Abstract
This paper aims to study whether a pilot policy change requiring asynchronous video lectures (embedded recorded lectures) improves student performance in undergraduate online microeconomics courses. The researchers used time series regression analysis to determine whether there was a statistically significant difference before and after the intervention of recorded lectures in undergraduate microeconomic courses. Research results indicate that recorded lectures do not significantly improve student outcomes in undergraduate online microeconomics courses. The research results have implications that extend beyond the current study.
Recommended Citation
Boyte-Eckis, Lane; Lee, Steven J.; and Krishnamoorthy, Anand
(2022)
"The Impact of a Policy Change Requiring Embedded Video Lectures in Online Microeconomics Courses,"
Journal of Business, Industry, and Economics: Vol. 27, Article 5.
Available at:
https://roar.una.edu/jobie/vol27/iss1/5