Online Discussion and Learning Outcomes

Oskar Harmon (), William Alpert and Joseph Histen

International Advances in Economic Research, 2014, vol. 20, issue 1, 33-44

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

Keywords: Online instruction; Economic education; A20 (search for similar items in EconPapers)
Date: 2014
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Working Paper: Online Discussion and Learning Outcomes (2012)
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DOI: 10.1007/s11294-013-9453-9

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