"No significant distance" between face-to-face and online instruction: evidence from principles of economics.

Autor/inn/en	Coates, Dennis; Humphreys, Brad R.; Kane, John
Titel	"No significant distance" between face-to-face and online instruction: evidence from principles of economics.
Quelle	In: Economics of education review, 23 (2004) 5, S. 533-546Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0272-7757
DOI	10.1016/j.econedurev.2004.02.002
Schlagwörter	Empirische Untersuchung; Lernerfolg; Experiment; Unterrichtsgespräch; Unterrichtsmethode; Studium; Vorlesung; Studienerfolg; Wirtschaftswissenschaft; Fernstudium; Internet; Online; USA
Abstract	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.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2005/3