Does classroom time matter?

Joyce, Ted; Crockett, Sean; Jaeger, David A.; Altındağ, Onur; O’Connell, Stephen D.

doi:10.1016/j.econedurev.2015.02.007

Cited by 105 publications

(88 citation statements)

References 8 publications

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“…We also find differentially larger negative effects of online course-taking for students with lower prior GPA. The results are in line with prior studies of online education in showing that in-person courses yield better mean outcomes than online courses (Figlio, Rush, and Yin 2013;Xu and Jaggars 2013;Alpert, Couch, and Harmon 2016;Streich 2014b;Joyce et al 2015;Hart, Friedmann, and Hill forthcoming). Our results also suggest one reason why, as other studies have found, for-profit students may have poorer labor market outcomes (Turner 2012;Lang and Weinstein 2013;Cellini and Chaudhary 2014;Darolia et al 2015;Deming et al 2016).…”

Section: Discussionsupporting

confidence: 91%

“…First, it provides substantial new evidence of the impact of online college classes-in particular, the impact for students in broad-access higher education institutions. Several prior studies randomly assign students to an online or in-person section of one course and find negative effects on student test scores (Figlio, Rush, and Yin 2013;Alpert, Couch, and Harmon 2016;Joyce et al 2015) or, at best, null results (Bowen et al 2014). 4 These studies are well identified but each examines only a single course in economics or statistics, and their focus is on college students at relatively selective public fouryear colleges.…”

mentioning

confidence: 99%

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Virtual Classrooms: How Online College Courses Affect Student Success

Bettinger

Fox

Loeb

et al. 2017

American Economic Review

306

203

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Online college courses are a rapidly growing feature of higher education. One out of three students now takes at least one course online during their college career, and that share has increased threefold over the past decade (Allen and Seaman 2013). The promise of cost savings, partly through economies of scale, fuels ongoing investments in online education by both public and private institutions (Deming et al. 2015). Nonselective and for-profit institutions, in particular, have aggressively used online courses.In this paper we estimate the effects of taking a college course online, instead of in a traditional in-person classroom setting, on student achievement and progress in college. We examine both mean effects and how online courses change the distribution of student outcomes. While online course-taking is both prevalent and growing, there remains relatively little evidence about how taking a course online, instead

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Section: Discussionsupporting

confidence: 91%

mentioning

confidence: 99%

Virtual Classrooms: How Online College Courses Affect Student Success

Bettinger

Fox

Loeb

et al. 2017

American Economic Review

306

203

View full text Add to dashboard Cite

show abstract

“…In the existing literature, there are only three published studies (Figlio, Rush, and Yin 2013;Bowen et al 2014;and Joyce et al 2015) that use a random design to explore the impact of online education in a college-length course on learning outcomes. Thus, this study provides an important extension to a literature that is extraordinarily small given the widespread adoption of online teaching and its potential impact on student outcomes at the postsecondary level.…”

mentioning

confidence: 99%

“…The study of Joyce et al (2015) similarly uses a randomized study design to examine different instructional models for principles of microeconomics focusing on a contrast between a face-to-face section that met twice a week versus a blended one that instead met once per week. Both sections had access to online materials.…”

mentioning

confidence: 99%

A Randomized Assessment of Online Learning

Alpert

Couch

Harmon

2016

American Economic Review

166

101

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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.

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“…Biology teachers participate the most in further development courses and earth science teachers the less. Importantly, teaching time is significantly higher for mathematics which may influence both motivation and test scores of students (Joyce et al, 2015). To control for confounding factors, we include variables presented in Table 2 in all regressions.…”

mentioning

confidence: 99%

Do teaching practices impact socio-emotional skills?

Korbel

Paulus

2018

Education Economics

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Recent studies emphasize the importance of socio-emotional skills for the success in school as well as for later economic outcomes. However, little is known how practices used by teachers everyday in classrooms impact socio-emotional skills. We show that modern practices such as working in small groups improve them. Especially intrinsic motivation and self-confidence are positively affected. Moreover, modern practices have no adverse effects on test scores. Standard practices such as lecturing or memorizing have no impact on socio-emotional skills. Splitting the sample reveals detrimental effects of standard practices on socioemotional outcomes of boys and positive for high-achieving girls. On the contrary, both genders gain similarly from modern practices. Terms of use: Documents in

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Does classroom time matter?

Cited by 105 publications

References 8 publications

Virtual Classrooms: How Online College Courses Affect Student Success

Virtual Classrooms: How Online College Courses Affect Student Success

A Randomized Assessment of Online Learning

Do teaching practices impact socio-emotional skills?

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