Arbeitspapier

Learning during the COVID-19 Pandemic: It Is Not Who You Teach, but How You Teach

We use standardized end-of-course knowledge assessments to examine student learning during the disruptions induced by the COVID-19 pandemic. Examining seven economics courses taught at four US R1 institutions, we find that students performed substantially worse, on average, in Spring 2020 when compared to Spring or Fall 2019. We find no evidence that the effect was driven by specific demographic groups. However, our results suggest that teaching methods that encourage active engagement, such as the use of small group activities and projects, played an important role in mitigating this negative effect. Our results point to methods for more effective online teaching as the pandemic continues.

Language
Englisch

Bibliographic citation
Series: IZA Discussion Papers ; No. 13813

Classification
Wirtschaft
Economic Education and Teaching of Economics: Undergraduate
Higher Education; Research Institutions
Subject
economic education
pedagogical methods
higher education
COVID-19

Event
Geistige Schöpfung
(who)
Orlov, George
McKee, Douglas
Berry, James
Boyle, Austin
DiCiccio, Thomas J.
Ransom, Tyler
Rees-Jones, Alex
Stoye, Joerg
Event
Veröffentlichung
(who)
Institute of Labor Economics (IZA)
(where)
Bonn
(when)
2020

Handle
Last update
10.03.2025, 11:42 AM CET

Data provider

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Object type

  • Arbeitspapier

Associated

  • Orlov, George
  • McKee, Douglas
  • Berry, James
  • Boyle, Austin
  • DiCiccio, Thomas J.
  • Ransom, Tyler
  • Rees-Jones, Alex
  • Stoye, Joerg
  • Institute of Labor Economics (IZA)

Time of origin

  • 2020

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