Abstract
This paper investigates the impact of a pilot policy change that mandates asynchronous video lectures (embedded recorded lectures) on student performance in undergraduate online macroeconomics courses. The researchers employed time series regression analysis to assess whether there was a statistically significant difference in student performance before and after the introduction of recorded lectures. The findings reveal that recorded lectures significantly enhance student outcomes in these courses. These results have broader implications beyond the scope of the current study.
Recommended Citation
Chadwick, Lane Boyte; Lee, Steven J.; and Krishnamoorthy, Anand
(2024)
"Do Asynchronous Video Lectures Improve Student Performance in Remote Learning Environments? Evidence From a Macroeconomics Course,"
Journal of Business, Industry, and Economics: Vol. 29, Article 3.
Available at:
https://roar.una.edu/jobie/vol29/iss1/3