As many universities are promoting distance courses, the comparative advantages and disadvantages over conventional classroom delivery are being debated. Student attitudes and test performance in an introductory microeconomics course are compared across the two different course delivery formats. Results show that students with average or below-average college aptitude test scores perform more poorly in the distance class. R ecent advancements in the Internet's speed and availability have catapulted distance education into the forefront of possible economic education alternatives. In a distance-learning environment, teacher and student are separated by place and/or time (Batte, Forster, and Larson). Although distance courses can include conventional video or broadcast classes, the most intense interest focuses on courses delivered asynchronously via the Internet, where different students remotely access a course site at different times (Navarro). This is in contrast to synchronous activities where all students are "in attendance" at the same time. With more economics distance courses emerging, a debate has
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