Computers, Learning Outcomes, and the Choices Facing Students
We model the tradeoff students face between devoting time to coursework and time for other activities. We show how the model can be used to identify whether computers are productive tools and whether students will learn more when using computers. We present our own empirical findings, in a case study focusing on college composition. Only one-sixth of the students in our study fall into the category indicating that the computer was a productivity enhancing tool even though more than half achieved the same or higher measure of learning.
Volume (Year): 33 (2007)
Issue (Month): 1 (Winter)
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Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- Stephen J. Schmidt, 2003. "Active and Cooperative Learning Using Web-Based Simulations," The Journal of Economic Education, Taylor & Francis Journals, vol. 34(2), pages 151-167, January.
- Steven A. Greenlaw, 1999. "Using Groupware to Enhance Teaching and Learning in Undergraduate Economics," The Journal of Economic Education, Taylor & Francis Journals, vol. 30(1), pages 33-42, January.
- Richard G. Lipsey & Gideon Rosenbluth, 1971. "A Contribution to the New Theory of Demand: A Rehabilitation of the Giffen Good," Canadian Journal of Economics, Canadian Economics Association, vol. 4(2), pages 131-63, May.
- Michael P. Murray, 1999. "Econometrics Lectures in a Computer Classroom," The Journal of Economic Education, Taylor & Francis Journals, vol. 30(3), pages 308-321, January.
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