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Assessing the Impact of Blended Learning on Student Performance

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  • Do Won Kwak
  • Flavio M. Menezes
  • Carl Sherwood

Abstract

type="main" xml:id="ecor12155-abs-0001"> This paper assesses quantitatively the impact on student performance of a blended learning experiment within a large undergraduate first-year course in statistics for business and economics students. We employ a difference-in-differences method, which controls for differences in student characteristics and course delivery method, to evaluate the impact of blended learning on student performance. Our results suggest that the impact of blended learning on student performance depends on whether the effect of blended learning is cumulative or not. Blended learning has no impact on student performance if learning is non-cumulative and only affects the performance on the quizzes associated with the material covered by blended learning. However, if learning is cumulative and impacts the performance for the whole course, then our results strongly suggest a strong, negative effect. Taken as a whole, these results provide a possible explanation for why most of the existing studies focusing on short online courses have obtained neutral or even positive results while nearly all the studies focusing on semester-length course tend to observe negative impacts from online learning.

Suggested Citation

  • Do Won Kwak & Flavio M. Menezes & Carl Sherwood, 2015. "Assessing the Impact of Blended Learning on Student Performance," The Economic Record, The Economic Society of Australia, vol. 91(292), pages 91-106, March.
    • Handle: RePEc:bla:ecorec:v:91:y:2015:i:292:p:91-106
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    File URL: http://hdl.handle.net/10.1111/ecor.2015.91.issue-292
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    References listed on IDEAS

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    1. Byron W. Brown & Carl E. Liedholm, 2002. "Can Web Courses Replace the Classroom in Principles of Microeconomics?," American Economic Review, American Economic Association, vol. 92(2), pages 444-448, May.
    2. Ferber, Marianne A, 1995. "The Study of Economics: A Feminist Critique," American Economic Review, American Economic Association, vol. 85(2), pages 357-361, May.
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    Cited by:

    1. MUSTAPHA ALMASI & Chang Zhu, 2019. "Studying Teaching Presence In Relation To Learner Performance In Blended Learning Courses In A Tanzanian University: A Mixed Design Approach," Proceedings of Teaching and Education Conferences 9611804, International Institute of Social and Economic Sciences.
    2. Duncan Watson & Louise Parker, 2016. "The hullaballoo over e-learning? Technology and pluralism in economics," Cogent Economics & Finance, Taylor & Francis Journals, vol. 4(1), pages 1159813-115, December.
    3. Do Won Kwak & Carl Sherwood & Kam Ki Tang, 2019. "Class attendance and learning outcome," Empirical Economics, Springer, vol. 57(1), pages 177-203, July.

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