Impact of Blended Course Selection System on Undergraduates’ Learning Outcomes: A Logistic Model Approach
- DOI
- 10.2991/assehr.k.201214.159How to use a DOI?
- Keywords
- course selection, blended course selection system, microeconomics and macroeconomics, learning outcome, binary logistic regression, peer effects
- Abstract
The course selection system is fundamental to teaching management as well as students’ learning outcome in colleges and universities. In this study, we examine the impact of a blended selection system on learning outcomes for undergraduates in both microeconomics and macroeconomics. Unlike the previous regime in which the course selection followed a rigid procedure, the newly blended regime allows undergraduates with dissimilar majors to choose whom (different lecturers in a course teaching team), when and where to take classes. As a key management system in higher education, does this course selection system make a difference in terms of course learning outcome? Taking the courses of economics which consist of microeconomics and macroeconomics as examples, using the grade cross-section data, we conduct a binary logistic regression and find out that the same selective system has dissimilar impacts on learning outcomes in different courses. Regarding microeconomics, the blended selection system has a higher probability of enhancing the students’ scores of final exam, and the actual learning outcome is higher than expected. However, with respect to the macroeconomics, it is otherwise. Overall, the blended course selection system in our case has a mixed impact on the students’ learning outcomes.
- Copyright
- © 2020, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Xiufeng Xing AU - Aiqin Xi AU - Xueying Zhang PY - 2020 DA - 2020/12/16 TI - Impact of Blended Course Selection System on Undergraduates’ Learning Outcomes: A Logistic Model Approach BT - Proceedings of the 2020 6th International Conference on Social Science and Higher Education (ICSSHE 2020) PB - Atlantis Press SP - 834 EP - 839 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.201214.159 DO - 10.2991/assehr.k.201214.159 ID - Xing2020 ER -