EconPapers    
Economics at your fingertips  
 

The better blend? Flipping the principles of microeconomics classroom

Neal H. Olitsky and Sarah Cosgrove

International Review of Economics Education, 2016, vol. 21, issue C, 1-11

Abstract: This study provides a comprehensive analysis of an experiment that attempts to cut costs and improve learning outcomes through a “flipped-blended” class. We discern effects of this pedagogy on learning outcomes in principles of microeconomics courses. We control for key background variables and use differences-in-differences with a matching estimator to test whether students in the flipped-blended classes learn economic concepts and tools better than students in classes with interactive lectures and online homework, but no online lectures. Findings suggest that average student improvement is significantly higher in flipped classes than in non-flipped classes, though the difference in improvement is modest.

Keywords: Blended learning; Flipped classroom; Propensity score; Matching estimator (search for similar items in EconPapers)
JEL-codes: A22 (search for similar items in EconPapers)
Date: 2016
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (5) Track citations by RSS feed

Downloads: (external link)
http://www.sciencedirect.com/science/article/pii/S1477388015302279
Full text for ScienceDirect subscribers only

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:eee:ireced:v:21:y:2016:i:c:p:1-11

Access Statistics for this article

International Review of Economics Education is currently edited by Guest, Ross

More articles in International Review of Economics Education from Elsevier
Bibliographic data for series maintained by Dana Niculescu ().

 
Page updated 2019-07-22
Handle: RePEc:eee:ireced:v:21:y:2016:i:c:p:1-11