A Randomized Assessment of Online Learning

William Alpert, Kenneth Couch and Oskar R. Harmon

American Economic Review, 2016, vol. 106, issue 5, 378-82

Abstract: 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.

JEL-codes: A22 I23 (search for similar items in EconPapers)
Date: 2016
Note: DOI: 10.1257/aer.p20161057
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Citations: View citations in EconPapers (39)

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