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Bettinger, Eric [VerfasserIn] ; Fairlie, Robert W. [Sonstige Person, Familie und Körperschaft]; Kapuza, Anastasia [Sonstige Person, Familie und Körperschaft]; Kardanova, Elena [Sonstige Person, Familie und Körperschaft]; Loyalka, Prashant [Sonstige Person, Familie und Körperschaft]; Zakharov, Andrey [Sonstige Person, Familie und Körperschaft] National Bureau of Economic Research

Does EdTech Substitute for Traditional Learning? Experimental Estimates of the Educational Production Function

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  • Medientyp: E-Book
  • Titel: Does EdTech Substitute for Traditional Learning? Experimental Estimates of the Educational Production Function
  • Beteiligte: Bettinger, Eric [VerfasserIn]; Fairlie, Robert W. [Sonstige Person, Familie und Körperschaft]; Kapuza, Anastasia [Sonstige Person, Familie und Körperschaft]; Kardanova, Elena [Sonstige Person, Familie und Körperschaft]; Loyalka, Prashant [Sonstige Person, Familie und Körperschaft]; Zakharov, Andrey [Sonstige Person, Familie und Körperschaft]
  • Körperschaft: National Bureau of Economic Research
  • Erschienen: Cambridge, Mass: National Bureau of Economic Research, 2020
  • Erschienen in: NBER working paper series ; no. w26967
  • Umfang: 1 Online-Ressource; illustrations (black and white)
  • Sprache: Englisch
  • DOI: 10.3386/w26967
  • Identifikator:
  • Reproduktionsnotiz: Hardcopy version available to institutional subscribers
  • Entstehung:
  • Anmerkungen: System requirements: Adobe [Acrobat] Reader required for PDF files
    Mode of access: World Wide Web
  • Beschreibung: Experimental studies rarely consider the shape and nature of the education production function, which is useful for deriving optimal levels of input substitution in increasingly resource constrained environments. Because of the rapid expansion of EdTech as a substitute for traditional learning around the world and against the backdrop of full-scale temporary substitution due to the coronavirus pandemic, we explore the educational production function by using a large randomized controlled trial that varies dosage of computer-assisted learning (CAL) as a substitute for traditional learning. Results show production is concave in CAL. Moving from zero to a low level of CAL, the marginal rate of technical substitution (MRTS) of CAL for traditional learning is greater than one. Moving from a lower to a higher level of CAL, production remains on the same or a lower isoquant and the MRTS is equal to or less than one. The estimates are consistent with the general form of a Cobb-Douglas production function and imply that a blended approach of CAL and traditional learning is optimal. The findings have direct implications for the rapidly expanding use of educational technology worldwide and its continued substitution for traditional learning
  • Zugangsstatus: Freier Zugang