The Efficacy of Alternative Instruction Modes in Economics

Abstract

This paper evaluates the effectiveness of campus, online, and hybrid instruction. The sample consists of graduate students enrolled in economic courses at a regional university. Assessment of enrollment, attrition, grade distribution, faculty evaluation, and course evaluation across the various instruction modes is presented. The online mode is shown to have the highest enrollment rate but performs below average on three of the six assessment criteria. Holding constant ability, effort, and demographic considerations, students enrolled in the online course scored over eight percent lower on a comprehensive final exam than campus students and five percent lower than hybrid students. Student performance on the final exam is not statistically different when the campus and hybrid modes are compared.

JEL Classification: A2