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This paper presents empirical results concerning the effectiveness of Internet instruction in economics. The sample consists of MBA students enrolled in either a campus or Internet-based macroeconomic theory courses at a regional university. Holding constant ability, effort, and demographic considerations, students enrolled in the Internet course scored over nine percent lower on the final exam. The results provide evidence supporting the inferior quality criticism of Internet-based learning. The results are tempered by the observation that Internet education is still in its infancy stage.
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Author(s): Neil Terry