Can Web Courses Replace the Classroom in Principles of Microeconomics

By B. W. Brown, C. Liedholm. 2002

435 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/1ac2f395f072d5fc4a23ff89637c77cab7d4df36

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In Education

Citations in the corpus

Research in online and blended learning in the business disciplines: Key findings and possible future directions (2009, background): “…based upon demographic characteristics and prior academic performance and controls for endogenous learning choice variables are approaches that are not seen in studies from education scholars in other business disciplines (Anstine & Skidmore, 2005; Brown & Liedholm, 2002; Coates et al., 2004).”
Teaching and Learning Principles of Microeconomics Online: An Empirical Assessment (2009, background): “A contradictory result was reported by Brown and Liedholm (2002), who compared performance in microeconomics principles courses across three teaching modes: traditional lecture, online video lecture, and a hybrid course consisting of traditional lectures supplemented with online assignments.”
Performance Gaps between Online and Face-to-Face Courses: Differences across Types of Students and Academic Subject Areas (2014, background): “…coursework seem to have higher levels of academic ability and motivation in comparison to peers who select a fully face-to-face course schedule (Brown & liedholm, 2002; coates, humphreys, kane, & Vachris, however, not all online students have strong self-directed learning skills and, thus, may…”
Teaching Courses Online: A Review of the Research (2006, background): “Brown and Liedholm (2002), in a similar comparative course study (with 710 students), noted that performance differences might be attributed to differences in student effort.”
Are Online Exams an Invitation to Cheat? (2007, methodology): “The model for prediction of exam score was determined by past research studies (Anderson, Benjamin, and Fuss 1994; Brown and Liedholm 2002; Coates et al. 2004; Dickie 2006; Marburger 2006; Stanca 2006) and by data availability.”
Understanding the Most Important Facilitators and Barriers for Online Education during COVID-19 through Online Photovoice Methodology (2020, background): “Furthermore, according to certain studies, there was no significant difference between learning outcomes in online and face-to-face education (Allen & Seaman, 2010; Allen et al., 2002; Biner et al., 1995; Brown & Liedholm, 2002).”
Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses (2014, neutral): “…between distance learning and traditional classroom learning, and most studies found no significant differences in learning outcomes between them (Allen, Bourhis, Burrell, & Mabry, 2002; Biner, Bink, Huffman, & Dean, 1997; Brown & Liedholm, 2002; Johnson, Aragon, Shaik, & Palma-Rivas, 2000).”