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Replication data for: A Randomized Assessment of Online Learning

Resource Type
  • Alpert, William T.
  • Couch, Kenneth A.
  • Harmon, Oskar R.
Publication Date
  • Abstract

    A microeconomics principles course employing random assignment across three sections with different teaching models is used to explore learning outcomes as measured by a cumulative final exam for students who participate in traditional face-to-face classroom instruction, blended face-to-face and online instruction with reduced instructor contact time, and a purely online instructional format. Evidence indicates learning outcomes were reduced for students in the purely online section relative to those in the face-to-face format by 5 to 10 points on a cumulative final exam. No statistically significant differences in outcomes are observed for students in the blended relative to the face-to-face section.
  • Is supplement to
    DOI: 10.1257/aer.p20161057 (Text)
  • Alpert, William T., Kenneth A. Couch, and Oskar R. Harmon. “A Randomized Assessment of Online Learning.” American Economic Review 106, no. 5 (May 2016): 378–82.
    • ID: 10.1257/aer.p20161057 (DOI)

Update Metadata: 2020-05-18 | Issue Number: 2 | Registration Date: 2019-10-12

Alpert, William T.; Couch, Kenneth A.; Harmon, Oskar R. (2016): Replication data for: A Randomized Assessment of Online Learning. Version: V0. ICPSR - Interuniversity Consortium for Political and Social Research. Dataset.