Testing the Effect of Hybrid Lecture Delivery on Learning Outcomes
The consensus of studies of undergraduate principles of economics is that the online format is inferior to the traditional lecture format. This study contributes to the literature by employing a research design that appropriately handles sample selection bias and by using a fixed effects model to correct for bias from unobservable variables. The results are that the effect of the online format on learning outcomes is not significantly different from that of the traditional format. JEL Classification: A2, A22 Key words: educational economics, online instruction
|Date of creation:||Nov 2012|
|Date of revision:|
|Contact details of provider:|| Postal: University of Connecticut 365 Fairfield Way, Unit 1063 Storrs, CT 06269-1063|
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- Chiara Gratton-Lavoie & Denise Stanley, 2009. "Teaching and Learning Principles of Microeconomics Online: An Empirical Assessment," The Journal of Economic Education, Taylor & Francis Journals, vol. 40(1), pages 3-25, January.
- Coates, Dennis & Humphreys, Brad R. & Kane, John & Vachris, Michelle A., 2004. ""No significant distance" between face-to-face and online instruction: evidence from principles of economics," Economics of Education Review, Elsevier, vol. 23(5), pages 533-546, October.
- 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.
- 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.
- Daniel R. Marburger, 2001. "Absenteeism and Undergraduate Exam Performance," The Journal of Economic Education, Taylor & Francis Journals, vol. 32(2), pages 99-109, January.
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