"No significant distance" between face-to-face and online instruction: evidence from principles of economics
"No significant distance" between face-to-face and online instruction: evidence from principles of economics
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DOI：
10.1016/j.econedurev.2004.02.002
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发表时间：
2004-10-01
影响因子：
2.2
通讯作者：
Vachris, MA
中科院分区：
文献类型：
--
作者：
Coates, D;Humphreys, BR;Vachris, MA
本文描述了一个实验，重点是测量和解释学生学习之间的差异在线和面对面的教学模式在大学水平的经济学原理课程。我们的研究结果表明，学生在面对面的部分取得了更好的理解大学经济学（TUCE）的测试比学生在网上部分。我们发现，未能考虑到学生的自我选择到网上或面对面的部分偏向于零之间的差异在线和面对面的学生TUCE分数。在33个问题中，在线学生的正确答案比选择校正模型中的面对面学生少3-6个。然而，一个内生转换模型发现，选择在线课程的学生比在其他条件不变的情况下选择面对面课程的学生表现更好。其他的研究结果表明，在使用网络教育低年级学生时要谨慎。(C)2004 Elsevier Ltd.保留所有权利。
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. Our results indicate that students in face-to-face sections scored better on the Test of Understanding College Economics (TUCE) than students in online sections. We 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. (C) 2004 Elsevier Ltd. All rights reserved.