Knowing How: The Dilemma of Economic Behavior Assessment in Online Learning

Conference: The Barcelona Conference on Education (BCE2021)
Title: Knowing How: The Dilemma of Economic Behavior Assessment in Online Learning
Stream: Assessment Theories & Methodologies
Presentation Type: Live-Stream Presentation
Aulia Herdiani, Universitas Negeri Malang, Indonesia
Cipto Wardoyo, Universitas Negeri Malang, Indonesia
Aulia Herdiani, Universitas Negeri Malang, Indonesia
Sulikah Sulikah, Universitas Negeri Malang, Indonesia
Ahmad Fawaiq Suwanan, Universitas Negeri Malang, Indonesia
Yogi Dwi Satrio, Universitas Negeri Malang, Indonesia


Online learning can be determined as the savior of education during the pandemic. All processes previously executed offline must be manifested in virtual spaces. Most of essential aspects are necessarily adjusted and digitized as well as the learning process. Although the learning assessment system already has a long history of converting from conventional to digital methods, but not all can be applied that way. There is still a lot of rooms for improvement, including how the assessment of attitudes can be carried out properly to achieve the learning purposes. Economic behavior is the result of learning process from the combination of surrounding environment and conscious considerations that will create an action that has economic values (or impairment of value). Assessment of behavior will be possible to perform directly on the subject, however whether it is possible through online learning is still a dilemma. By using an ethnographic approach, this research studies how economics lecturers measure economic behavior as the result of the manifestation of economic learning. This study reveals that measuring attitudes during online learning is difficult to do. The limitations of space and time cost the observed attitudes inclined not to be the result of habituation but the learning’s demands. Online learning methods are urged to be developed accordingly to internalize the economic values. It is possible to be observed by excavating students’ thinking and reasoning process in solving contextual cases.

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