Educational results from blended learning: Using an educational platform in teaching Economics (original) (raw)
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Students' Perceptions Towards Blended Learning in Teaching and Learning Economics
14th International Conference eLearning and Software for Education
Blended learning or mixed learning is a concept that refers to the blending of traditional (physical) learning methods and new learning methods based on e-learning (e-learning, m-learning). In recent years blended learning has gained considerable popularity in training and education and in higher education especially. In this era of technology, where electronic resources are accessible at all times, blended learning has an impact on both the teacher and the student. The teacher works better with the student, while the student becomes more interested in the discipline they are studying, using a number of methods and means that make learning more efficient and easier. The Internet allows the student to be in touch with the teacher, which has both advantages and disadvantages. An advantage is that learning can take place at any time and in any place, and the student has an integrated learning experience, while lack of face-to-face meetings with the teacher may be a disadvantage from th...
A pilot study was conducted in August 2014 on the effectiveness of (i) the Google site as an instructional platform to disseminate materials for pre-and-post class discussions; (ii) an online exam site as a collaborative means to promote social learning; and (iii) an e-simulation learning object as a tool to link abstract economics theories to real-world financial crisis. bout 80 students in the International Economics course surveyed on effectiveness of the sites and the tool yielded positive results. The authors proposed to extend the pilot study in August 2015 on the effectiveness of blended learning as an instructional strategy to better engage students in learning, measured using the Community of Inquiry framework
EDUTEC : Journal of Education And Technology, 2021
Educational work is always in a world that is constantly changing along with the advancement of information technology and demographic changes. If the world of education is not biased to adjust to the development of the times and demographic graying is also soasial, education will become obsolete and not aligned with the educational objectives that have been formulated, especially with changes that occur due to the pandemic that requires schools to implement mixed learning or blended learning. The purpose of this study is to find out the difference in learning outcomes of students who use blended learning models using conventional models and to know how far students learn outcomes in economics subjects after the implementation of blanded learning models. This research is an experimental study with Factorial Design 2 x 2 (ANAVA Two Way) involving 3 variables, namely the free variable is a blended learning model, the bound variable is the result of studying the economics of students o...
Effect Of Blended Learning Strategy On Achievement In Economics In Relation To Motivation To Learn
International Journal of Scientific & Technology Research, 2020
The present study investigates the effect of blended learning strategy on achievement in Economics in relation to motivation to learn Economics. The sample consisted of 120 students of XI class from two private schools of Amritsar city affiliated to CBSE, New Delhi. The study covered two independent variables viz. instructional strategies and motivation to learn Economics. The variable of instructional strategies was studied at two levels, namely blended learning strategy and conventional teaching strategy. The variables of motivation to learn was studied as three levels, namely high, average and low motivation to learn economics. The dependent variable was the performance gain which was calculated as the difference in posttest and pre-test scores. The experimental group was taught through blended learning strategy on various five topics from the Economics subject of class XI and the control group was taught by conventional method of teaching by the investigators. The instructional ...
Teachers are increasingly expected by university management to teach using flexible, blended and online teaching practices. Some teachers are intrinsically motivated to innovative, while others widespread resistance. In this paper we use the Cost-Benefit Analysis (CBA) framework to evaluate the adoption of innovative approaches for teaching two economics courses at Lincoln University. Although it is difficult to estimate the costs and benefit in dollar value, as is done in a traditional economic analysis, we argue that the CBA framework provides a rationale for adoption for individual teachers, and more importantly, a very clear policy direction for those who are tasked with shifting teaching practice across an entire faculty or institution.
