Impact of Different Online Learning Modes on Student Performance and Engagement

Last registered on October 17, 2024
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Pre-Trial

Trial Information

General Information

Title
Impact of Different Online Learning Modes on Student Performance and Engagement
RCT ID
AEARCTR-0013258
Initial registration date
April 08, 2024

Initial registration date is when the trial was registered.

It corresponds to when the registration was submitted to the Registry to be reviewed for publication.

First published
April 16, 2024, 1:15 PM EDT

First published corresponds to when the trial was first made public on the Registry after being reviewed.

Last updated
October 17, 2024, 12:36 PM EDT

Last updated is the most recent time when changes to the trial's registration were published.

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Primary Investigator

Name
Ji Young Kim
Affiliation
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Other Primary Investigator(s)

PI Name
Ian Ayres
PI Affiliation
Yale Law School
Contact Investigator

Additional Trial Information

Status
In development
Start date
2024-09-30
End date
2025-09-30
Keywords
Education
Additional Keywords
JEL code(s)
Secondary IDs
Prior work
This trial does not extend or rely on any prior RCTs.
Abstract
In today’s educational landscape, students are exposed to online learning on a daily basis. This study aims to address the effectiveness of different online teaching modes on students' performance and engagement. To explore this question, we will work with students who voluntarily enroll in the course American Contract Law I taught by Professor Ian Ayres at Yale Law School, offered in Coursera.
External Link(s)

Registration Citation

Citation
Ayres, Ian and Ji Young Kim. 2024. "Impact of Different Online Learning Modes on Student Performance and Engagement." AEA RCT Registry. October 17. https://doi.org/10.1257/rct.13258-2.2
Sponsors & Partners
Experimental Details

Interventions

Intervention(s)
Intervention Start Date
2024-09-30
Intervention End Date
2025-09-30

Primary Outcomes

Primary Outcomes (end points)
Measure of performance:
• overall grade
• number of graded quizzes passed
Measures of engagement:
• number of lessons completed
• student goal
• whether the student completed their learning goal
• whether the student upgraded to receive a paid certificate for the course
Primary Outcomes (explanation)

Secondary Outcomes

Secondary Outcomes (end points)
• upward/downward trend in quiz grades
• number of items completed
• number of in-progress items (started but never finished)
• number of skipped items
• number of days between the date the student joined the course and the date the student made last progress on
• whether the student passed the course
• whether the student did not pass the course and the last progress made was more than 30 days ago
• whether the student ever set learning goals
• not setting any learning goals
• whether the student is an overachiever
• goal "not started"
• among those whose goal status was always "Not_started", did they ever change their goals regardless?
• Whether they ever changed their learning goals
• If they ever changed their learning goals, how many times total?
• Whether they completed any same item twice or more
• If they ever completed any same item twice or more, how many items total?
• Whether they ever unenrolled from the course (after enrolling as a learner)
• After unenrolling from the course for the first time, whether they ever re-joined the course as the learner
• Did they unenroll from the course multiple times, even after re-joining the course as the learner? If so, how many times?
• If they re-joined the course as the learner, did they end up staying as the learner and not unenrolling again? (regardless of how many times they unenrolled)
• whether they paid for the certificate
• whether they ever left a rating on any item
• Out of the items that they left a rating for, what's the proportion of positive ("LIKE") rating?
• Did they ever finish an item and did not leave a rating?
• What is their "leave rating" rate?
• Did they complete a STAR survey?
• Did they complete an NPS survey?
• If they completed only one of NPS survey, did they complete the first week one?
• If they completed only one of NPS survey, did they complete the end of the course one?
• If they completed an NPS survey, did they complete both the first week and the end of the course surveys?
• Did they complete all three?
• What is their rating (in rate) for STAR?
• What is their rating (in rate) for NPS FIRST WEEK?
• What is their rating (in rate) for NPS END OF COURSE?
Secondary Outcomes (explanation)

Experimental Design

Experimental Design
This study will be conducted within the framework of Professor Ian Ayres’ course American Contract Law I offered by Coursera, and will attempt to assess the impact of various modes of teaching on learning and engagement.
Experimental Design Details
Not available
Randomization Method
Randomization done in office by a computer.
Randomization Unit
Individual student
Was the treatment clustered?
No

Experiment Characteristics

Sample size: planned number of clusters
N/A
Sample size: planned number of observations
At least 500 students
Sample size (or number of clusters) by treatment arms
At least 100 students per group
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
Supporting Documents and Materials
IRB

Institutional Review Boards (IRBs)

IRB Name
Yale University Institutional Review Board
IRB Approval Date
2024-03-25
IRB Approval Number
2000037137
Analysis Plan