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Student Choices of Reduced Seat Time in a Blended Introductory Statistics Course

Author

Listed:
  • CARLOS J. ASARTA

    (Department of Economics,University of Delaware)

  • JAMES R. SCHMIDT

    (College of Business Administration, University of Nebraska)

Abstract

Two instructional features are available to students in blended courses that are not present in traditional courses. First, online content is available with the intent that it substitute for a portion of face-to-face lectures or other in-class types of material delivery. Second, in-class seat time in a blended course is reduced as compared to the traditional version of the course. In this paper, we explore student choices of reduced seat time in a style of blended course that does not have a punitive attendance policy, uses online lectures rather than in-class lectures, and conducts alternative, but optional, in-class activities. After accounting for the natural tendency of students to skip classes in a traditional course, we find an interval estimate of 49 to 62 percent for the mean reduction in seat time chosen by students. Also, using an empirical model of attendance, we find that student use of online materials contributes in a positive way to class attendance.

Suggested Citation

  • Carlos J. Asarta & James R. Schmidt, 2013. "Student Choices of Reduced Seat Time in a Blended Introductory Statistics Course," Working Papers 13-14, University of Delaware, Department of Economics.
    • Handle: RePEc:dlw:wpaper:13-14.
    as

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    References listed on IDEAS

    as
    1. Alan Farley & Ameeta Jain & Dianne Thomson, 2011. "Blended Learning in Finance: Comparing Student Perceptions of Lectures, Tutorials and Online Learning Environments Across Different Year Levels," Economic Papers, The Economic Society of Australia, vol. 30(1), pages 99-108, March.
    2. David Romer, 1993. "Do Students Go to Class? Should They?," Journal of Economic Perspectives, American Economic Association, vol. 7(3), pages 167-174, Summer.
    3. Charles L. Ballard & Marianne F. Johnson, 2004. "Basic Math Skills and Performance in an Introductory Economics Class," The Journal of Economic Education, Taylor & Francis Journals, vol. 35(1), pages 3-23, January.
    4. Keller, J. Howard & Hassell, John M. & Webber, Sally A. & Johnson, James N., 2009. "A comparison of academic performance in traditional and hybrid sections of introductory managerial accounting," Journal of Accounting Education, Elsevier, vol. 27(3), pages 147-154.
    5. Carlin Dowling & Jayne Godfrey & Nikole Gyles, 2003. "Do hybrid flexible delivery teaching methods improve accounting students' learning outcomes?," Accounting Education, Taylor & Francis Journals, vol. 12(4), pages 373-391.
    Full references (including those not matched with items on IDEAS)

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    Keywords

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    JEL classification:

    • A10 - General Economics and Teaching - - General Economics - - - General
    • A23 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Graduate
    • C00 - Mathematical and Quantitative Methods - - General - - - General

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