Online Course-taking and Student Outcomes in California Community Colleges
By Cassandra M. D. Hart, Elizabeth Friedmann, Michael Hill. Education Finance and Policy, 2016
115 citations recorded by the source corpus.
This paper uses fixed effects analyses to estimate differences in student performance under online versus face-to-face course delivery formats in the California Community College system. On average, students have poorer outcomes in online courses in terms of the likelihood of course completion, course completion with a passing grade, and receiving an A or B. These estimates are robust across estimation techniques, different groups of students, and different types of classes. Accounting for differences in instructor characteristics (including through the use of instructor fixed effects) dampens but does not fully explain the estimated relationships. Online course-taking also has implications for downstream outcomes, although these effects are smaller. Students are more likely to repeat courses taken online, but are less likely to take new courses in the same subject following courses taken online.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/435abf2e54f1e823bab6ec4e71224dd154363c29
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Citations in the corpus
- Negative Impacts From the Shift to Online Learning During the COVID-19 Crisis: Evidence From a Statewide Community College System (2022, background): “…analyses show that students in online courses have lower rates of course completion and final grades, lower rates of persistence, and increased course repetition (Alpert et al., 2016; Bettinger et al., 2017; Figlio et al., 2013; Hart et al., 2016; Jaggars & Xu, 2016; Xu & Xu, 2019).”