Student Performance in Traditional vs. Online Format: Evidence from Introductory Economics Classes

Oskar Harmon () and James Lambrinos
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James Lambrinos: Union University

No 2007-03, Working papers from University of Connecticut, Department of Economics

Abstract: This study uses a different approach to testing for a difference in student performance between traditional and online courses than prior studies that compare learning outcomes in economics courses. The study uses exam questions as the unit of observation and a specification that includes indicator variables for each student. These indicator variables capture the effect of differences in unobserved student characteristics on learning outcomes and thereby eliminate omitted variable bias. The study reports the finding that for an MBA introductory economics course taught in hybrid format the students had a significantly greater chance of answering a question correctly if it came from a chapter covered online (p

Keywords: online; instruction; economics; traditional (search for similar items in EconPapers)
JEL-codes: A2 A22 (search for similar items in EconPapers)
Pages: 26 pages
Date: 2007-03, Revised 2008-12
New Economics Papers: this item is included in nep-edu and nep-sog
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https://media.economics.uconn.edu/working/2007-03r.pdf Full text (revised version) (application/pdf)
https://media.economics.uconn.edu/working/2007-03.pdf Full text (original version) (application/pdf)

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Persistent link: https://EconPapers.repec.org/RePEc:uct:uconnp:2007-03

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