Is distance learning really a substitute for on-site learning? Perceptions of faculty who teach undergraduate economics using both formats

Wunder, Timothy A.; Elliott, David K.; England, Scott

doi:10.1016/j.iree.2013.10.003

Cited by 11 publications

(2 citation statements)

References 6 publications

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“…Notes 1. Note that Wunder et al (2013) take a slightly different approach by examining faculty impressions of online vs on-campus economic education. In a survey of faculty who have taught classes both ways, they find that there are learning tradeoffs, making the two content delivery methods imperfect substitutes.…”

Section: Discussionmentioning

confidence: 99%

Do online instructor lessons complement on-campus teaching?

Henrickson

2016

Journal of Applied Research in Higher Education

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -The purpose of this paper is to examine the use of online video mini-lectures, intended to complement in-class teaching by allowing students to review the more technical aspects of the course. Design/methodology/approach -Online video mini-lectures/tutorials, covering the technical components of the course, were introduced two-thirds of the way through a Principles of Microeconomics course. This methodology allows for the estimation of the impact of incorporating this technology on student performance. In addition, comparisons using results from previous terms, in which these videos were not available at any point during the course, allow for an examination of the overall impact of this technology on student performance in the last portion of the course. Findings -The results point to online lectures improving student achievement, but that this improvement is mostly achieved by the lower achieving students, and exhibits significant diminishing returns to the number of times the videos are watched. As such, the videos are shown to help students who were struggling with the material, but that there is little value to exclusively watching the videos multiple times. Originality/value -As technology impacts higher education, many wonder what role instructors will play. This study examines a unique implementation of technology within a traditional classroom, indicating that technology can serve as a complement to in-class teaching.

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Section: Discussionmentioning

confidence: 99%

Do online instructor lessons complement on-campus teaching?

Henrickson

2016

Journal of Applied Research in Higher Education

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“…1 Over this time span, economic educators experienced significant changes in classroom pedagogy (see, for example, Watts & Becker, 2008; Siegfried & Walstad, 2014) as well as research design and methodology (Allgood, Walstad, & Siegfried, 2015). Major technological shifts also occurred whereby instructors moved from using computers only as a tool to enhance classroom lectures and traditional homework assignments (Grimes & Ray, 1993), to using sophisticated Internet tools to interactively teach students at a distance (Wunder, Elliott, & England, 2013). The economic education articles published by The American Economist during this time reflect these transformations.…”

Section: Introductionmentioning

confidence: 99%

Economic Education Retrospective

Asarta

Jennings

Grimes

2016

The American Economist

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The American Economist has a long and significant history of publishing research in the field of economic education. This article provides a review and synthesis of the 70 economic education articles published by the journal between spring 1990 and spring 2015. The authors discuss The American Economist’s contribution to the field of economic education according to four primary themes: program design, instructional and assessment methodology, instructional materials, and student outcomes.

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