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  1. Online teaching, procrastination and students' achievement: evidence from COVID-19 Induced remote learning
    Autor*in: De Paola, Maria; Gioia, Francesca; Scoppa, Vincenzo
    Erschienen: January 2022
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    The COVID-19 pandemic forced schools and universities to transit from traditional class-based teaching to online learning. This paper investigates the impact produced by this shift on students' performance. We use administrative data of four cohorts... mehr

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    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    DS 4
    Fernleihe:
    keine Fernleihe

     

    The COVID-19 pandemic forced schools and universities to transit from traditional class-based teaching to online learning. This paper investigates the impact produced by this shift on students' performance. We use administrative data of four cohorts of students enrolled in an Italian University and adopt a difference-in-differences strategy exploiting the fact that the transition to online teaching has taken place at the beginning of the second semester, while classes were face-to-face in the first semester. We compare students' performance in the second semester of 2020 with their performance in the first semester and contrast this difference with the difference between second and first semester in the previous academic years. Controlling for a number of variables proxying for COVID-19 incidence and internet connections' quality, we find that online teaching has reduced students' performance of about 1.4 credits per semester (0.11 Standard Deviations). Freshmen are those who suffer more, while almost no negative effect is found for Master's Degree students. Since the need for self-discipline in an online environment could cause students' low achievements, we study the role of procrastination and show that online teaching has been particularly detrimental for students affected by present-bias problems.

     
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/250692
    Schriftenreihe: Discussion paper series / IZA ; no. 15031
    Schlagworte: online teaching; students' performance; COVID-19; procrastination
    Umfang: 1 Online-Ressource (circa 38 Seiten), Illustrationen
  2. Tutoring in (online) higher education
    experimental evidence
    Autor*in: Hardt, David; Nagler, Markus; Rincke, Johannes
    Erschienen: February 2022
    Verlag:  CESifo, Center for Economic Studies & Ifo Institute, Munich, Germany

    Demand for personalized online tutoring in higher education is growing but there is little research on its effectiveness. We conducted an RCT offering remote peer tutoring in micro- and macroeconomics at a German university teaching online due to the... mehr

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    Demand for personalized online tutoring in higher education is growing but there is little research on its effectiveness. We conducted an RCT offering remote peer tutoring in micro- and macroeconomics at a German university teaching online due to the Covid-pandemic. Treated students met in small groups, in alternating weeks with and without a more senior student tutor. The treatment improved study behavior and increased contact to other students. Tutored students achieved around 30% more credits and a one grade level better GPA across treated subjects. Our findings suggest that the program reduced outcome inequality. We find no impacts on mental health.

     
    Export in Literaturverwaltung   RIS-Format
      BibTeX-Format
    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/252072
    Schriftenreihe: CESifo working paper ; no. 9555 (2022)
    Schlagworte: tutoring; higher education; online teaching; Covid; mental health
    Umfang: 1 Online-Ressource (circa 43 Seiten), Illustrationen
  3. School closures and student achievement
    evidence from a high stakes exam
    Autor*in: Riudavets-Barcons, Marc; Uusitalo, Roope
    Erschienen: April 2023
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    We study the effect of school closures and the transition from on-site to on-line teaching during the Covid-19 pandemic in the Finnish upper secondary schools. To identify the effects we exploit variation in the length of school closure periods... mehr

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    Verlag (kostenfrei)
    Verlag (kostenfrei)
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    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    DS 4
    Fernleihe:
    keine Fernleihe

     

    We study the effect of school closures and the transition from on-site to on-line teaching during the Covid-19 pandemic in the Finnish upper secondary schools. To identify the effects we exploit variation in the length of school closure periods across schools between autumn 2020 and spring 2021. Using a difference-in-difference design, we show that the students who studied on-line for longer periods performed equally well in the Matriculation exam at the end of upper-secondary education than the students who experienced shorter school closures. Moreover, we show that inequalities across Finnish students from different socioeconomic backgrounds did not exacerbate during this period.

     
    Export in Literaturverwaltung   RIS-Format
      BibTeX-Format
    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/272701
    Schriftenreihe: Discussion paper series / IZA ; no. 16074
    Schlagworte: school closures; online teaching; test scores; COVID-19
    Umfang: 1 Online-Ressource (circa 43 Seiten), Illustrationen