‘Economics with Training Wheels’: Using Blogs in Teaching and Assessing Introductory Economics
AbstractBlogs provide a dynamic interactive medium for online discussion, consistent with communal constructivist pedagogy. The author of this article describes and evaluates a blog assignment used in the teaching and assessment of a small (40--60 students) introductory economics course. Using qualitative and quantitative data collected across four semesters, students’ participation in the blog assignment is found to be associated with student ability, gender, and student perceptions of the blog. Importantly, students with past economics experience do not appear to crowd out novice economics students. Student performance is positively associated with the quality of their blog participation after controlling for student ability, suggesting that a focus on quality of student engagement could further improve learning outcomes. Students generally report overall positive experiences with the blog assignment.
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Bibliographic InfoArticle provided by Taylor & Francis Journals in its journal The Journal of Economic Education.
Volume (Year): 43 (2012)
Issue (Month): 4 (October)
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Web page: http://www.tandfonline.com/VECE20
Other versions of this item:
- Michael Cameron, 2011. "‘Economics with Training Wheels’:Using Blogs in Teaching and Assessing Introductory Economics," Working Papers in Economics 11/02, University of Waikato, Department of Economics.
- A20 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - General
- A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate
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