Student Experiences of Using Online Material to Support Success in A-Level Economics

Natalie McGuinness, Dimitrios Vlachopoulos


Current research has demonstrated that the leap from GCSEs to A-Levels is the greatest transition learners will go through in their educational journey. This paper looks into student attitudes towards utilising online resources to succeed in A-Level exams. Students are now expected to retain information across the two-year course, so this research looks into how educators can support such learning. Data tracking, questionnaires and interviews were conducted with Year One Economics students in a 16-19 educational institution in South-East England. The research identified that students require online resources to support them in their knowledge construction and retention; however, educators need to be wary of making certain assumptions. Learners’ digital capabilities are still developing, so educators need to promote online resources that will support learner needs, as well as ensure that the material is both accessible and easy to use


Consolidation; independent; resources; linear; technology-enhanced learning; digital; inclusive learning

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Copyright (c) 2019 Dimitrios Vlachopoulos

International Journal of Emerging Technologies in Learning (iJET) – eISSN: 1863-0383
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