The Educational Impact of Online Learning: How Do University Students Perform in Subsequent Courses?
The Educational Impact of Online Learning: How Do University Students Perform in Subsequent Courses?
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在线学习的教育影响：大学生在后续课程中的表现如何？
DOI：
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发表时间：
2016
影响因子：
2.1
通讯作者：
Steven E. Henson
中科院分区：
文献类型：
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作者：
J. Krieg;Steven E. Henson
使用一个大型的学生水平的数据集，从一个中等规模的区域综合性大学，我们衡量了采取在线的先决条件的课程对后续课程成绩的影响。为了控制自我选择在线课程，我们利用学生，教师，课程和时间固定的影响，增加了一个工具变量的方法。我们发现，学生的成绩在后续课程可以预计将是近十二分之一的成绩点低，如果先决条件的课程是采取在线。这些结果对于在线课程的自我选择和随后的课程注册是稳健的。
Using a large student-level dataset from a medium-sized regional comprehensive university, we measure the impact of taking an online prerequisite course on follow-up course grades. To control for self-selection into online courses, we utilize student, instructor, course, and time fixed effects augmented with an instrumental variable approach. We find that students’ grades in follow-up courses can be expected to be nearly one twelfth of a grade point lower if the prerequisite course was taken online. These results are robust to self-selection into online courses and into subsequent course enrollment.