Virtual Instruction Effects Within University Courses: A Boon for Those Who Need it, a Bane for Others

Manuel Flores (), Mariana Gerstenblüth () and Lucía Suarez ()
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Manuel Flores: Universidad de la República
Mariana Gerstenblüth: Universidad de la República
Lucía Suarez: Universidad de la República

Research in Higher Education, 2025, vol. 66, issue 8, No 3, 26 pages

Abstract: Abstract This study evaluates the impact of virtual instruction on student performance, addressing the ongoing debate about virtuality in higher education. In 2022, the Social Sciences Faculty at Universidad de la República, Uruguay, introduced the Online Learning Pilot Experience program. We assess outcomes in three mandatory courses, employing matching techniques and considering the sequential nature of evaluation. Findings indicate that students in virtual courses are less likely to remain active, achieve course approval, or perform as well on intermediate assessments compared to face-to-face counterparts. Using alternative identification strategies, including randomized control trials and proxies for student ability, we confirm the robustness of these effects. Analysis of heterogeneous treatment effects reveals that virtual instruction is beneficial or has no significant impact for students facing constraints on in-person attendance, such as caregiving responsibilities, full-time employment, or distance from campus. These results underscore the importance of targeted virtual programs to maximize inclusivity and effectiveness.

Keywords: Virtual education; Student performance; Sequential treatment effects; Heterogeneous treatment effects; Program targeting (search for similar items in EconPapers)
JEL-codes: C21 H75 I20 I21 I23 (search for similar items in EconPapers)
Date: 2025
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DOI: 10.1007/s11162-025-09862-6

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