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‘Economics with Training Wheels’: Using Blogs in Teaching and Assessing Introductory Economics

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  • Michael P. Cameron

Abstract

Blogs 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.

Suggested Citation

  • Michael P. Cameron, 2012. "‘Economics with Training Wheels’: Using Blogs in Teaching and Assessing Introductory Economics," The Journal of Economic Education, Taylor & Francis Journals, vol. 43(4), pages 397-407, October.
  • Handle: RePEc:taf:jeduce:v:43:y:2012:i:4:p:397-407
    DOI: 10.1080/00220485.2012.714316
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    File URL: http://hdl.handle.net/10.1080/00220485.2012.714316
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    Cited by:

    1. Hall, Joshua C. & Podemska-Mikluch, Marta, 2015. "Teaching the economic way of thinking through Op-eds," International Review of Economics Education, Elsevier, vol. 19(C), pages 13-21.

    More about this item

    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

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