Do Supplemental Online Recorded Lectures Help Students Learn Microeconomics?
This study sheds light on the relationship between the use of online recorded lectures and exam performance of students in the case of microeconomics. The study uses a rich panel data set covering Taiwanese students. Our results show that those who skip more classes and males are more likely to use online recorded lectures. As may be expected, most students access online recorded lectures just before exams, rather than immediately after lectures. Our fixed effects model shows a significant and positive relationship between studentsâ€™ use of online recorded lectures and their grades.
Volume (Year): 11 (2012)
Issue (Month): 1 ()
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References listed on IDEAS
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- Daniel R. Marburger, 2001. "Absenteeism and Undergraduate Exam Performance," The Journal of Economic Education, Taylor & Francis Journals, vol. 32(2), pages 99-109, January.
- Jennjou Chen & Tsui-Fang Lin, 2008. "Class Attendance and Exam Performance: A Randomized Experiment," The Journal of Economic Education, Taylor & Francis Journals, vol. 39(3), pages 213-227, July.
- 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.
- Rajshree Agarwal & A. Edward Day, 1998. "The Impact of the Internet on Economic Education," The Journal of Economic Education, Taylor & Francis Journals, vol. 29(2), pages 99-110, June.
- 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.
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