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

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  • Le, Kien

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 the pre-recorded lectures reduce lower ability students' academic achievement but have no effect on higher ability students' academic achievement. In particular, being taught via the pre-recorded lectures, as opposed to the live online lectures, decreases 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 the pre-recorded lectures in the starting weeks of the semester tend to be more harmful to students’ academic achievement, compared to the later ones. These findings have important implications for the effective design of education policies.

Suggested Citation

  • Le, Kien, 2022. "Pre-Recorded Lectures, Live Online Lectures, and Student Academic Achievement," MPRA Paper 112171, University Library of Munich, Germany.
    • Handle: RePEc:pra:mprapa:112171
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    References listed on IDEAS

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    1. 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.
    2. 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.
    3. 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.
    4. 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.
    5. 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.
    6. Le, Kien & Nguyen, My, 2021. "Education and political engagement," International Journal of Educational Development, Elsevier, vol. 85(C).
    7. 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.
    8. Le, Kien & Nguyen, My, 2020. "Shedding light on maternal education and child health in developing countries," World Development, Elsevier, vol. 133(C).
    9. Le, Kien & Nguyen, My, 2022. "Son Preference and Health Disparities in Developing Countries," MPRA Paper 112348, University Library of Munich, Germany.
    10. Le, Kien & Nguyen, My, 2021. "In-utero Exposure to Rainfall Variability and Early Childhood Health," World Development, Elsevier, vol. 144(C).
    11. 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.
    12. Le, Kien & Nguyen, My, 2022. "Desert locust swarms and child health," Economics & Human Biology, Elsevier, vol. 44(C).
    13. Nguyen, My & Le, Kien, 2022. "Maternal education and son preference," International Journal of Educational Development, Elsevier, vol. 89(C).
    14. 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.
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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. "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.

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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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