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Which online learning resources do undergraduate economics students’ value and does their use improve academic attainment? A comparison and revealed preferences from before and during the Covid pandemic

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  • Barile, Lory
  • Elliott, Caroline
  • McCann, Michael

Abstract

The rapid shift to online learning during the Covid-19 pandemic led to widespread migration to online / blended delivery across UK Higher Education. This has prompted renewed interest in identifying the features of virtual learning environments (VLEs) which students value and are most helpful in academic development and attainment. Using the experience of delivery on an undergraduate module both before and after the introduction of an online delivery model, we use a revealed preference framework to analyse the influence of cognitive load on the value students attach to VLE features in combination with other learning resources. We also use regression analysis to examine which learning resources are crucial to attainment. Our findings suggests that students avoid cognitive overload by being selective in their use of learning resources. They showed a greater preference for both familiar and passive learning resources like lectures, lecture recordings and seminars in both learning environments. Students exhibited a lower preference for active VLE features - multiple-choice quizzes, open-ended questions and discussion forums. Nonetheless, use of open-ended questions along with lecture recordings and lecture slides had a significantly positive impact on academic attainment in the online learning environment. This supports instrumentalism in the use of these resources. Students were more selective in developing deeper understanding using online open-ended questions. Our results imply that module designers need to accept that such resources will be used more selectively. However, they should still be provided to encourage active, deeper learning.

Suggested Citation

  • Barile, Lory & Elliott, Caroline & McCann, Michael, 2022. "Which online learning resources do undergraduate economics students’ value and does their use improve academic attainment? A comparison and revealed preferences from before and during the Covid pandem," International Review of Economics Education, Elsevier, vol. 41(C).
    • Handle: RePEc:eee:ireced:v:41:y:2022:i:c:s1477388022000202
    DOI: 10.1016/j.iree.2022.100253
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    References listed on IDEAS

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    1. Jennjou Chen & Tsui-Fang Lin, 2012. "Do Supplemental Online Recorded Lectures Help Students Learn Microeconomics?," International Review of Economic Education, Economics Network, University of Bristol, vol. 11(1), pages 6-15.
    2. Nicholas Flores & Scott J. Savage, 2007. "Student Demand for Streaming Lecture Video: Emprical Evidence from Undergraduate Economics Classes," International Review of Economic Education, Economics Network, University of Bristol, vol. 6(2), pages 57-78.
    3. Montolio, Daniel & Taberner, Pere A., 2021. "Gender differences under test pressure and their impact on academic performance: A quasi-experimental design," Journal of Economic Behavior & Organization, Elsevier, vol. 191(C), pages 1065-1090.
    4. Pablo Calafiore & Damian S. Damianov, 2011. "The Effect of Time Spent Online on Student Achievement in Online Economics and Finance Courses," The Journal of Economic Education, Taylor & Francis Journals, vol. 42(3), pages 209-223, July.
    5. Moffat, John & Robinson, Catherine, 2015. "Virtual Learning Environments: Linking participation to evaluation," International Review of Economics Education, Elsevier, vol. 19(C), pages 22-35.
    6. Scott J. Savage, 2009. "The Effect of Information Technology on Economic Education," The Journal of Economic Education, Taylor & Francis Journals, vol. 40(4), pages 337-353, October.
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    Cited by:

    1. Alexandra-Lavinia Istratie-Macarov, 2022. "Assessing Business English Writing Online: Challenges and Solutions," Ovidius University Annals, Economic Sciences Series, Ovidius University of Constantza, Faculty of Economic Sciences, vol. 0(2), pages 348-352, Decembrie.

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    More about this item

    Keywords

    Virtual learning environments; Recorded lectures; Revealed preference; Academic attainment;
    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
    • D12 - Microeconomics - - Household Behavior - - - Consumer Economics: Empirical Analysis
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions

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