Student Choices of Reduced Seat Time in a Blended Introductory Statistics Course
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.
|Date of creation:||2013|
|Date of revision:|
|Contact details of provider:|| Postal: |
Phone: (302) 831-2565
Fax: (302) 831-6968
Web page: http://www.lerner.udel.edu/departments/economics/department-economics/
More information through EDIRC
References listed on IDEAS
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- David Romer, 1993. "Do Students Go to Class? Should They?," Journal of Economic Perspectives, American Economic Association, vol. 7(3), pages 167-174, Summer.
- 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, 03.
- 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.
- 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.
When requesting a correction, please mention this item's handle: RePEc:dlw:wpaper:13-14.. 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: (Saul Hoffman)
If references are entirely missing, you can add them using this form.