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

Author

Listed:
  • 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)

Abstract

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
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    File URL: http://dx.doi.org/10.4284/0038-4038-78.4.1333
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    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

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