Understanding the hybrid classroom in economics: A case study

Jonathan L. Graves, Emrul Hasan and Trish L. Varao-Sousa

International Review of Economics Education, 2024, vol. 45, issue C

Abstract: In this paper, we discuss the differences between online and in-person students (“cohorts”) in an intermediate econometrics course taught in Summer 2021 using a hybrid (online and in-person) educational format. We designed this course as an experimental pilot which used a combination of lectures, labs, and hands-on activities to study whether hybrid instruction necessarily advantages one group of students (e.g., in-person) over another (e.g., online). We were particularly interested to know if differences could be reduced through course design choices and the use of interactive learning activities. We found that our design led to generally highly positive experiences for students – and there were no differences in affective experiences between the online and in-person cohorts. We did find some small differences in participation and peer-evaluation, favouring in-person students, but no differences in overall academic achievement. We conclude that this case study shows how certain forms of hybrid learning do not necessarily disadvantage online students, if properly supported with course and curriculum design. We also provide examples and guidance for educators seeking to adapt, replicate, or extend our approach.

Keywords: Economics; Undergraduate teaching; Hybrid teaching; Econometrics; Jupyter; Evaluation (search for similar items in EconPapers)
Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:eee:ireced:v:45:y:2024:i:c:s1477388023000233

DOI: 10.1016/j.iree.2023.100282

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