Cited by 126Education during COVID-19 pandemicOnline and Blended LearningOnline Learning Methods and Innovations

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Zooming to Class? Experimental Evidence on College Students’ Online Learning during COVID-19

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Kofoed, Michael S., Gebhart, Lucas, Gilmore, Dallas, Moschitto, Ryan·2024·American Economic Review: Insights

DOI 10.1257/aeri.20230077

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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)

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Authors: Kofoed, M. S., Gebhart, L., Gilmore, D., & Moschitto, R.
Affiliations: University of Tennessee at Knoxville (US)
United States Department of the Army (US)
United States Military Academy (US)
Venue: American Economic Review: Insights
Publisher: American Economic Association
Published: 2024-09-01
Volume: 6
Issue: 3
Pages: 324-340
ISSN: 2640-205X (ISSN-L)
2640-2068
DOI: 10.1257/aeri.20230077
OpenAlex: W3161958558
Cited by: 125
References: 43
Citations by year: 2026: 9 · 2025: 24 · 2024: 25
FWCI: 73.33
Type: journal article
Language: en
Open access: green
doi.org
Locations: American Economic Review Insights (publishedVersion)
SSRN Electronic Journal (acceptedVersion)
RePEc: Research Papers in Economics (submittedVersion)
Econstor (Econstor) (submittedVersion)
Funders: U.S. Department of Defense
Topics: Social Sciences › Education › Education during COVID-19 pandemic
Social Sciences › Education › Online and Blended Learning
Social Sciences › Education › Online Learning Methods and Innovations
Keywords: online learning, COVID-19 pandemic, university students, economics education, face-to-face teaching, student performance, student engagement, teacher-student relationship, peer connection, higher education

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Zooming to Class? Experimental Evidence on College Students’ Online Learning during COVID-19

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