IDEAS home Printed from
   My bibliography  Save this article

Targeting Teaching: Does the Medium Matter? Online versus Paper Coursework


  • Rey Hernández-Julián

    () (Metropolitan State College of Denver, Department of Economics, Campus Box 77, P.O. Box 173362, Denver, CO 80217-3362, USA)

  • Christina Peters

    () (Metropolitan State College of Denver, Department of Economics, Campus Box 77, P.O. Box 173362, Denver, CO 80217-3362, USA; corresponding author)


If individuals process information differently when it is accessed electronically rather than on paper, then the transition from paper to electronic text may affect learning and retention. Using a randomized experiment, we compare learning outcomes of economics students who use electronic teaching tools with students who access the same material on paper. We find that students who submit homework online complete more assignments but have lower classroom attendance rates. However, there is no effect on exam scores. This suggests that while an electronic medium may enable instructional material to be accessed more easily, it does not significantly impact learning.

Suggested Citation

  • Rey Hernández-Julián & Christina Peters, 2012. "Targeting Teaching: Does the Medium Matter? Online versus Paper Coursework," Southern Economic Journal, Southern Economic Association, vol. 78(4), pages 1333-1345, April.
  • Handle: RePEc:sej:ancoec:v:78:4:y:2012:p:1333-1345

    Download full text from publisher

    File URL:
    Download Restriction: no


    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.

    Cited by:

    1. Darragh Flannery & John Considine & Brendan Kennelly, 2013. "An Experiment with Online and Paper Assignments: Grades, Completion Rates and Student Preferences," Working Papers WP072013, University of Limerick, Department of Economics, revised Oct 2013.

    More about this item

    JEL classification:

    • A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate


    Access and download statistics


    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:sej:ancoec:v:78:4:y:2012:p:1333-1345. See general information about how to correct material in RePEc.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Laura Razzolini). General contact details of provider: .

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service hosted by the Research Division of the Federal Reserve Bank of St. Louis . RePEc uses bibliographic data supplied by the respective publishers.