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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)

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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<.0075), and that for two undergraduate courses in principles of microeconomics, one online and one traditional, there was a marginally significant result in three different models (p< .1023, .0829, .0737).

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File URL: http://www.econ.uconn.edu/working/2007-03r.pdf
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File URL: http://www.econ.uconn.edu/working/2007-03.pdf
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Publisher 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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Related research
Keywords: 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:

References listed on IDEAS
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.:
  1. Jeff Anstine & Mark Skidmore, 2005. "A Small Sample Study of Traditional and Online Courses with Sample Selection Adjustment," Journal of Economic Education, Helen Dwight Reid Foundation, vol. 36(2), pages 107-128. [Downloadable!]
  2. Daniel R. Marburger, 2006. "Does Mandatory Attendance Improve Student Performance?," Journal of Economic Education, Helen Dwight Reid Foundation, vol. 37(2), pages 148-155. [Downloadable!]
  3. 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. [Downloadable!] (restricted)
  4. 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. [Downloadable!]
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