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
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Englisch
- Bibliographic citation
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Series: IZA Discussion Papers ; No. 13813
- Classification
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Wirtschaft
Economic Education and Teaching of Economics: Undergraduate
Higher Education; Research Institutions
- Subject
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economic education
pedagogical methods
higher education
COVID-19
- Event
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Geistige Schöpfung
- (who)
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Orlov, George
McKee, Douglas
Berry, James
Boyle, Austin
DiCiccio, Thomas J.
Ransom, Tyler
Rees-Jones, Alex
Stoye, Joerg
- Event
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Veröffentlichung
- (who)
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Institute of Labor Economics (IZA)
- (where)
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Bonn
- (when)
-
2020
- Handle
- Last update
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10.03.2025, 11:42 AM CET
Data provider
ZBW - Deutsche Zentralbibliothek für Wirtschaftswissenschaften - Leibniz-Informationszentrum Wirtschaft. If you have any questions about the object, please contact the data provider.
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