| 来源类型 | Working Paper |
| 规范类型 | 报告 |
| DOI | 10.3386/w28022 |
| 来源ID | Working Paper 28022 |
| Learning During the COVID-19 Pandemic: It Is Not Who You Teach, but How You Teach | |
| George Orlov; Douglas McKee; James Berry; Austin Boyle; Thomas DiCiccio; Tyler Ransom; Alex Rees-Jones; Jörg Stoye | |
| 发表日期 | 2020-11-02 |
| 出版年 | 2020 |
| 语种 | 英语 |
| 摘要 | We use standardized end-of-course knowledge assessments to examine student learning during the disruptions induced by the COVID-19 pandemic. Examining seven economics courses taught at four US R1 institutions, we find that students performed substantially worse, on average, in Spring 2020 when compared to Spring or Fall 2019. We find no evidence that the effect was driven by specific demographic groups. However, our results suggest that teaching methods that encourage active engagement, such as the use of small group activities and projects, played an important role in mitigating this negative effect. Our results point to methods for more effective online teaching as the pandemic continues. |
| 主题 | Other ; General, Teaching ; Health, Education, and Welfare ; Education ; COVID-19 |
| URL | https://www.nber.org/papers/w28022 |
| 来源智库 | National Bureau of Economic Research (United States) |
| 引用统计 | |
| 资源类型 | 智库出版物 |
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/585695 |
| 推荐引用方式 GB/T 7714 | George Orlov,Douglas McKee,James Berry,et al. Learning During the COVID-19 Pandemic: It Is Not Who You Teach, but How You Teach. 2020. |
| 条目包含的文件 | ||||||
| 文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
| w28022.pdf（325KB） | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
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