Student Performance in Traditional vs. Online Format: Evidence from Introductory Economics Classes
AbstractThis study uses a different approach to testing for a difference in student performance between traditional and online courses than prior studies that compare learning outcomes in economics courses. The study uses exam questions as the unit of observation and a specification that includes indicator variables for each student. These indicator variables capture the effect of differences in unobserved student characteristics on learning outcomes and thereby eliminate omitted variable bias. The study reports the finding that for an MBA introductory economics course taught in hybrid format the students had a significantly greater chance of answering a question correctly if it came from a chapter covered online (p
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Bibliographic InfoPaper provided by University of Connecticut, Department of Economics in its series Working papers with number 2007-03.
Length: 26 pages
Date of creation: Mar 2007
Date of revision: Dec 2008
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Postal: University of Connecticut 341 Mansfield Road, Unit 1063 Storrs, CT 06269-1063
Phone: (860) 486-4889
Fax: (860) 486-4463
Web page: http://www.econ.uconn.edu/
More information through EDIRC
online; instruction; economics; traditional;
Find related papers by JEL classification:
- A2 - General Economics and Teaching - - Economic Education and Teaching of Economics
- A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate
This paper has been announced in the following NEP Reports:
- NEP-ALL-2007-03-24 (All new papers)
- NEP-EDU-2007-03-24 (Education)
- NEP-SOG-2007-03-24 (Sociology of Economics)
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- Byron W. Brown & Carl E. Liedholm, 2002. "Can Web Courses Replace the Classroom in Principles of Microeconomics?," American Economic Review, American Economic Association, vol. 92(2), pages 444-448, May.
- Coates, Dennis & Humphreys, Brad R. & Kane, John & Vachris, Michelle A., 2004. ""No significant distance" between face-to-face and online instruction: evidence from principles of economics," Economics of Education Review, Elsevier, vol. 23(5), pages 533-546, October.
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