Abstract
The increasing use of distance learning technologies to teach business and economics courses quickly leads to the question of the effectiveness of these approaches. This control group study examined the grade performances of 147 undergraduate managerial economics students. Some students took the course in a conventional bricks and mortar classroom, while others simultaneously received the course via three different televised modes. External student learning economies appeared. Students who had the opportunity to interact with each other face-to-face performed better than those lacking that opportunity. The results do not encourage the conclusion that student learning is unaffected by how the students access their courses.
Recommended Citation
(2012)
"Still No Significant Difference? The Impact of Distance Learning on Student Success in Undergraduate Managerial Economics,"
Journal of Economics and Finance Education: Vol. 11:
Iss.
1, Article 4.
Available at:
https://scholarship.rollins.edu/jefe/vol11/iss1/4
