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Will Flexible Learning Raise Student Achievement?

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  • Ross Guest

Abstract

This paper presents both theoretical and survey evidence on the effect of flexible learning—in particular, the shift to a more student-centred approach to learning—on academic achievement by students. A survey was conducted of 577 business students at a major Australian university in order to elicit their preferences for academic achievement and effort. The results support the theoretical predictions that the effect on academic achievement of greater student autonomy over their learning environment is ambiguous. More academically motivated students and females have a significantly higher probability of choosing a learning technology that provides greater academic reward for effort.

Suggested Citation

  • Ross Guest, 2005. "Will Flexible Learning Raise Student Achievement?," Education Economics, Taylor & Francis Journals, vol. 13(3), pages 287-297.
    • Handle: RePEc:taf:edecon:v:13:y:2005:i:3:p:287-297
    DOI: 10.1080/09645290500073761
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    Cited by:

    1. Sonia Magdziarz & Kim Watty & Kaye Hilliar & Sophia Ji & Melissa Simpson, 2006. "Developing a scholarly approach to the evaluation of assessment practices," Asian Review of Accounting, Emerald Group Publishing, vol. 14(1), pages 24-36, July.
    2. 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.
    3. Gomis-Porqueras, Pedro & Rodrigues-Neto, José A., 2018. "Teaching technologies, attendance, learning and the optimal level of access to online materials," Economic Modelling, Elsevier, vol. 73(C), pages 329-342.

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