通过 Zoom 上课？COVID-19 期间大学生在线学习的实验证据
Zooming to Class? Experimental Evidence on College Students’ Online Learning during COVID-19
AER: Insights · 2024 · [{"name": "Michael Kofoed", "affiliation": ["University of Tennessee at Knoxville"]}, {"name": "Lucas Gebhart", "affiliation": ["United States Department of the Army"]}, {"name": "Dallas Gilmore", "affiliation": ["R.O.C Military Academy"]}, {"name": "Ryan Moschitto", "affiliation": ["United States Department of the Army"]}]
中文摘要
高等教育中一个持续存在的问题是在线教育的有效性。2020年秋季，作为对COVID-19疫情的应对，我们在一门必修的经济学导论课程中，将由12名教师任教的551名西点军校学生随机分配到在线课堂或线下课堂。在线学生的期末成绩下降了0.215个标准差，这一结果在作业和考试中均有体现，且对学业风险较高的学生影响最大。课程结束后的调查发现，在线学生在课堂上难以集中注意力，并且感到与教师和同伴的联系较弱。我们的结果表明，在线学习具有不利影响。（JEL A22, I12, I23, I26）
Abstract
One persistent question in higher education is the efficacy of online education. In the fall of 2020, we randomized 551 West Point students in a required introductory economics course across 12 instructors to either an online or in-person class as a response to the COVID-19 pandemic. Final grades for online students dropped by 0.215 standard deviations, a result apparent in both assignments and exams and largest for academically at-risk students. A postcourse survey finds that online students struggled to concentrate in class and felt less connected to their instructors and peers. Our results show detrimental effects for online learning. (JEL A22, I12, I23, I26)