Abstract

This paper systematically compares undergraduate student learning outcomes between hybrid and online learning formats in Principles of Macroeconomics classes. Exploiting a quasi-experimental design that controls for instructor effects, student characteristics, effort, and experience, we find that students registered for a hybrid section perform worse than similar students in a nearly identical online section across two metrics. We determine that the factors influencing success in each format and attribute lower student performance in hybrid sections to mismatched student expectations of the blended learning format.

中文翻译：

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两全其美的？混合经济学和在线经济学学生成绩的对照比较

摘要

本文系统地比较了宏观经济学原理课程中混合学习和在线学习形式的本科生学习成果。利用控制教师效果、学生特征、努力和经验的准实验设计，我们发现在两个指标上几乎相同的在线部分中，注册混合部分的学生的表现比类似学生差。我们确定了影响每种格式成功的因素，并将混合部分的学生表现较低归因于学生对混合学习格式的期望不匹配。