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 Pretoria

This paper focuses on the introduction of blended-learning as applied to lectures in a large first year economics course at the University of Pretoria. The blended learning methodology was aligned with the flipped-classroom approach where the traditional classroom is overturned via interactive student engagement activities. Lectures take place partially or fully outside the classroom via pre-lecture videos, reading assignments and/or podcasts. Lecture time is utilized to assist students in deep learning by doing exercises, peer evaluations and encouraging class discussions. Post-lecture activities consist of consolidation quizzes, assignments and peer networking through social media. Blended-learning was introduced in the principles of economics course at the Department of Economics in the University of Pretoria in 2012; this paper reports the results for the second semester in 2013 and the first semester in 2014. It was found that students experienced the blended-learning methodology as beneficial in helping them understand basic concepts in economics.(This abstract was borrowed from another version of this item.)