Campus, Online, Or Hybrid: An Assessment of Instruction Modes (Economic EDUCATION ARTICLES‪)‬

ABSTRACT This paper presents empirical results concerning the effectiveness of campus, online, and hybrid instruction in economics. The sample consists of graduate students enrolled in macroeconomic theory or international economics courses at a regional university. Assessment of enrollment, attrition, grade distribution, faculty evaluation, and course evaluation across the various instruction modes is presented. Holding constant ability, effort, and demographic considerations, students enrolled in the online course scored over six percent lower on the final exam than campus students and four percent lower than hybrid students. There is not a statistically significant difference between student performance on the final exam between campus and hybrid modes.