Do the teachers share the greater ‘burden’ of Blended Learning? : An evaluation of innovative approaches to economics teaching
MacDonald, I 1, Ratna, N1, Ward, M2, Yingjie, L2
1Department of Accounting, Economics & Finance, 2 Library, Teaching & Research
Motivation: Blended learning and Cost‐Benefit Analysis ( CBA)
• Why did we opt for looking at CBA of adoption? • Who are the stakeholders? – Teachers
– Students ‐University Administration • Why Economics courses at Lincoln University?
– ECON 215: Managerial Economics
– ECON 603: Development Economics What are the drivers of adoption? • Rogers ( 1962, 2003): Social Networks & Diffusion of Innovations – innovators
– early adopters
– early majority
– late majority
– Laggards
Adoption of Technology in Teaching • Finely & Hartman (2004): Western Michigan University Pedagogical concerns, skills, departmental culture • Birch & Barret (2009): University of Southern Queensland – Institutional Barriers : absence of program‐wide strategic plan and specialised training
– Individual barriers: workload, lack of reward & recognition • Orr et. al.( 2009): University of North Carolina – Availability of Compensation( stipend, course release time, summer development activities) is not an essential motivator
Technology and ‘Incentives’ for Teachers(?) • Complementarity vs. Substitutability
• Rationality: Is iT better for my students? • Compatibility: Do I have enough skills/ knowledge to adopt iT? • Complexity: Is iT user friendly? • Measurability: Can we test and observe iT
working? What is Blended Learning at LU?
• Blended learning is learning that is facilitated by the effective combination of different modes of delivery, models of teaching and styles of learning…
– Heinze, A.; C. Procter (2004)
• It is not an attempt at distance learning by stealth or even a first step in that direction
• Technology is a tool... not a means‐to‐an‐end
Ian Mac Donald & Maurice Ward:Flexible Learning
Case Study 1 : Managerial Economics
ECON 215
• Complementarity: f2f and online learning
• Rationality: creating personal learning space
• Tools – Pre‐module concept and skill check
– Review Quizzes
– Lectorials
– Practice quizzes
– Interactive lessons
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2. MarOJiJlal Analysis
3. Demand
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6. Decisions 8. Uncerta inty
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Students can ,evie w the extensive notes on e lasticity provided in the ECONllO handbook (Exercise 5).
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Costs & Benefits Group 1: Students 1.
2.
3.
4.
Performance
Engagement/participation
Comfort Overlapping benefits for Group 1 & Group 2
Performance & Engagement ECON 215 2012
Demand Production Quiz
Final Exam Review Practice Review Practice Frequency in Total ( rank) Top 10
Student 1
‐
67%
60%
78%
5
97%(1)
Student 2
‐
50%
100%
‐
4
82%(6)
Student 3
70%
50%
80%
78%
‐
79%(9)
Student 4
70%
100%
‐
77%
5
93%(2)
Student 5
80%
83%
‐
‐
5
72%(12)
60%
‐
1
90%(3) Student 6
Benefits for Group 1
• Student‐centred approach & Comfort: “ MATH 003 worked really well for me in preparing for ECON 215 as I had little experience with calculus previously and it explained the calculus concepts in simples terms…..MATH 003 quizzes were great as I could read the notes to get the understanding and then follow up by practising actually the concepts.” Benefits for Group 2: Teachers • Better learning outcome
(R)Evolution from Distance –Flexible‐ Blended learning
• Creating the sense of ownership for students
• Information on engagement of students outside the lectures
Case Study 2:Development Economics
ECON 603 • Post‐graduate course with students across the
disciplines : Economics, Environmental Management
& Policy, Agricultural management, Finance
• Development Economics speaks to an analytic
process, Economic Development speaks to a broad
objective, requiring multidisciplinary analysis that
goes beyond economics.
Performance/Engagement Frequency of 2011
participation Student 1 9
Student 2
6
Student 3
6
Student 4
4
Student 5
9
Marks
4.8
1.75
3.75
3.5
4
Project 1
91
70
76
86
72
Project 2
87
87
96
91
87
Final Marks
80
66
81
81
70
2010
Student 1 Student 2
Student 3 Student 4 Student 5
Student 6
Student 7
Marks
3.75
3.5
4
3.25
3.5
2.25
0
Project 1
85
50
75
84
73
80
0
Project 2
85
81
74
75
85
84
0
Final Marks 84
78
73
78
70
75
39
2
1
4
1
1
1
0
Domestic =Red, ES Int’l Students =Blue , NES Int’l Students= Green Benefits for Group 1
• “ Ability to post questions or comments, not limited to what the lecturer posts”. • “ I liked being asked a question online. This helped in 1) formatting answers and 2) studying the material more closely”
• “Discussion forum where discussions were started freely by the students”
• “ Introduce topics and discussion outside of course. Get other people involved”
Benefits for Group 2
• Collaborative process of knowledge‐building process ( Akhras 2012)
• Deeper reflections (Elvis and Calvo 2006)
• Immediate application of new information (Smith 2001 in Kaur 2011)
• Building confidence and expertise to engage in interdisciplinary discussions
• Time management Work in progress
• Can we answer the question we asked? Performance
– Measuring costs for group 2
VERY HIGH FIXED COST in year 1 and declining average cost with constant marginal cost
– Measuring costs for group 1
Traditionalist
Model
Disengaged Geeks
Engagement