Replication data for: A Randomized Assessment of Online Learning
Principal Investigator(s): View help for Principal Investigator(s) William T. Alpert; Kenneth A. Couch; Oskar R. Harmon
Version: View help for Version V1
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data-file-and-program | 10/12/2019 11:04:AM | ||
LICENSE.txt | text/plain | 14.6 KB | 10/12/2019 07:04:AM |
Project Citation:
Alpert, William T., Couch, Kenneth A., and Harmon, Oskar R. Replication data for: A Randomized Assessment of Online Learning. Nashville, TN: American Economic Association [publisher], 2016. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2019-10-12. https://doi.org/10.3886/E113462V1
Project Description
Summary:
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A microeconomics principles course employing random assignment across three sections with different teaching models is used to explore learning outcomes as measured by a cumulative final exam for students who participate in traditional face-to-face classroom instruction, blended face-to-face and online instruction with reduced instructor contact time, and a purely online instructional format. Evidence indicates learning outcomes were reduced for students in the purely online section relative to those in the face-to-face format by 5 to 10 points on a cumulative final exam. No statistically significant differences in outcomes are observed for students in the blended relative to the face-to-face section.
Scope of Project
JEL Classification:
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A22 Economic Education and Teaching of Economics: Undergraduate
I23 Higher Education; Research Institutions
A22 Economic Education and Teaching of Economics: Undergraduate
I23 Higher Education; Research Institutions
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