Do Online Courses Provide an Equal Educational Value Compared to In-Person Classroom Teaching? Evidence from U.S. Survey Data Using Quantile Regression

Autor/inn/en	Ojha, Manini; Rahman, Mohammad Arshad
Titel	Do Online Courses Provide an Equal Educational Value Compared to In-Person Classroom Teaching? Evidence from U.S. Survey Data Using Quantile Regression
Quelle	In: Education Policy Analysis Archives, 29 (2021) 85, (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ojha, Manini) ORCID (Rahman, Mohammad Arshad)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Online Courses; Electronic Learning; Synchronous Communication; Classroom Environment; Value Judgment; Public Opinion; Surveys; COVID-19; Pandemics; Prior Learning; Gender Differences; Age Differences; Regional Characteristics; Educational Attainment; Employment Level; Educational Trends + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Klassenklima; Unterrichtsklima; Werturteil; Öffentliche Meinung; Survey; Umfrage; Befragung; Vorkenntnisse; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Regionaler Faktor; Bildungsabschluss; Bildungsgut; Beschäftigungsgrad; Bildungsentwicklung
Abstract	Education has traditionally been classroom-oriented with a gradual growth of online courses in recent times. However, the outbreak of the COVID-19 pandemic has dramatically accelerated the shift to online classes. Associated with this learning format is the question: what do people think about the educational value of an online course compared to a course taken in-person in a classroom? We address this question and present a Bayesian quantile analysis of public opinion using a nationally representative survey data from the United States. We find that previous participation in online courses and full-time employment status favor the educational value of online courses. We also find that the older demographic and females have a greater propensity for online education. In contrast, highly educated individuals have a lower willingness towards online education vis-à-vis traditional classes. Regional variations in the propensity to value online classes also exist. Besides, covariate effects show heterogeneity across quantiles which cannot be captured using probit or logit models. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01