论文标题
与面对面的课堂教学相比，在线课程是否提供同等的教育价值？美国调查数据的证据使用分位数回归
Do Online Courses Provide an Equal Educational Value Compared to In-Person Classroom Teaching? Evidence from US Survey Data using Quantile Regression
论文作者
论文摘要
传统上，教育以课堂为导向，最近在线课程逐渐增长。但是，19009年大流行的爆发急剧加快了向在线课程的转变。与这种学习格式相关的问题是：与在课堂上进行的一门课程相比，人们对在线课程的教育价值有何看法？本文解决了这个问题，并使用来自美国的全国代表性调查数据进行了贝叶斯分数分析。我们的发现表明，以前参加在线课程和全职就业状况有利于在线课程的教育价值。我们还发现，较旧的人口和女性对在线教育的倾向更大。相比之下，受过良好教育的人对传统课程的在线教育意愿较低。此外，协变量效应显示了无法使用概率或logit模型捕获的分位数之间的异质性。
Education has traditionally been classroom-oriented with a gradual growth of online courses in recent times. However, the outbreak of the COVID-19 pandemic has dramatically accelerated the shift to online classes. Associated with this learning format is the question: what do people think about the educational value of an online course compared to a course taken in-person in a classroom? This paper addresses the question and presents a Bayesian quantile analysis of public opinion using a nationally representative survey data from the United States. Our findings show that previous participation in online courses and full-time employment status favor the educational value of online courses. We also find that the older demographic and females have a greater propensity for online education. In contrast, highly educated individuals have a lower willingness towards online education vis-à-vis traditional classes. Besides, covariate effects show heterogeneity across quantiles which cannot be captured using probit or logit models.
