A Longitudinal Study of Student Achievement in Traditional and Online Sections of an Undergraduate Macroeconomics Course
Tuesday, October 22 4:30 PM-5:00 PM
This paper evaluates the empirical results concerning the effectiveness of on campus and online economics instruction. The sample examined consists of undergraduate students enrolled in an introductory macroeconomic course at an urban university over several semesters. A brief summary of the relevant literature is also provided. Assessment of enrollment, attrition, grade distribution across the two instruction modes is also presented. Results show student performance, based on the final grades earned, is not statistically different when the traditional on-campus and asynchronous online modes are compared.