Tutoring in (Online) Higher Education: Experimental Evidence

David Hardt, Markus Nagler and Johannes Rincke

No 9555, CESifo Working Paper Series from CESifo

Abstract: Demand for personalized online tutoring in higher education is growing but there is little research on its effectiveness. We conducted an RCT offering remote peer tutoring in micro- and macroeconomics at a German university teaching online due to the Covid-pandemic. Treated students met in small groups, in alternating weeks with and without a more senior student tutor. The treatment improved study behavior and increased contact to other students. Tutored students achieved around 30% more credits and a one grade level better GPA across treated subjects. Our findings suggest that the program reduced outcome inequality. We find no impacts on mental health.

Keywords: tutoring; higher education; online teaching; Covid; mental health (search for similar items in EconPapers)
JEL-codes: I10 I20 I23 I24 (search for similar items in EconPapers)
Date: 2022
New Economics Papers: this item is included in nep-edu, nep-eur, nep-exp and nep-hea
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (2)

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Journal Article: Tutoring in (online) higher education: Experimental evidence (2023)
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