"No Significant Distance" between Face-to-Face and Online Instruction: Evidence from Principles of Economics

By Dennis Coates, Brad R. Humphreys, J. Kane, M. Vachris. 2004

239 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/2f8ba0c3195d25b696b41ed9f010b74ec463f805

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In Education

Citations in the corpus

Virtual Classrooms: How Online College Courses Affect Student Success (2017, methodology): “A research design using 4 Using non-experimental methods, Brown and Liedholm (2002) and Coates et al. (2004) also find negative effects studying microeconomics principles courses.”
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.”
Research in online and blended learning in the business disciplines: Key findings and possible future directions (2009, background): “Because online courses did not fare as well as classroom-based courses in recent studies, perhaps economics education scholars have concluded that the content of the discipline renders it unamenable to online delivery, at least at the undergraduate level (Coates et al., 2004).”
Performance Gaps between Online and Face-to-Face Courses: Differences across Types of Students and Academic Subject Areas (2014, background): “…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 to build those skills…”
The impact of online learning on students’ course outcomes: Evidence from a large community and technical college system (2013, methodology): “Similar procedures are also illustrated in Coates et al. (2004).”