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Pre-Recorded Lectures, Live Online Lectures, and Student Academic Achievement

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  • Kien Le

    (Faculty of Economics and Public Management, Ho Chi Minh City Open University, Ho Chi Minh City 700000, Vietnam)

Abstract

In the midst of the COVID-19 pandemic, universities throughout the world are embracing online learning, often depending on synchronous and asynchronous digital communications. In this paper, we compare the impacts of live online (synchronous) and pre-recorded (asynchronous) lectures on student achievement using a randomized experiment. We discovered that pre-recorded lectures reduce lower-ability students’ academic achievement but have no effect on higher-ability students’ academic achievement. In particular, being taught via pre-recorded lectures as opposed to live online lectures decreased the likelihood of answering exam questions correctly by 1.6 percentage points for students in the bottom 50th percentile of the ability distribution (measured by GPA at the beginning of the semester). Furthermore, being taught via pre-recorded lectures in the starting weeks of the semester compared to the later weeks tended to be more harmful to students’ academic achievement. These findings have important implications for the effective design of education policies.

Suggested Citation

  • Kien Le, 2022. "Pre-Recorded Lectures, Live Online Lectures, and Student Academic Achievement," Sustainability, MDPI, vol. 14(5), pages 1-10, March.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:5:p:2910-:d:762576
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    References listed on IDEAS

    as
    1. Le, Kien & Nguyen, My, 2021. "In-utero Exposure to Rainfall Variability and Early Childhood Health," World Development, Elsevier, vol. 144(C).
    2. Keith Duncan & Amy Kenworthy & Ray McNamara, 2012. "The Effect of Synchronous and Asynchronous Participation on Students' Performance in Online Accounting Courses," Accounting Education, Taylor & Francis Journals, vol. 21(4), pages 431-449, February.
    3. Kien Le & My Nguyen, 2020. "Aerial bombardment and educational attainment," International Review of Applied Economics, Taylor & Francis Journals, vol. 34(3), pages 361-383, May.
    4. Nguyen, My & Le, Kien, 2022. "Maternal education and son preference," International Journal of Educational Development, Elsevier, vol. 89(C).
    5. Luckmika Perera & Peter Richardson, 2010. "Students' Use of Online Academic Resources within a Course Web Site and Its Relationship with Their Course Performance: An Exploratory Study," Accounting Education, Taylor & Francis Journals, vol. 19(6), pages 587-600.
    6. Le Kien & Nguyen My, 2021. "How Education Empowers Women in Developing Countries," The B.E. Journal of Economic Analysis & Policy, De Gruyter, vol. 21(2), pages 511-536, April.
    7. Le, Kien & Nguyen, My, 2021. "Education and political engagement," International Journal of Educational Development, Elsevier, vol. 85(C).
    8. Nia Love & Nadine Fry, 2006. "Accounting students' perceptions of a virtual learning environment: Springboard or safety net?," Accounting Education, Taylor & Francis Journals, vol. 15(2), pages 151-166.
    9. Michael S. McPherson & Lawrence S. Bacow, 2015. "Online Higher Education: Beyond the Hype Cycle," Journal of Economic Perspectives, American Economic Association, vol. 29(4), pages 135-154, Fall.
    10. Nguyen My, 2021. "Desert Locust Invasions and Child Health: Evidence from the Republic of the Niger," Review of Economics, De Gruyter, vol. 72(3), pages 199-212, November.
    11. Le, Kien & Nguyen, My, 2020. "Shedding light on maternal education and child health in developing countries," World Development, Elsevier, vol. 133(C).
    12. Le, Kien & Nguyen, My, 2022. "Desert locust swarms and child health," Economics & Human Biology, Elsevier, vol. 44(C).
    13. Elizabeth Setren & Kyle Greenberg & Oliver Moore & Michael Yankovich, 2021. "Effects of Flipped Classroom Instruction: Evidence from a Randomized Trial," Education Finance and Policy, MIT Press, vol. 16(3), pages 363-387, Summer.
    14. Le, Kien & Nguyen, My, 2022. "Son Preference and Health Disparities in Developing Countries," MPRA Paper 112348, University Library of Munich, Germany.
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    Cited by:

    1. Chung-Kwan Lo & Ka-Yan Liu, 2022. "How to Sustain Quality Education in a Fully Online Environment: A Qualitative Study of Students’ Perceptions and Suggestions," Sustainability, MDPI, vol. 14(9), pages 1-11, April.
    2. Lui-Kwan Ng & Chung-Kwan Lo, 2022. "Online Flipped and Gamification Classroom: Risks and Opportunities for the Academic Achievement of Adult Sustainable Learning during COVID-19 Pandemic," Sustainability, MDPI, vol. 14(19), pages 1-21, September.
    3. Lui-Kwan Ng & Chung-Kwan Lo, 2022. "Flipped Classroom and Gamification Approach: Its Impact on Performance and Academic Commitment on Sustainable Learning in Education," Sustainability, MDPI, vol. 14(9), pages 1-23, April.
    4. Hyodong Ha & Changbae Mun, 2023. "Evolutionary System Design for Virtual Field Trip Platform," Sustainability, MDPI, vol. 15(20), pages 1-15, October.

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    More about this item

    Keywords

    online education; academic achievement; pre-recorded lectures; live online lectures;
    All these keywords.

    JEL classification:

    • I2 - Health, Education, and Welfare - - Education
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions

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