![]() In addition, the content, instructor, assignments, and other course features might differ across online and in-person modes as well, which makes apples-to-apples comparisons difficult. That is, differences in the characteristics of students themselves may drive differences in the outcome measures we observe that are unrelated to the mode of instruction. A key concern in this literature is that students typically self-select into online or in-person programs or courses, confounding estimates of student outcomes. Evaluating online instruction in higher educationĪ number of studies have assessed online versus in-person learning at the college level in recent years. This post discusses this new evidence and its implications for the upcoming academic year. However, a few new studies point to some positive effects of online learning, too. New evidence from 2020 also suggests that the switch to online course-taking in the pandemic led to declines in course completion. The negative effects of online course-taking are particularly pronounced for less-academically prepared students and for students pursuing bachelor’s degrees. The results are generally consistent with past research: Online coursework generally yields worse student performance than in-person coursework. ![]() ![]() Several new papers shed light on these issues, building on previous work in higher education and assessing the efficacy of online education in new contexts. What can we expect from the move to virtual learning? How does virtual learning impact student outcomes? And how does it compare to in-person instruction at the postsecondary level? Yet, we may have reason to be concerned about postsecondary students too. Public attention has largely focused on the learning losses of K-12 students who shifted online during the pandemic.
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