Testing the Effect of Hybrid Lecture Delivery on Learning Outcomes
AbstractThe consensus of studies of undergraduate principles of economics is that the online format is inferior to the traditional lecture format. This study contributes to the literature by employing a research design that appropriately handles sample selection bias and by using a fixed effects model to correct for bias from unobservable variables. The results are that the effect of the online format on learning outcomes is not significantly different from that of the traditional format. JEL Classification: A2, A22 Key words: educational economics, online instruction
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Bibliographic InfoPaper provided by University of Connecticut, Department of Economics in its series Working papers with number 2012-36.
Length: 15 pages
Date of creation: Nov 2012
Date of revision:
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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-2012-11-17 (All new papers)
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.:
- Daniel R. Marburger, 2001. "Absenteeism and Undergraduate Exam Performance," The Journal of Economic Education, Taylor & Francis Journals, vol. 32(2), pages 99-109, January.
- 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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- 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.
- Chiara Gratton-Lavoie & Denise Stanley, 2009. "Teaching and Learning Principles of Microeconomics Online: An Empirical Assessment," The Journal of Economic Education, Taylor & Francis Journals, vol. 40(1), pages 3-25, January.
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