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Journal
2020 | 4 (86) | 62-71
Article title

Shifting to blended online learning and its impact on student performance: A case study for students enrolled in economic courses prior to COVID-19 emergency remote instruction

Authors
Content
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Languages of publication
EN
Abstracts
EN
This study explores whether student academic performance differs between the face-to-face and online hybrid sections in an undergraduate introductory macroeconomic course offered at a US community college. The data was collected from 414 students enrolled in various sections of the course during five semesters from spring 2016 to fall 2018. The findings show no statistical difference in student performance between face-to-face and online hybrid courses and contribute to the literature specific to the discipline of economics, which unlike other disciplines, has shown discord in findings. The usefulness of such results may extend to US higher education institutions to help them make data-informed decisions about their future investments in online teaching modalities and course design in the discipline of economics.
Journal
Year
Issue
Pages
62-71
Physical description
Contributors
author
  • City University of New York (CUNY) Kingsborough Community College
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Document Type
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.desklight-dedb9416-7717-4439-a840-a26a8783bf45
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