This study analyzed the relationship between the online learning behavior and socioeconomic background of 3,698 students taking the introductory economics course at Korea National Open University and their final exam results. this study, we use quantile regression analysis. The results show that, as a whole, gender and final educational level before admission had a significant effect on academic achievement, but the effect diminished as the grades increased. In the case of watching more than 2/3 of the total lectures and high-intermediate grades,learning progress and repeated watching had a significant positive effect, but the watching period and the start time of watching had a significant negative effect. For the top-ranked students, there was no significant relationship between learning behavior and grades. Despite the limitations of data collection and processing, the following implications could be derived. First, it is necessary to induce watching video lectures from the beginning of the semester. Second, it is desirable to allow learners to intensively watch the recorded video lectures at the time available to them, and it is not desirable to release recorded lecture videos sequentially according to a strongly restricted period.

online watching behavior of recorded video lectures , economics education , adult learners