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| Titre : | Tutoring in (online) higher education: Experimental evidence (2023) |
| Auteurs : | David Hardt ; Markus Nagler ; Johannes Rincke |
| Type de document : | Article : document électronique |
| Dans : | Economics of Education Review (Vol. 92, February 2023) |
| Article en page(s) : | Article 102350 |
| Langues: | Anglais |
| Catégories : |
Thésaurus CEREQ ETUDIANT ; TUTORAT ; ACCOMPAGNEMENT EN FORMATION ; EVALUATION ; ENSEIGNEMENT SUPERIEUR ; ENSEIGNEMENT A DISTANCE ; UNIVERSITE ; CRISE SANITAIRE ; ALLEMAGNE |
| Mots-clés: | Covid-19 |
| Résumé : | Demand for personalized online tutoring in higher education is growing but there is little research on its effectiveness. We conducted an RCT offering remote peer tutoring in micro- and macroeconomics at a German university teaching online due to the Covid-pandemic. Treated students met in small groups, in alternating weeks with and without a more senior student tutor. The treatment improved study behavior and increased contact to other students. Tutored students achieved around 30% more credits and a one grade level better GPA across treated subjects. Our findings suggest that the program reduced outcome inequality. We find no impacts on mental health. |
| Document Céreq : | Non |
| En ligne : | https://doi.org/10.1016/j.econedurev.2022.102350 |
