Learning During the COVID-19 Pandemic: It Is Not Who You Teach, but How You Teach

George Orlov, Douglas McKee, James Berry, Austin Boyle, Thomas DiCiccio, Tyler Ransom, Alex Rees-Jones and Jörg Stoye

No 28022, NBER Working Papers from National Bureau of Economic Research, Inc

Abstract: We use standardized end-of-course knowledge assessments to examine student learning during the disruptions induced by the COVID-19 pandemic. Examining seven economics courses taught at four US R1 institutions, we find that students performed substantially worse, on average, in Spring 2020 when compared to Spring or Fall 2019. We find no evidence that the effect was driven by specific demographic groups. However, our results suggest that teaching methods that encourage active engagement, such as the use of small group activities and projects, played an important role in mitigating this negative effect. Our results point to methods for more effective online teaching as the pandemic continues.

JEL-codes: A2 A22 I21 (search for similar items in EconPapers)
Date: 2020-10
New Economics Papers: this item is included in nep-pke
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Citations: View citations in EconPapers (6)

Published as Orlov, George & McKee, Douglas & Berry, James & Boyle, Austin & DiCiccio, Thomas & Ransom, Tyler & Rees-Jones, Alex & Stoye, Jörg, 2021. "Learning during the COVID-19 pandemic: It is not who you teach, but how you teach," Economics Letters, Elsevier, vol. 202(C).

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Journal Article: Learning during the COVID-19 pandemic: It is not who you teach, but how you teach (2021)
Working Paper: Learning during the COVID-19 Pandemic: It Is Not Who You Teach, but How You Teach (2020)
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