Moving the classroom to the computer lab: Can online learning with in-person support improve outcomes in community colleges?
Economics of Education Review, 2019, vol. 70, issue C, 159-172
Colleges are experimenting with integrating technology into the classroom to improve student learning and reduce costs. While fully online models appear to have negative effects on student learning compared to in-person instruction, there is less evidence about models that blend elements of online and in-person instruction. In this study, I estimate the effect of adopting a blended approach to teaching called the emporium model in which students complete online work in an on-campus lab with instructors onsite to assist. Using a triple difference identification strategy, I find that using the emporium model compared to traditional instruction in remedial math courses in a state community college system reduces course pass rates, retention, and degree attainment. Effects were generally consistent across all three levels of remediation, suggesting there was little variation by students’ incoming placement test score.
Keywords: Blended learning; College remediation; Community colleges (search for similar items in EconPapers)
JEL-codes: I21 I23 (search for similar items in EconPapers)
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Persistent link: https://EconPapers.repec.org/RePEc:eee:ecoedu:v:70:y:2019:i:c:p:159-172
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