Tutoring in (online) higher education: Experimental evidence

被引：13
作者：
Hardt, David [1 ]
Nagler, Markus [1 ,2 ,3 ]
Rincke, Johannes [1 ,2 ]
机构：
[1] Univ Erlangen Nurnberg, Nurnberg, Germany
[2] CESifo, Munich, Germany
[3] LASER, Munich, Germany
来源：
ECONOMICS OF EDUCATION REVIEW | 2023年 / 92卷
关键词：
Tutoring; Online education; Covid-19; Higher education; PERFORMANCE; GENDER; ACHIEVEMENT; INSTRUCTION; ECONOMICS; STUDENTS; GAPS; ME;
D O I：
10.1016/j.econedurev.2022.102350
中图分类号：
F [经济];
学科分类号：
02 ;
摘要：
Demand for personalized online tutoring in higher education is growing but there is little research on its effectiveness. We conducted an RCT offering remote peer tutoring in micro-and macroeconomics at a German university teaching online due to the Covid-pandemic. Treated students met in small groups, in alternating weeks with and without a more senior student tutor. The treatment improved study behavior and increased contact to other students. Tutored students achieved around 30% more credits and a one grade level better GPA across treated subjects. Our findings suggest that the program reduced outcome inequality. We find no impacts on mental health.
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页数：10
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