Online Discussion and Learning Outcomes

• Published in: International advances in economic research 2014-02, Vol.20 (1), p.33-44
• Main Authors: Harmon, Oskar R., Alpert, William T., Histen, Joseph
• Format: Article
• Language: English
• Subjects: Analysis; Class size; Economic Growth; Economics; Economics and Finance; Educational objectives; International Economics; Learning curves; Learning management systems; Macroeconomics/Monetary Economics//Financial Economics; Microeconomics; Online education; Online social networks; Personal information; Privacy; Social networks; Social research; Students
• ISSN: 1083-0898; 1573-966X
• DOI: 10.1007/s11294-013-9453-9

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.