A Randomized Assessment of Online Learning
- (pp. 378-82)
AbstractA 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.
CitationAlpert, William T., Kenneth A. Couch, and Oskar R. Harmon. 2016. "A Randomized Assessment of Online Learning." American Economic Review, 106 (5): 378-82. DOI: 10.1257/aer.p20161057
- A22 Economic Education and Teaching of Economics: Undergraduate
- I23 Higher Education; Research Institutions