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Shifting to blended online learning and its impact on student performance: A case study for students enrolled in economic courses prior to COVID-19 emergency remote instruction

100%

Tila D.

e-mentor

2020

issue 4 (86)

62-71

This study explores whether student academic performance differs between the face-to-face and online hybrid sections in an undergraduate introductory macroeconomic course offered at a US community college. The data was collected from 414 students enrolled in various sections of the course during five semesters from spring 2016 to fall 2018. The findings show no statistical difference in student performance between face-to-face and online hybrid courses and contribute to the literature specific to the discipline of economics, which unlike other disciplines, has shown discord in findings. The usefulness of such results may extend to US higher education institutions to help them make data-informed decisions about their future investments in online teaching modalities and course design in the discipline of economics.

Public Reforms of Swedish Upper Secondary Education, 1991–2017

72%

Kling S., Sobis I.

Kultura i Edukacja

2018

issue 4(122)

9-39

This article focuses on the Swedish reforms of upper secondary schools and their effects during the period of 1991–2017. The reforms were conducted in the spirit of New Public Management (NPM) and generated many more problems than solutions. The purpose of this article is to prepare a foundation for further research by mapping: What do we know about the NPM reforms within the Swedish upper secondary schools? What kind of knowledge is still missing and should it be developed? With the assistance of Roland Almqvist’s (2006) understanding for the NPM movement divided into three theoretical perspectives (marketization, contract management, and decentralization), we propose a literature study. This study showed that the Swedish reforms of the upper secondary schools contributed to growing social segregation among students, students’ decreasing performance in science, reading and mathematics that proved to be under the Organisation for Economic Co-operation and Development (OECD) average, and teachers experienced a lack of autonomy and de-professionalization. The political promises about “school for all” and “social inclusion” either were not fulfilled or the reform effects were not investigated well enough. Despite all research being done, we do not know what kind of Swedish upper secondary school represents a good practice for the future.

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1 Kultura i Edukacja

1 e-mentor

1 Kling S.

1 Sobis I.

1 Tila D.

1 2020

1 2018

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Shifting to blended online learning and its impact on student performance: A case study for students enrolled in economic courses prior to COVID-19 emergency remote instruction

Public Reforms of Swedish Upper Secondary Education, 1991–2017