The model/argument I give (towards the bottom) is logically trivial, and the basic idea seems pretty intuitive—offline classrooms remove some need for self-discipline/Conscientiousness and performance is more g-loaded—that I’m sure I can’t be the first person to think of it.
Is that necessarily true? Who says classroom performance is only g and conscientiousness loaded? While on-line education may demand more conscientiousness, maybe it demands less of other attributes that traditional classrooms require. I must admit I’m relatively ignorant of the findings on various factors in regular classroom performance.
This is however an interesting question, I’m looking forward to the high quality gwern.net or LW article your research will produce on it. :)
Is that necessarily true? Who says classroom performance is only g and conscientiousness loaded? While on-line education may demand more conscientiousness, maybe it demands less of other attributes that traditional classrooms require. I must admit I’m relatively ignorant of the findings on various factors in regular classroom performance.
This is however an interesting question, I’m looking forward to the high quality gwern.net or LW article your research will produce on it. :)