Can Online Learning Boost Academic Performance? A Microeconomics Study

Abstract

This study of the 2007 cohort of Durban University of Technology students enrolled in its introductory microeconomics course examines whether the length of time they spend in the online economics classroom is associated with different levels of academic performance. The study, using linear regression analysis, finds that performance is significantly correlated not only with gender and academic ability, but also with the length of time students spend productively in the online classroom as reflected in their achievement in online assessments. A cautious interpretation of these results is that the study offers at least modest evidence of how motivation to engage in online learning may impact on performance.