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Evaluating the impact of a web-based resource on student learning

Author

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  • Olczak, Matthew

Abstract

This paper reports on an experiment of using a publisher provided web-based resource to make available a series of optional practice quizzes and other supplementary material to all students taking a first year introductory microeconomics module. The empirical analysis evaluates the impact these supplementary resources had on student learning. First, we investigate which students decided to make use of the resources. Then, we analyse the impact this decision has on their subsequent performance in the examination at the end of the module. The results show that, even after taking into account the possibility of self-selection bias, using the web-based resource had a significant positive effect on student learning.

Suggested Citation

  • Olczak, Matthew, 2014. "Evaluating the impact of a web-based resource on student learning," International Review of Economics Education, Elsevier, vol. 16(PB), pages 156-169.
    • Handle: RePEc:eee:ireced:v:16:y:2014:i:pb:p:156-169
    DOI: 10.1016/j.iree.2013.10.008
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    Cited by:

    1. A. Arrighetti & A. Lasagni, 2018. "Insegnare Economia Industriale ‘in a digital age’," Economics Department Working Papers 2018-EP06, Department of Economics, Parma University (Italy).
    2. Pezzino, Mario, 2018. "Online assessment, adaptive feedback and the importance of visual learning for students. The advantages, with a few caveats, of using MapleTA," International Review of Economics Education, Elsevier, vol. 28(C), pages 11-28.
    3. repec:eee:ireced:v:30:y:2019:i:c:p:- is not listed on IDEAS

    More about this item

    Keywords

    Web-based resource; Computer assisted assessment; Self-selection bias;
    All these keywords.

    JEL classification:

    • A20 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - General
    • A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate

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