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Online Discussion and Learning Outcomes

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  • Oskar Harmon
  • William Alpert
  • Joseph Histen

Abstract

This paper describes how we used Facebook as a discussion tool in the instruction of a principles level economics course and reports empirical estimates of the affect of that use on learning outcomes. Social media as a tool for promoting classroom discussion has advantages and disadvantages. For example, its omnipresence and flat learning curve can promote academic discourse. However social media can promote nonacademic “chatting”, and its omnipresence means the user needs more than a passing knowledge of the privacy settings to have control of their “digital identity”. For a Principles of Microeconomics taught in 2011 we collected data, with permission from our institution’s Institutional Review Board, on student use of Facebook, academic and demographic characteristics, learning style preferences and learning outcomes. Our research hypothesis is that an empirical analysis will find a positive correlation between student in-class use of Facebook and learning outcomes. Among our findings are that students should receive more coaching on the use of privacy settings, and qualified evidence that there is a positive net effect on learning outcomes of using Facebook as a discussion tool. Copyright International Atlantic Economic Society 2014

Suggested Citation

  • Oskar Harmon & William Alpert & Joseph Histen, 2014. "Online Discussion and Learning Outcomes," International Advances in Economic Research, Springer;International Atlantic Economic Society, vol. 20(1), pages 33-44, February.
    • Handle: RePEc:kap:iaecre:v:20:y:2014:i:1:p:33-44:10.1007/s11294-013-9453-9
    DOI: 10.1007/s11294-013-9453-9
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    1. Coates, Dennis & Humphreys, Brad R. & Kane, John & Vachris, Michelle A., 2004. ""No significant distance" between face-to-face and online instruction: evidence from principles of economics," Economics of Education Review, Elsevier, vol. 23(5), pages 533-546, October.
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    4. Yvonne Durham & Thomas Mckinnon & Craig Schulman, 2007. "Classroom Experiments: Not Just Fun And Games," Economic Inquiry, Western Economic Association International, vol. 45(1), pages 162-178, January.
    5. Daniel R. Marburger, 2006. "Does Mandatory Attendance Improve Student Performance?," The Journal of Economic Education, Taylor & Francis Journals, vol. 37(2), pages 148-155, April.
    6. David Figlio & Mark Rush & Lu Yin, 2013. "Is It Live or Is It Internet? Experimental Estimates of the Effects of Online Instruction on Student Learning," Journal of Labor Economics, University of Chicago Press, vol. 31(4), pages 763-784.
    7. Chiara Gratton-Lavoie & Denise Stanley, 2009. "Teaching and Learning Principles of Microeconomics Online: An Empirical Assessment," The Journal of Economic Education, Taylor & Francis Journals, vol. 40(1), pages 3-25, January.
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    Cited by:

    1. Delio I. Castaneda & Sergio Cuellar, 2021. "Knowledge Sharing in Business Education," Sustainability, MDPI, vol. 13(7), pages 1-19, March.

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    More about this item

    Keywords

    Online instruction; Economic education; A20;
    All these keywords.

    JEL classification:

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

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