Effects of Pandemic-Related Digitalization of Teaching on Student Grades

Digital learning environments play an increasingly important role in higher education. Still, literature is inconsistent on its effects on student grades. This study consistently removes selection bias stemming from students freely choosing between face-to-face or digitalized courses, as well as from instructors voluntarily switching the delivery mode due to their dedication towards teaching. We utilize the COVID-19 pandemic as our identification strategy in a difference-in-differences model. Of special interest are the average exam results in courses whose teaching mode changed from face-to-face to digital modes during the shutdown. Our results show that the students' grades for courses offered digitally were significantly better. This finding is robust to various control variables and model specifications.