Fear of the Unknown: Student Reluctance to Engage in Blended Learning in Undergraduate Economics

Publikation: Kapitel i bog/rapport/konferenceprocesKonferencebidrag i proceedingsForskningpeer review

Resumé

Blended learning has become one of the most popular approaches to innovate teaching practices in higher education. Yet, few randomized evaluations of the effectiveness of this approach exists. In this study we conduct a randomized evaluation of a blended learning initiative implemented in a large undergraduate macroeconomics course. In particular, the blended learning initiative consist of: 1) an adaptive learning platform, which provides instant feedback on exercises and 2) a new format for the exercises, which facilitates active learning through increased group work. The effects of blended learning are measured by differences in academic achievement. On average, we find no significant differences in the final grades. Yet, when exploring the mechanisms behind this result we find that when adjusting for differences in attendance the treatment increase test scores by 0.15 standard deviations. Our results point to the potential for blended learning to increase academic achievement. Yet, also highlight challenges of getting students onboard and thus point to the importance of academic socialization of students into becoming independent learners as an important part of the success of blended learning.
Blended learning has become one of the most popular approaches to innovate teaching practices in higher education. Yet, few randomized evaluations of the effectiveness of this approach exists. In this study we conduct a randomized evaluation of a blended learning initiative implemented in a large undergraduate macroeconomics course. In particular, the blended learning initiative consist of: 1) an adaptive learning platform, which provides instant feedback on exercises and 2) a new format for the exercises, which facilitates active learning through increased group work. The effects of blended learning are measured by differences in academic achievement. On average, we find no significant differences in the final grades. Yet, when exploring the mechanisms behind this result we find that when adjusting for differences in attendance the treatment increase test scores by 0.15 standard deviations. Our results point to the potential for blended learning to increase academic achievement. Yet, also highlight challenges of getting students onboard and thus point to the importance of academic socialization of students into becoming independent learners as an important part of the success of blended learning.
SprogEngelsk
TitelSymposium i anvendt statistik : 28.-30. januar 2019
Antal sider3
Udgivelses stedKøbenhavn
ForlagKøbenhavns Universitet
Dato2019
Sider221-223
ISBN (Trykt)9788779043596
StatusUdgivet - 2019
Begivenhed41. Symposium i Anvendt Statistik - Københavns Universitet, København, Danmark
Varighed: 28 jan. 201930 jan. 2019
http://statistiksymposium.dk/
http://www.statistiksymposium.dk/

Konference

Konference41. Symposium i Anvendt Statistik
LokationKøbenhavns Universitet
LandDanmark
ByKøbenhavn
Periode28/01/201930/01/2019
Internetadresse

Citer dette

Buhl-Wiggers, J., Kjærgaard, A., & la Cour, L. (2019). Fear of the Unknown: Student Reluctance to Engage in Blended Learning in Undergraduate Economics. I Symposium i anvendt statistik: 28.-30. januar 2019 (s. 221-223). København: Københavns Universitet.
Buhl-Wiggers, Julie ; Kjærgaard, Annemette ; la Cour, Lisbeth. / Fear of the Unknown : Student Reluctance to Engage in Blended Learning in Undergraduate Economics. Symposium i anvendt statistik: 28.-30. januar 2019. København : Københavns Universitet, 2019. s. 221-223
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Buhl-Wiggers, J, Kjærgaard, A & la Cour, L 2019, Fear of the Unknown: Student Reluctance to Engage in Blended Learning in Undergraduate Economics. i Symposium i anvendt statistik: 28.-30. januar 2019. Københavns Universitet, København, s. 221-223, 41. Symposium i Anvendt Statistik, København, Danmark, 28/01/2019.

Fear of the Unknown : Student Reluctance to Engage in Blended Learning in Undergraduate Economics. / Buhl-Wiggers, Julie; Kjærgaard, Annemette; la Cour, Lisbeth.

Symposium i anvendt statistik: 28.-30. januar 2019. København : Københavns Universitet, 2019. s. 221-223.

Publikation: Kapitel i bog/rapport/konferenceprocesKonferencebidrag i proceedingsForskningpeer review

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Buhl-Wiggers J, Kjærgaard A, la Cour L. Fear of the Unknown: Student Reluctance to Engage in Blended Learning in Undergraduate Economics. I Symposium i anvendt statistik: 28.-30. januar 2019. København: Københavns Universitet. 2019. s. 221-223.