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Student Performance in Traditional vs. Online Format: Evidence from Introductory Economics Classes

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Author Info

  • Oskar R. Harmon

    (University of Connecticut)

  • James Lambrinos

    (Union University)

Abstract

This 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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File URL: http://web2.uconn.edu/economics/working/2007-03r.pdf
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File URL: http://web2.uconn.edu/economics/working/2007-03.pdf
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Bibliographic Info

Paper provided by University of Connecticut, Department of Economics in its series Working papers with number 2007-03.

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Length: 26 pages
Date of creation: Mar 2007
Date of revision: Dec 2008
Handle: RePEc:uct:uconnp:2007-03

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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/
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Keywords: online; instruction; economics; traditional;

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  1. 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.
  2. 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.
  3. Daniel R. Marburger, 2001. "Absenteeism and Undergraduate Exam Performance," The Journal of Economic Education, Taylor & Francis Journals, vol. 32(2), pages 99-109, January.
  4. Daniel R. Marburger, 2006. "Does Mandatory Attendance Improve Student Performance?," The Journal of Economic Education, Taylor & Francis Journals, vol. 37(2), pages 148-155, April.
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