IDEAS home Printed from https://ideas.repec.org/a/eee/ireced/v41y2022ics1477388022000202.html
   My bibliography  Save this article

Which online learning resources do undergraduate economics students’ value and does their use improve academic attainment? A comparison and revealed preferences from before and during the Covid pandemic

Author

Listed:
  • Barile, Lory
  • Elliott, Caroline
  • McCann, Michael

Abstract

The rapid shift to online learning during the Covid-19 pandemic led to widespread migration to online / blended delivery across UK Higher Education. This has prompted renewed interest in identifying the features of virtual learning environments (VLEs) which students value and are most helpful in academic development and attainment. Using the experience of delivery on an undergraduate module both before and after the introduction of an online delivery model, we use a revealed preference framework to analyse the influence of cognitive load on the value students attach to VLE features in combination with other learning resources. We also use regression analysis to examine which learning resources are crucial to attainment. Our findings suggests that students avoid cognitive overload by being selective in their use of learning resources. They showed a greater preference for both familiar and passive learning resources like lectures, lecture recordings and seminars in both learning environments. Students exhibited a lower preference for active VLE features - multiple-choice quizzes, open-ended questions and discussion forums. Nonetheless, use of open-ended questions along with lecture recordings and lecture slides had a significantly positive impact on academic attainment in the online learning environment. This supports instrumentalism in the use of these resources. Students were more selective in developing deeper understanding using online open-ended questions. Our results imply that module designers need to accept that such resources will be used more selectively. However, they should still be provided to encourage active, deeper learning.

Suggested Citation

  • Barile, Lory & Elliott, Caroline & McCann, Michael, 2022. "Which online learning resources do undergraduate economics students’ value and does their use improve academic attainment? A comparison and revealed preferences from before and during the Covid pandem," International Review of Economics Education, Elsevier, vol. 41(C).
    • Handle: RePEc:eee:ireced:v:41:y:2022:i:c:s1477388022000202
    DOI: 10.1016/j.iree.2022.100253
    as

    Download full text from publisher

    File URL: http://www.sciencedirect.com/science/article/pii/S1477388022000202
    Download Restriction: Full text for ScienceDirect subscribers only
    File URL: https://libkey.io/10.1016/j.iree.2022.100253?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    As the access to this document is restricted, you may want to search for a different version of it.

    References listed on IDEAS

    as
    1. Montolio, Daniel & Taberner, Pere A., 2021. "Gender differences under test pressure and their impact on academic performance: A quasi-experimental design," Journal of Economic Behavior & Organization, Elsevier, vol. 191(C), pages 1065-1090.
    2. Pablo Calafiore & Damian S. Damianov, 2011. "The Effect of Time Spent Online on Student Achievement in Online Economics and Finance Courses," The Journal of Economic Education, Taylor & Francis Journals, vol. 42(3), pages 209-223, July.
    3. Moffat, John & Robinson, Catherine, 2015. "Virtual Learning Environments: Linking participation to evaluation," International Review of Economics Education, Elsevier, vol. 19(C), pages 22-35.
    4. Scott J. Savage, 2009. "The Effect of Information Technology on Economic Education," The Journal of Economic Education, Taylor & Francis Journals, vol. 40(4), pages 337-353, October.
    5. Jennjou Chen & Tsui-Fang Lin, 2012. "Do Supplemental Online Recorded Lectures Help Students Learn Microeconomics?," International Review of Economic Education, Economics Network, University of Bristol, vol. 11(1), pages 6-15.
    6. Nicholas Flores & Scott J. Savage, 2007. "Student Demand for Streaming Lecture Video: Emprical Evidence from Undergraduate Economics Classes," International Review of Economic Education, Economics Network, University of Bristol, vol. 6(2), pages 57-78.
    Full references (including those not matched with items on IDEAS)

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Alexandra-Lavinia Istratie-Macarov, 2022. "Assessing Business English Writing Online: Challenges and Solutions," Ovidius University Annals, Economic Sciences Series, Ovidius University of Constantza, Faculty of Economic Sciences, vol. 0(2), pages 348-352, Decembrie.

