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An Assessment of Student Acceptance and Performance in Distance Education with Two-Way Interactive Compressed Video

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  • Marvin T. Batte
  • D. Lynn Forster
  • Donald W. Larson

Abstract

This paper summarizes the debate concerning the value of distance education, reports distance education experiences in agricultural economics courses at The Ohio State University, and analyzes the effects of "distance" on student performance in and acceptance of the distance course. Results suggest that distance and "live" students performed equally in the same course, and they evaluated the course experience in a similar manner. These results provide some assurance that distance education, at least using the two-way interactive synchronous learning model of the courses in this study, does not place the distant student in jeopardy.

Suggested Citation

  • Marvin T. Batte & D. Lynn Forster & Donald W. Larson, 2003. "An Assessment of Student Acceptance and Performance in Distance Education with Two-Way Interactive Compressed Video," Review of Agricultural Economics, Agricultural and Applied Economics Association, vol. 25(2), pages 524-539.
    • Handle: RePEc:oup:revage:v:25:y:2003:i:2:p:524-539.
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    File URL: http://hdl.handle.net/10.1111/1467-9353.00153
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    References listed on IDEAS

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    1. Robert O. Burton, 1998. "Costs and Benefits of Increasing Access to a Traditional Agricultural Economics Course," American Journal of Agricultural Economics, Agricultural and Applied Economics Association, vol. 80(5), pages 979-983.
    2. 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.
    3. Paul N. Wilson, 1998. "To Be or Not to Be? Selected Economic Questions Surrounding Distance Education: Discussion," American Journal of Agricultural Economics, Agricultural and Applied Economics Association, vol. 80(5), pages 990-993.
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    Cited by:

    1. Jennjou Chen & Tsui-Fang Lin, 2016. "microeconomics courses: Evidence from a regression discontinuity design experiment," Economics Bulletin, AccessEcon, vol. 36(4), pages 2094-2116.

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