Impact of online homework on learning in face-to-face and online principles of microeconomics.

This study investigates whether online homework improves learning in principles of microeconomics. It contributes to the related literature in two dimensions. First, it tests whether there is a positive association between students' performances on homework and exams. Importantly, it measures learning through exams that were given shortly after students completed the relevant homework, thereby avoiding a potential "decaying effect." Second, it tests whether the impact of homework varies by learning mode—face-to-face versus online. Results show that online homework improves learning. However, there is no significant difference in the impact of homework between the two learning modes. [ABSTRACT FROM AUTHOR]