Online vs. In-Class Learning: Using Aplia in Principles of Economics

Posted: 20 Jan 2014

See all articles by Naranchimeg Mijid

Naranchimeg Mijid

Connecticut Center for Innovative Entrepreneurs

Carlos F. Liard-Muriente

Central Connecticut State University - Department of Economics

Date Written: July 02, 2012

Abstract

Although the literature about the effectiveness of technology in classrooms is extensive and the results are mixed, there exist a limited number of studies about the effectiveness of Aplia, an online learning and teaching tool. This paper offers a new approach regarding Aplia’s effectiveness on student performance. Using a Logit model, we estimate the likelihood that students will pass the Principles of Macroeconomics and Microeconomics courses with a grade of “C” or better. We collected information from approximately 800 students from 2006-2011. We ran separate regressions for Business students, who are required to take these courses, and for non-business majors who are not required to take these courses. We also ran regressions for our course in Microeconomics separately from our courses in Macroeconomics. Our results show a negative but insignificant effect of Aplia on passing grades in these courses. We found robust results regarding effectiveness of Aplia.

Keywords: Economic Education, Teaching with Technology, Aplia, and Student Learning

Suggested Citation

Mijid, Naranchimeg and Liard-Muriente, Carlos F., Online vs. In-Class Learning: Using Aplia in Principles of Economics (July 02, 2012). Available at SSRN: https://ssrn.com/abstract=2381310

Naranchimeg Mijid (Contact Author)

Connecticut Center for Innovative Entrepreneurs ( email )

185 Main St. Suite 403
New Britain, CT 06051
United States
860-328-2954 (Phone)

Carlos F. Liard-Muriente

Central Connecticut State University - Department of Economics ( email )

MS 304
1615 Stanley Street
New Britain, CT 06050
United States
860-832-2732 (Phone)

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