1,225
Views
1
CrossRef citations to date
0
Altmetric
Research Article

The hullaballoo over e-learning? Technology and pluralism in economics

& | (Reviewing Editor)
Article: 1159813 | Received 25 Jan 2016, Accepted 26 Feb 2016, Published online: 15 Mar 2016

References

  • Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., … Fiset, M. (2004). How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research, 74, 379–439.10.3102/00346543074003379
  • Brown, J. S., & Adler, R. P. (2008). Minds on fire: Open education, the long tail, and learning 2.0. EDUCAUSE Review, 43(1), 17–32.
  • Brown, B. W., & Liedholm, C. E. (2002). Can web courses replace the classroom in principles of microeconomics? American Economic Review, 92, 444–448.10.1257/000282802320191778
  • Cavanaugh, C. (2001). The effectiveness of interactive distance education technologies in K-12 learning: A meta-analysis. International Journal of Educational Telecommunications, 7, 73–78.
  • Chapman, P., Selvarajah, S., & Webster, J. (1999). Engagement in multimedia training systems. In Proceedings of the 32nd Hawaii International Conference on System Sciences, Maui, HI.
  • Chen, J., & Lin, T. F. (2012). Do supplemental online recorded lectures help students learn microeconomics? International Review of Economics Education, 11, 6–15.10.1016/S1477-3880(15)30021-9
  • Clark, R. E. (1983). Reconsidering research on learning from media. Review of Educational Research, 53, 445–459.10.3102/00346543053004445
  • Cosgrove, S. B., & Olitsky, N. H. (2014). Knowledge retention, student learning and blended coursework: Evidence from principles of economics courses. Southern Economic Journal, 82, 556–579.
  • Denis, A. (2009). Editorial: Pluralism in economics education. International Review of Economics Education, 8, 6–22.10.1016/S1477-3880(15)30071-2
  • Emerson, T. L. N., & Taylor, B. A. (2004). Comparing student achievement across experimental and lecture-oriented sections of a principles of microeconomics course. Southern Economic Journal, 70, 672–693.10.2307/4135338
  • Figlio, D., Rush, M., & Yin, L. (2013). Is it live or is it internet? Experimental estimates of the effects of online instruction on student learning. Journal of Labor Economics, 31, 763–784.10.1086/669930
  • Fredericksen, E., Pickett, A., Shea, P., & Pelz, W. (2000). Student satisfaction and perceived learning with online courses: Principles and examples from the SUNY learning network. JALN, 4, 7–41.
  • Fulford, C. P., & Zhang, S. (1993). Perceptions of interaction: The critical predictor in distance education. American Journal of Distance Education, 7, 8–21.10.1080/08923649309526830
  • Horn, M.B., & Staker, H. (2011). The rise of K-12 blended learning. Innosight Institute. Retrieved from http://www.christenseninstitute.org/wp-content/uploads/2013/04/The-rise-of-K-12-blended-learning.pdf
  • Kwak, D. K., Menezes, F. M., & Sherwood, C. (2015). Assessing the impact of blended learning on student performance. Economic Record, 91, 91–106.10.1111/ecor.2015.91.issue-292
  • Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31, 30–43.10.1080/00220480009596759
  • Leidner, D. E., & Jarvenpaa, S. L. (1995). The use of information technology to enhance management school education: A theoretical view. MIS Quarterly, 19, 265–291.10.2307/249596
  • Machtmes, K., & Asher, J. W. (2000). A meta-analysis of the effectiveness of telecourses in distance education. American Journal of Distance Education, 14, 27–46.10.1080/08923640009527043
  • Means, B., Toyama, Y., Murphy, R., & Baki, M. (2013). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teacher College Record, 115(3), 1–47.
  • Olitsky, N. H., & Cosgrove, S. B. (2013). The effect of blended courses on student learning: Evidence from introductory economics courses. International Review of Economics Education, 15, 17–31.
  • Olitsky, N. H., & Cosgrove, S. B. (2016). The better blend? Flipping the principles of microeconomics classroom International Review of Economics Education, 21, 1–11.10.1016/j.iree.2015.10.004
  • Otsch, W., & Kapeller, J. (2010). Perpetuating the failure: Economic education and the current crisis. Journal of Social Science Education, 9, 16–25.
  • Terry, N., & Lewer, J. (2003). Campus, online, or hybrid: An assessment of instruction modes. Journal of Economics and Economic Education Review, 4, 23–34.
  • Varao-Sousa, T. L., & Kingstone, A. (2015). Memory for lectures: How lecture format impacts the learning experience. PLoS ONE, 10, 1–11.
  • Walvoord, B. E., & Anderson, V. J. (1998). Effective grading: A tool for learning and assessment. San Francisco, CA: Jossey-Bass.
  • Watson, D., Cook, S., & Arico, F. (2014). Death of the pedagogue: Pluralism and non-didacticism. International Journal of Pluralism and Economics Education, 5, 242–255.10.1504/IJPEE.2014.066685
  • Wise, B., & Rothman, R. (2010). The online learning imperative: A solution to three looking crises in education. Washington, DC: Alliance for Excellent Education.
  • Young, J. (2002). “Hybrid” teaching seeks to end the divide between traditional and online instruction: By blending approaches, colleges hope to save money and meet students’ needs. Retrieved from http://chronicle.com/article/Hybrid-Teaching-Seeks-to/18487
  • Zhang, D. (2005). Interactive multimedia-based e-learning: A study of effectiveness. American Journal of Distance Education, 19(3), 149–162.10.1207/s15389286ajde1903_3
  • Zhao, Y., Lei, J., Yan, B., Lai, C., & Tan, H. S. (2005). What makes the difference? A practical analysis of research on the effectiveness of distance education. Teachers College Record, 107, 1836–1884.10.1111/tcre.2005.107.issue-8