Tutoring in (online) higher education: Experimental evidence

Hardt D, Nagler M, Rincke J (2023)

Publication Type: Journal article

Publication year: 2023


Book Volume: 92

Article Number: 102350

DOI: 10.1016/j.econedurev.2022.102350


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.

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


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

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