Publication Detail
Peer-Reviewed Research on Education Technology
Is It Live or Is It Internet? Experimental Estimates of the Effects of Online Instruction on Student Learning
Abstract
This study presents results from a pioneering randomized controlled trial conducted at a major research university comparing live face-to-face instruction with online instruction. Students in a large introductory microeconomics course were randomly assigned to either attend live lectures or watch identical content delivered online. The study finds no significant difference in overall learning outcomes between the two modalities, as measured by exam performance. However, important heterogeneity emerges: certain subgroups of students, including those with weaker academic preparation, may experience modest disadvantages in the online format. The findings have significant implications for the expansion of online education and its potential to broaden access to high-quality instruction.
Key Findings
- No significant overall difference: On average, students randomly assigned to online instruction performed comparably to those in live lectures on course examinations, suggesting online delivery can be an effective substitute.
- First rigorous experimental comparison: This was among the first studies to use a true randomized controlled trial to compare online and in-person instruction at a research university, setting a methodological standard for the field.
- Heterogeneous effects by student characteristics: While average effects were not significant, some subgroups of students with weaker academic backgrounds showed modestly lower performance in the online format.
- Implications for access and equity: The findings suggest that online instruction can expand access to quality education without sacrificing learning outcomes for most students, with important caveats about supporting at-risk learners.
Live vs. Online Instruction Outcomes
Methods
Research Design
Randomized controlled trial (RCT) with students randomly assigned to live or online instruction sections of the same course taught by the same instructor.
Setting
Large introductory microeconomics course at a major research university. Online students watched recordings of the same lectures delivered to the live section.
Outcome Measures
Student performance on identical course examinations, with analysis of heterogeneous effects across student subgroups defined by prior academic preparation, demographics, and engagement patterns.
Policy Implications
- Online instruction can maintain quality. The finding of no significant difference in learning outcomes provides evidence that universities can expand online offerings without compromising educational quality for most students.
- Support structures matter for at-risk students. The heterogeneous effects suggest that institutions expanding online instruction should invest in additional support for students with weaker academic preparation.
- Expand access through online delivery. Online instruction can serve as a tool for broadening access to high-quality education, particularly for students who face geographic or scheduling barriers to in-person attendance.
- Inform post-pandemic education policy. This early experimental evidence provides a rigorous foundation for the large-scale adoption of online and hybrid instructional models that accelerated during and after the COVID-19 pandemic.
Citation
Figlio, D., Rush, M., & Yin, L. (2013). Is it live or is it internet? Experimental estimates of the effects of online instruction on student learning. Journal of Labor Economics, 31(4), 763–784.