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Zooming to Class? Experimental Evidence on College Students' Online Learning during COVID-19

Author

Listed:
  • Michael S. Kofoed
  • Lucas Gebhart
  • Dallas Gilmore
  • Ryan Moschitto

Abstract

One persistent question in higher education is the efficacy of online education. In the fall of 2020, we randomized 551 West Point students in a required introductory economics course across 12 instructors to either an online or in-person class as a response to the COVID-19 pandemic. Final grades for online students dropped by 0.215 standard deviations, a result apparent in both assignments and exams and largest for academically at-risk students. A postcourse survey finds that online students struggled to concentrate in class and felt less connected to their instructors and peers. Our results show detrimental effects for online learning.

Suggested Citation

  • Michael S. Kofoed & Lucas Gebhart & Dallas Gilmore & Ryan Moschitto, 2024. "Zooming to Class? Experimental Evidence on College Students' Online Learning during COVID-19," American Economic Review: Insights, American Economic Association, vol. 6(3), pages 324-340, September.
    • Handle: RePEc:aea:aerins:v:6:y:2024:i:3:p:324-40
    DOI: 10.1257/aeri.20230077
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    JEL classification:

    • A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate
    • I12 - Health, Education, and Welfare - - Health - - - Health Behavior
    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions
    • I26 - Health, Education, and Welfare - - Education - - - Returns to Education

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