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Peter Mikek, 2023. "A Flipped Classroom Experiment in Growth Theory," Eastern Economic Journal, Palgrave Macmillan;Eastern Economic Association, vol. 49(3), pages 433-456, June.
    2. Jennjou Chen & Tsui-Fang Lin, 2016. "microeconomics courses: Evidence from a regression discontinuity design experiment," Economics Bulletin, AccessEcon, vol. 36(4), pages 2094-2116.
    3. Karla Borja & Suzanne Dieringer, 2023. "Telling My Story: Applying Storytelling to Complex Economic Data," Eastern Economic Journal, Palgrave Macmillan;Eastern Economic Association, vol. 49(3), pages 328-348, June.
    4. Arenas, Andreu & Calsamiglia, Caterina, 2022. "Gender Differences in High-Stakes Performance and College Admission Policies," IZA Discussion Papers 15550, Institute of Labor Economics (IZA).
    5. Bosshardt, William & Chiang, Eric P., 2018. "Evaluating the effect of online principles courses on long-term outcomes," International Review of Economics Education, Elsevier, vol. 28(C), pages 1-10.
    6. Whittard, Damian & Green, Elizabeth & Shareef, Mariyam Shaffau & Ismail, Idrees, 2022. "The Multidimensional Model of the One-Minute Paper: Advancing theory through theoretical elaboration," International Review of Economics Education, Elsevier, vol. 41(C).
    7. Rhodes, M. Taylor & Sarbaum, Jeffrey K., 2013. "Online Homework Management Systems: Should We Allow Multiple Attempts?," UNCG Economics Working Papers 13-14, University of North Carolina at Greensboro, Department of Economics.
    8. Fritz Dresselhaus & Jessika A. Bohlmann & Roula Inglesi-Lotz, 2015. "Assessing the impact of just-in-time methodology, in-lecture activities, and tutor-assisted post-lecture activities in the course experience of first year students in Economics at the University of Pr," Working Papers 562, Economic Research Southern Africa.
    9. Mann, John T. & Henneberry, Shida R., 2014. "Online versus Face-to-Face: Students’ Preferences for College Course Attributes," Journal of Agricultural and Applied Economics, Southern Agricultural Economics Association, vol. 46(1), pages 1-19, February.
    10. Simone Balestra & Aurélien Sallin & Stefan C. Wolter, 2023. "High-Ability Influencers? The Heterogeneous Effects of Gifted Classmates," Journal of Human Resources, University of Wisconsin Press, vol. 58(2), pages 633-665.
    11. M. Taylor Rhodes & Jeffrey K. Sarbaum, 2015. "Online Homework Management Systems: Should we Allow Multiple Attempts?," The American Economist, Sage Publications, vol. 60(2), pages 120-131, September.
    12. Paul Dalziel, 2011. "Schumpeter's 'Vision' and the Teaching of Principles of Economics to Resource Students," International Review of Economic Education, Economics Network, University of Bristol, vol. 10(2), pages 63-74.
    13. William Bosshardt & Eric P. Chiang, 2016. "Targeting Teaching Lecture Capture Learning: Do Students Perform Better Compared to Face‐to‐Face Classes?," Southern Economic Journal, John Wiley & Sons, vol. 82(3), pages 1021-1038, January.
    14. Sam Allgood & William B. Walstad & John J. Siegfried, 2015. "Research on Teaching Economics to Undergraduates," Journal of Economic Literature, American Economic Association, vol. 53(2), pages 285-325, June.
    15. Roberto Sánchez-Cabrero & Amaya Arigita-García & David Gil-Pareja & Ana Sánchez-Rico & Fernando Martínez-López & Leonor Sierra-Macarrón, 2022. "Measuring the Relation between Academic Performance and Emotional Intelligence at the University Level after the COVID-19 Pandemic Using TMMS-24," Sustainability, MDPI, vol. 14(6), pages 1-13, March.
    16. Giorgio Brunello & Angela Crema & Lorenzo Rocco, 2021. "Some Unpleasant Consequences of Testing at Length," Oxford Bulletin of Economics and Statistics, Department of Economics, University of Oxford, vol. 83(4), pages 1002-1023, August.
    17. Duncan Watson & Louise Parker, 2016. "The hullaballoo over e-learning? Technology and pluralism in economics," Cogent Economics & Finance, Taylor & Francis Journals, vol. 4(1), pages 1159813-115, December.
    18. Thomas Buser & Roel van Veldhuizen & Yang Zhong, 2022. "Time Pressure Preferences," Tinbergen Institute Discussion Papers 22-054/I, Tinbergen Institute.
    19. Kader, Ahmad A., 2016. "Debilitating and facilitating test anxiety and student motivation and achievement in principles of microeconomics," International Review of Economics Education, Elsevier, vol. 23(C), pages 40-46.
    20. repec:eee:ireced:v:30:y:2019:i:c:p:- is not listed on IDEAS
    21. Paccagnini, Alessia, 2021. "Teaching Quantitative Courses Online: An International Survey," MPRA Paper 108330, University Library of Munich, Germany.

    More about this item

    Keywords

    Virtual learning environments; Recorded lectures; Revealed preference; Academic attainment;
    All these keywords.

    JEL classification:

    • A20 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - General
    • A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate
    • D12 - Microeconomics - - Household Behavior - - - Consumer Economics: Empirical Analysis
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:eee:ireced:v:41:y:2022:i:c:s1477388022000202. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Catherine Liu (email available below). General contact details of provider: http://www.journals.elsevier.com/international-review-of-economics-education .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.