The effect of blended courses on student learning: Evidence from introductory economics courses

Abstract

This study examines the effect of blended coursework on student learning outcomes in introductory economics courses. The effect of blending on learning is determined by comparing scores on quizzes and exams between students in a blended course (the treatment) and students in a traditional face-to-face course (the control). This study accounts for the potential bias due to non-random selection into treatment by using propensity score matching. The results indicate no significant effects of blending on student learning. © 2013 Elsevier Ltd.