may learn that they can use them to create their own material.

In the experiment, students had to create a video tutorial of a math problem that was different from the one they had already been taught.

They had to fill in the missing data from the video and to show how they solved the problem.

Students also had to choose which video to use.

When they chose to use a video, they were asked to complete a set of math-related questions to see if they had learned something.

Students also had a choice of whether to take an online class or an offline class.

After students completed their questions and finished the online tutorial, they had to watch a video with the same material.

The same set of questions were used for the offline class, and students also had the option of taking an online classroom.

In all, the students were given two online videos that they could watch together.

In both cases, they needed to take a set number of questions and answer as many as possible in each video.

The online video had a longer presentation, and it showed a different set of problems that the students had already learned.

In contrast, the offline video had less information.

The students completed the online video by clicking the button labeled “watch” and they were then shown the same set problems, but with different questions.

They were then asked to fill out a series of questions to determine how much they had understood.

In this way, they could use the online material to create an online tutorial.

The results of the online class showed that the online students were much more likely to complete the online lesson than the offline students.

The study showed that students were more likely than the students who were given a video of the same problem were to complete an online video.

This may have to do with the fact that the material was more engaging and easier to use for students.

“What we’re really interested in is, are there any differences between the online and offline materials?

I think the answer is yes, and the answer isn’t that they’re not the same,” Grossmans said.

He said that the differences are not so much that students are more likely or less likely to learn the material online.

He noted that the problems that students learn online are often easier to solve, and those problems are much easier to complete than those in the offline version.

“We’re not trying to say that we know what’s good and what’s bad.

We’re trying to see what works,” Grossmen said.

Grossman said that online resources also may help students avoid plagiarisms.

He pointed out that many online resources include a disclaimer that students should not use without permission, and that it is very important that students know how to cite the sources they are using in the materials they are studying.

“I think there’s a lot of room for improvement,” Grosssman said, “and I think this research is the first to show that you need to be able to