Using Moodle Platform Online to Work out on Solving Multiple Options Questions on Microeconomics: Notes on Gender Differences

Using Moodle Platform Online to Work out on Solving Multiple Options Questions on Microeconomics: Notes on Gender Differences

Isabel Novo-Corti (University of A Coruña, Spain), Laura Varela-Candamio (University of A Coruña, Spain) and María Ramil-Díaz (University of A Coruña, Spain)
Copyright: © 2012 |Pages: 10
DOI: 10.4018/jksr.2012040106
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Along with experience teaching microeconomics, the authors have found that the accuracy of the concepts used and graphic tools, as well as the broad mathematical analytical foundation used by this discipline, draw a stage where some students may feel lost, particularly when they face multiple choice questions. That’s why it’s not unusual to find some people that are not able to get good marks, even when they have a quite good level on microeconomics knowledge. This work deals with an on-line training, based on Moodle platform, to provide students some tools to achieve the best results on their qualifications. The authors used a base data with multiple choice questions on microeconomics to train on solving this kind of questions. The authors presented three different types of questions, based on graphics, on mathematics and on understanding and internalization of microeconomic concepts. Results have shown that this is a practical way to get success in examinations. At the same time, some interesting differences were found on behaviour paths for women, who seem need less time to review the lessons, and men.
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2. Teaching Economics Online

There are abundant studies on teaching and learning economics at university level, comparing online method with personal lectures, or combining online and traditional teaching, with different results. One of the first of this studies, (Vachris, 1997) was, applied on Principles of Macroeconomics, (Harter & Harter, 2004), for an introductory economics course, neither of them found significant differences between online class and in a traditional lecture setting. On the other hand, some studies (Agarwal & Day, 1998; Navarro & Shoemaker, 2000) did report on improved performance in online environments. Diverse authors (Sosin, 1998; Brown & Liedholm, 2002; Anstine & Skidmore, 2005Gratton-Lavoie & Stanley, 2009), founded ambiguous results, concerning student’s background and type of studies.

Anyway, positive effect on students’ performance from the adoption of innovations in the technology of teaching and learning does not affect all teaching methods and learning styles equally, as it depends on university strategy and policy towards the adoption of Information and Communication Technologies (ICT) adoption, students’ abilities, technology uses in the educational process by teachers and students, or the selection of a methodology that matches with digital uses (Castillo-Merino, Serradell-Lopez, & Gonzalez-Gonzalez, 2010).

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