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Student Demand for Streaming Lecture Video: Emprical Evidence from Undergraduate Economics Classes

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  • Nicholas Flores

    ()
    (University of Colorado at Boulder)

  • Scott J. Savage

    ()
    (University of Colorado at Boulder)

Abstract

Real-time lectures recorded on video and streamed over the Internet are a useful supplement to non-classroom learning. However, because recording confines the instructor to the podium, the classroom experience is diminished when there is less social interaction. This study uses choice experiment data to estimate economics students' willingness to pay for streaming lecture video and instructor movement away from the podium. Results show a divide between students who like the flexibility of catching up on missed classes with video and students who do not. For this former group, video enhances the learning experience and students are willing to pay an additional $90 per course for video. An important source of streaming lecture video's value to students is its impact on performance. Knowledge equation estimates show a positive correlation between students' use of video and their cumulative final grade.

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Bibliographic Info

Article provided by Economics Network, University of Bristol in its journal International Review of Economics Education.

Volume (Year): 6 (2007)
Issue (Month): 2 ()
Pages: 57-78

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Handle: RePEc:che:ireepp:v:6:y:2007:i:2:p:57-78

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Postal: University of Bristol, BS8 1HH, United Kingdom
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  1. Grace Chan & Paul W. Miller & MoonJoong Tcha, 2004. "Happiness in University Education," Economics Discussion / Working Papers 04-11, The University of Western Australia, Department of Economics.
  2. Kim Sosin & Betty J. Lecha & Rajshree Agarwal & Robin L. Bartlett & Joseph I. Daniel, 2004. "Efficiency in the Use of Technology in Economic Education: Some Preliminary Results," American Economic Review, American Economic Association, vol. 94(2), pages 253-258, May.
  3. William E. Becker & Michael Watts, 2001. "Teaching Methods in U.S. Undergraduate Economics Courses," The Journal of Economic Education, Taylor & Francis Journals, vol. 32(3), pages 269-279, January.
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