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 J. DiCiccio, Tyler Ransom, Alex Rees-Jones and Jörg Stoye
Additional contact information
George Orlov: Cornell University
Douglas McKee: Cornell University
Austin Boyle: Pennsylvania State University
Thomas J. DiCiccio: Cornell University

No 13813, IZA Discussion Papers from Institute of Labor Economics (IZA)

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.

Keywords: higher education; pedagogical methods; economic education; COVID-19 (search for similar items in EconPapers)
JEL-codes: A22 I23 (search for similar items in EconPapers)
Pages: 10 pages
Date: 2020-10
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (2)

Published - published in: Economics Letters, 2021, 202, 109812

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Related works:
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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