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dc.contributor.authorGuest, Ross
dc.contributor.authorRohde, Nicholas
dc.contributor.authorSelvanathan, Saroja
dc.contributor.authorSoesmanto, Tommy
dc.contributor.editorRohde, Nicholas
dc.contributor.editorNaranpanawa, Athula
dc.date.accessioned2020-01-16T07:48:41Z
dc.date.available2020-01-16T07:48:41Z
dc.date.issued2017
dc.identifier.issn1837-7750
dc.identifier.otherRePEc:gri:epaper:economics:201707
dc.identifier.urihttp://hdl.handle.net/10072/390486
dc.description.abstractThis paper presents a preliminary analysis of the response of student satisfaction scores to online delivery for courses at a large Australian university. Taking data on 2,653 courses delivered since 2011 we employ a difference-in-differences estimator to evaluate the impact of a transition from traditional face-to-face to online transmission on student satisfaction. We estimate that on a five point scale, conversion to online learning lowers course satisfaction by about 0.2 points and instructor satisfaction by about 0.15 points. These correspond to shifts relative to the underlying distributions of about 25%-30% of a standard deviation. Some implications of the (slight) relative unpopularity of online learning are discussed.
dc.format.extent15 pages
dc.languageEnglish
dc.publisherGriffith University
dc.publisher.placeBrisbane, Australia
dc.relation.ispartofpagefrom1
dc.relation.ispartofpageto15
dc.subject.keywordsI21 - Analysis of Education
dc.subject.keywordsStudent Evaluations
dc.subject.keywordsOnline Teaching
dc.subject.keywordsDifference in Differences Estimation
dc.title2017-07: Student satisfaction and online teaching (Working paper)
dc.typeReport
dc.type.descriptionDiscussion Paper
gro.facultyGriffith Business School
gro.description.notepublicEconomics and Business Statistics
gro.rights.copyrightCopyright © 2010 by author(s). No part of this paper may be reproduced in any form, or stored in a retrieval system, without prior permission of the author(s).
gro.date.issued2017
gro.hasfulltextFull Text
gro.griffith.authorSelvanathan, Saroja


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