The effect of blended courses on student learning: Evidence from introductory economics courses
International Review of Economics Education, 2014
Over the past decade there has been a large increase in the number of colleges and universities that offer fully online courses and blended courses (courses with a face-to-face component and with an online component). The number of students enrolling in these courses has also increased. These courses are less costly for universities to offer and provide students with more flexibility than traditional classes. However, the effect of these courses on student learning remains unclear. This study examines the effect of blended learning on a specific student learning outcome in introductory economics courses. The effect of blending on learning is determined by comparing scores on quizzes and exams between students in a blended course (the treatment) and students in a traditional face-to-face course (the control). This study accounts for the potential bias due to non-random selection into treatment by using propensity score matching. The results indicate no significant effects of blending on student learning. JEL Classification: A22; I20; I21
The purpose of this study was to use interviews with students to examine the impact of a blended learning instructional model on students in an Advanced Placement (AP) Macroeconomics course. Using an instrumental case study design, the researcher investigated blended learning and students’ perceptions of their own interactions with the materials as well as perceptions of overall performance in the course. The study also used grade point averages (GPA), LMS Usage Reports, and AP exam scores to triangulate with the interview data. The key factors influencing the students’ views were discussed, an enhanced model of blended learning was proposed, recommendations for future research were made, and strategies and practices were offered.
2017
Blended learning has become an important trend in undergraduate and postgraduate studies. Starting Fall 2016, blended learning was introduced for the first time in five different courses in the Business School at a private University in Puebla, as part of the criteria for the new educational model that will start operating in Fall 2017. The same five courses were taught using blended learning and traditional teaching. A field study was conducted to determine students’ opinions in regard to different teaching approaches, so as to determine whether blended learning was more attractive and interesting for students, and to obtain general information related to the advantages and disadvantages that students found when blended learning techniques were introduced in their courses. An additional study was conducted with business school professors based on their use of technologies for teaching and learning. Additional studies were conducted to compare final evaluations of blended learning a...
2021
This research is a comparative descriptive study which aims to determine the effect of the application of blended learning on student achievement in the Accounting Theory course. The form of research used is quasi-experimental, namely by trying out a treatment. The characteristic of experimental research is that the researcher manipulates the variables under study. The form of manipulation is in the form of giving treatment to the object of research to look for differences in the effect of the application of conventional methods with the blended learning method, which is controlled by the ability of critical thinking and student analysis power. The improvement of learning outcomes studied in this research is in the affective and cognitive domains. The subjects of this study were students of the Accounting Theory class, Faculty of Economics, Andalas University, Padang. There are about 31 students per class. Data collection techniques use observation (using observation sheets), unstructured interviews, quizzes (essays), documentation. The result of research shows that the application of the i-learn UNAND, social networking-based blended learning method can improve the learning achievement in Accounting Theory course. It is indicated by the improvement of the learning achievement on the affective and cognitive aspects, which became the focus of this research. This is because, with the blended method, learning is not monotonous, the students do not get bored to learn and they are also free to discuss through internet media so that their level of understanding of the material is optimal. The lesson schedule is also not disturbed because lectures can still be done even though the lecturer is unable to enter the class. However, for blended learning, students are required to have a high willingness to learn.
Psychology and Education: A Multidisciplinary Journal, 2022
A blended learning education is one that combines online and in-person course components into a single curriculum. This study aimed to investigate and determine the effectiveness of blended learning in the context of new ways in teaching and learning to enhance students' academic achievement. The study applied a quantitative research design where descriptive statistics were used for the respondents' responses on the effectiveness of new ways of teaching and learning in enhancing students' academic achievement during blended learning education. The researcher tabulated and processed the data for the statistical analysis after retrieving the questionnaire. Furthermore, this study used a statistical method by calculating the data from the mean value and standard deviations and utilizing a one-way ANOVA. Based on the findings, the mean value, standard deviation, and descriptive interpretation of innovative teaching techniques and developing teaching methods or new ways of teaching in the context of blended learning education were determined. Based on the findings, the average value of the indicators under Table 1 shows (mean = 3.97; SD = 0.27), which means it has been competent. The teachers at San Luis National High School have been developing teaching methods that are appropriate for teaching and learning. The findings show a statistically significant difference at the level of statistical significance (0.05) between the means of the three (3) sources of variation, which are the teaching method, teaching technique, and technological advancements used in the classroom. Therefore, the teaching method, technique, and advancement of technology demonstrations to lay the groundwork for why and how to conduct the class and help set expectations for students at school.