Virtual Learning Environments: Linking Participation to Evaluation

Moffat, J.; Robinson, C.

doi:10.1016/j.iree.2015.05.003

Virtual Learning Environments: Linking Participation to Evaluation

Moffat, J.; Robinson, C.

Authors

Dr John Moffat john.moffat@durham.ac.uk
Associate Professor

C. Robinson

Abstract

This paper considers the role of online multiple choice revision quizzes within the Virtual Learning Environment as a means of improving learning outcomes. A quiz was offered to 1st year undergraduates. Results were analysed to consider whether student participation improved performance. The analysis reveals little or no direct association between exam performance and participation, both at the mean and throughout the performance distribution, suggesting that the benefits from participation in on-line revision aids are not large. The use of such material needs to be made available judiciously since it may encourage displacement activity and provide little material benefit to the student.

Citation

Moffat, J., & Robinson, C. (2015). Virtual Learning Environments: Linking Participation to Evaluation. International Review of Economics Education, 19, 22-35. https://doi.org/10.1016/j.iree.2015.05.003

Journal Article Type	Article
Acceptance Date	May 26, 2015
Publication Date	May 1, 2015
Deposit Date	May 27, 2015
Publicly Available Date	Nov 1, 2016
Journal	International Review of Economics Education
Publisher	Elsevier
Peer Reviewed	Peer Reviewed
Volume	19
Pages	22-35
DOI	https://doi.org/10.1016/j.iree.2015.05.003
Keywords	Virtual Learning Environment, Revision preparation, Student engagement.
Public URL	https://durham-repository.worktribe.com/output/1437292

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Copyright Statement
NOTICE: this is the author’s version of a work that was accepted for publication in International Review of Economics Education. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in International Review of Economics Education, 19, May 2015, 10.1016/j.iree.2015.05.003.