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"No significant distance" between face-to-face and online instruction: evidence from principles of economics
Ist Teil von
Economics of education review, 2004-10, Vol.23 (5), p.533-546
Ort / Verlag
Elsevier India Pvt Ltd
Erscheinungsjahr
2004
Link zum Volltext
Quelle
ERIC
Beschreibungen/Notizen
This paper describes an experiment focused on measuring and explaining differences in students learning between online and face-to-face modes of instruction in college level principles of economics courses. The results indicate that students in face-to-face sections scored better on the Test of Understanding College Economics (TUCE) than students in online sections. The authors find that failure to account for the self-selection of students into online or face-to-face sections biases toward zero the differential in TUCE Scores between online and face-to-face students. Online students score a statistically significant 3-6 fewer correct answers, out of 33 questions, than face-to-face students in the selection-corrected model. However, an endogenous switching model finds that students who select into the online classes perform better than they would, all other things constant, in a face-to-face class. Other results suggest caution in using the web to teach underclassmen. (DIPF/Orig.).