Can Web Courses Replace the Classroom in Principles of Microeconomics?

Carl E. Liedholm

409 citations0/0 files storedAmerican Economic Review

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Online and Blended Learning Technology-Enhanced Education Studies Innovations in Educational Methods

Abstract

The proliferation of economics courses offered partly or completely online (Arnold Katz and William E. Becker, 1999) raises important questions about the effects of the new technologies on student learning. Do students enrolled in online courses learn more or less than students taught face-to-face? Can we identify any student characteristics, such as gender, race, ACT scores, or grade averages, that are associated with better outcomes in one technology or another? How would the online (or face-to-face) students fare if they had taken the course using the alternative technology? This paper addresses these questions using student data from our Principles of Microeconomics courses at Michigan State University.

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2013Is It Live or Is It Internet? Experimental Estimates of the Effects of Online Instruction on Student Learning 2009Research in online and blended learning in the business disciplines: Key findings and possible future directions 2013A thematic analysis of the most highly cited scholarship in the first decade of blended learning research 2020Understanding the Most Important Facilitators and Barriers for Online Education during COVID-19 through Online Photovoice Methodology 2012Examining the role of learning engagement in technology-mediated learning and its effects on learning effectiveness and satisfaction 2004“No significant distance” between face-to-face and online instruction: evidence from principles of economics 2009The relationship between motivation, learning strategies and choice of environment whether traditional or including an online component 2008Student perspectives on videoconferencing in teacher education at a distance

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