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The Educational Impact of Online Learning: How Do University Students Perform in Subsequent Courses?

Author

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  • John M. Krieg

    (Department of Economics Western WashingtonUniversity Bellingham, WA 98225-9074)

  • Steven E. Henson

    (Department of Economics Western Washington University Bellingham, WA 98225-9074)

Abstract

Using a large student-level dataset from a medium-sized regional comprehensive university, we measure the impact of taking an online prerequisite course on follow-up course grades. To control for self-selection into online courses, we utilize student, instructor, course, and time fixed effects augmented with an instrumental variable approach. We find that students’ grades in follow-up courses can be expected to be nearly one twelfth of a grade point lower if the prerequisite course was taken online. These results are robust to self-selection into online courses and into subsequent course enrollment.

Suggested Citation

  • John M. Krieg & Steven E. Henson, 2016. "The Educational Impact of Online Learning: How Do University Students Perform in Subsequent Courses?," Education Finance and Policy, MIT Press, vol. 11(4), pages 426-448, Fall.
    • Handle: RePEc:tpr:edfpol:v:11:y:2016:i:4:p:426-448
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    References listed on IDEAS

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    Cited by:

    1. Dinarte-Diaz, Lelys & Ferreyra, Maria Marta & Urzua, Sergio & Bassi, Marina, 2023. "What makes a program good? Evidence from short-cycle higher education programs in five developing countries," World Development, Elsevier, vol. 169(C).
    2. Kameshwari Shankar & Punit Arora & Maria Christina Binz-Scharf, 2023. "Evidence on Online Higher Education: The Promise of COVID-19 Pandemic Data," Management and Labour Studies, XLRI Jamshedpur, School of Business Management & Human Resources, vol. 48(2), pages 242-249, May.

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