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dc.contributor.authorCameron, Michael Patrick
dc.date.accessioned2012-10-10T03:39:56Z
dc.date.available2012-10-10T03:39:56Z
dc.date.issued2011-03
dc.identifier.citationCameron, M.P. (2011). ‘Economics with training wheels’: Using blogs in teaching and assessing introductory economics. (Department of Economics Working Paper Series, Number 02/11). Hamilton, New Zealand: University of Waikato.en_NZ
dc.identifier.urihttp://hdl.handle.net/10289/6708
dc.description.abstractBlogs provide a dynamic interactive medium for online discussion, consistent with communal constructivist pedagogy. This paper explores the use of blogs in the teaching and assessment of a small (40-60 students) introductory economics paper. The role of blogs as a teaching, learning and assessment tool are discussed. Using qualitative and quantitative data collected across four semesters, students’ participation in the blog assessment is found to be associated with student ability, gender, and whether they are distance learners. Importantly, students with past economics experience do not appear to crowd out novice economics students. Student performance in tests and examinations does not appear to be associated with blog participation after controlling for student ability. However, students generally report overall positive experiences with the blog assessment.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherUniversity of Waikatoen_NZ
dc.relation.ispartofseriesDepartment of Economics Working Paper Series
dc.rights©2011 The Authoren_NZ
dc.subjecteconomics educationen_NZ
dc.subjectblogsen_NZ
dc.subjectteachingen_NZ
dc.subjectassessmenten_NZ
dc.title‘Economics with training wheels’: Using blogs in teaching and assessing introductory economicsen_NZ
dc.typeWorking Paperen_NZ
uow.relation.series02/11


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