Abstract
Hybrid courses contain online elements in combination with reduced in-class seat time. This study examines differences in student evaluations from hybrid and traditional sections of an introductory course in economic and business statistics. In our hybrid course, face-to-face lectures are replaced with online lectures and class periods are conducted as question-answer and practice sessions. We find strong evidence that students mark down evaluation scores in the hybrid versus traditional format. Markdowns occur across all dimensions of the evaluation instrument.
Recommended Citation
(2026)
"Differences in Student Evaluations from Hybrid and Traditional Courses,"
Journal of Economics and Finance Education: Vol. 9:
Iss.
2, Article 4.
Available at:
https://scholarship.rollins.edu/jefe/vol9/iss2/4
