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      ‘Economics with training wheels’: Using blogs in teaching and assessing introductory economics

      Cameron, Michael Patrick
      DOI
       10.1080/00220485.2012.714316
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      Citation
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      Cameron, M. P. (2012). ‘Economics with training wheels’: Using blogs in teaching and assessing introductory economics. Journal of Economic Education, 43(4), 397-407.
      Permanent Research Commons link: https://hdl.handle.net/10289/6788
      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.
      Date
      2012
      Type
      Journal Article
      Publisher
      Taylor & Francis
      Collections
      • Management Papers [1136]
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