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Using Blended Learning To Boost Motivation And Performance In Introductory Economics Modules

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  • Alex Van Der Merwe

Abstract

This paper explores the potential of online learning, in a local context, to provide academic economics with much of the context it currently lacks and which may be implicated in students' lack of motivation to engage with the discipline. Since weak motivation can be expected to play out in poor performance, the study set out to establish, firstly, whether the online intervention was a motivational experience for students. Secondly, various tests were performed to determine whether – and how strongly – motivation and performance are related. The study concludes that even the weak statistical promise of online learning, as in this particular case, should be embraced given the interest displayed by students in online economics teaching and learning.

Suggested Citation

  • Alex Van Der Merwe, 2007. "Using Blended Learning To Boost Motivation And Performance In Introductory Economics Modules," South African Journal of Economics, Economic Society of South Africa, vol. 75(1), pages 125-135, March.
    • Handle: RePEc:bla:sajeco:v:75:y:2007:i:1:p:125-135
    DOI: 10.1111/j.1813-6982.2007.00109.x
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    References listed on IDEAS

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    1. Heather Gage, 1998. "Objective and subjective evidence of success with WinEcon," Computers in Higher Education Economics Review, Economics Network, University of Bristol, vol. 12(2), pages 14-16.
    2. Bos, J.W.B. & van de Laar, M.M., 2004. "Explaining foreign direct investment in Central and Eastern Europe: an extended gravity approach," Research Memorandum 031, Maastricht University, Maastricht Research School of Economics of Technology and Organization (METEOR).
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    Cited by:

    1. Mario Scerri, 2008. "Neoclassical Theory And The Teaching Of Undergraduate Microeconomics," South African Journal of Economics, Economic Society of South Africa, vol. 76(4), pages 749-764, December.

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