American Economic Review
ISSN 0002-8282 (Print) | ISSN 1944-7981 (Online)
Measuring the Effect of Blended Learning: Evidence from a Selective Liberal Arts College
American Economic Review
vol. 106,
no. 5, May 2016
(pp. 368–72)
Abstract
We compare introductory microeconomics courses that employ a blended learning approach to more traditional control courses at a selective liberal arts college. The blended learning courses required students to complete online homework and watch video lectures before problem-based class sessions, while the control courses used paper homework and primarily traditional lecturing. We use the Test of Understanding in College Economics to measure improvement and use the Student Opinion Survey to control for students' self-reported effort and amount of importance placed on the test. We find that students in the blended courses improve more than those in traditional courses.Citation
Swoboda, Aaron, and Lauren Feiler. 2016. "Measuring the Effect of Blended Learning: Evidence from a Selective Liberal Arts College." American Economic Review, 106 (5): 368–72. DOI: 10.1257/aer.p20161055Additional Materials
JEL Classification
- A22 Economic Education and Teaching of Economics: Undergraduate
- I23 Higher Education; Research Institutions