Can Web Courses Replace the Classroom in Principles of Microeconomics?
利用密歇根州立大学微观经济学原理课程的学生数据，比较在线课程与面对面教学的学习效果，并分析学生特征（如性别、种族、ACT成绩）对两种教学方式成效的影响。
The proliferation of economics courses offered partly or completely online (Arnold Katz and William E. Becker, 1999) raises important questions about the effects of the new technologies on student learning. Do students enrolled in online courses learn more or less than students taught face-to-face? Can we identify any student characteristics, such as gender, race, ACT scores, or grade averages, that are associated with better outcomes in one technology or another? How would the online (or face-to-face) students fare if they had taken the course using the alternative technology? This paper addresses these questions using student data from our Principles of Microeconomics courses at Michigan State University.