Abstract
Colleges and Universities are increasingly experimenting with the online delivery format as a way to meet the growing demand from non-traditional students for increased educational opportunities outside the traditional classroom. At the same time instructors are increasingly integrating online homework, quizzes, and discussion boards into their instructional materials. These online activities seek to promote learning by engaging students outside the traditional classroom lecture. This study evaluates the effectiveness of online activities controlling for delivery format. The data are from a Principles of Microeconomics class taught in three different delivery formats: traditional lecture, fully online (no in class meetings), or blended (combination of online lecture and in-class discussion. Overall the empirical estimates are consistent with our hypothesis that participation interactive learning exercises have a positive effect on exam score at a statistically significant level.
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