Tutoring in (online) higher education: Experimental evidence

Hardt D, Nagler M, Rincke J (2023)

Publication Type: Journal article

Publication year: 2023

Journal

Economics of Education Review Elsevier

Book Volume: 92

Article Number: 102350

DOI: 10.1016/j.econedurev.2022.102350

Abstract

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.

Authors with CRIS profile

David Hardt Lehrstuhl für Volkswirtschaftslehre, insbesondere Wirtschaftspolitik Markus Nagler Professur für Arbeitsmarkt- und Innovationsökonomik Johannes Rincke Lehrstuhl für Volkswirtschaftslehre, insbesondere Wirtschaftspolitik

How to cite

APA:

Hardt, D., Nagler, M., & Rincke, J. (2023). Tutoring in (online) higher education: Experimental evidence. Economics of Education Review, 92. https://dx.doi.org/10.1016/j.econedurev.2022.102350

MLA:

Hardt, David, Markus Nagler, and Johannes Rincke. "Tutoring in (online) higher education: Experimental evidence." Economics of Education Review 92 (2023).

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