{"id":{"repo_id":"cambridge","oai_identifier":"oai:www.repository.cam.ac.uk:1810/386258"},"canonical_url":"https://search.dev.ndltd.org/etd/cambridge/oai:www.repository.cam.ac.uk:1810/386258","repository":{"repo_id":"cambridge","name":"Cambridge University","base_url":"https://api.repository.cam.ac.uk/server/oai/request"},"display":{"title":"Contemporary subject knowledge acquisition in Economics","abstract":"This thesis is based on the reformed 2015 A-level Economics curriculum and the Coronavirus-2019 pandemic impact on learning and teaching in 2020 and 2021. It explores students' and teachers' struggles with economic subject knowledge because originally very little resources were produced for the newly reformed curriculum. The research looks at how this phenomenon impacted students' and teachers' self-efficacy beliefs and investigated how students and teachers were enhancing their subject knowledge through contemporary mediums such as online platforms. The research aims to understand whether online resources are bridging the gap with traditional offline resources and whether students are becoming self-regulated and more independent in their learning due to online resources. The pandemic element explores how online platforms aided learning and teaching and the perceptions of learning online. The literature review focuses on several core areas, such as teacher-student consultation and voice; teacher's subject knowledge; self-regulation and self-efficacy beliefs; collective teacher efficacy, collaboration and online professional learning communities; internet-based learning; assessment types; zone of proximal development; flipped classroom; learning through online videos; generative learning; the Coronavirus pandemic and online learning. The research questions aim to explore: Which type of economic resources, topics and support do teachers and students search for on online platforms and why? How effective is the use of online platforms in building and enhancing economics subject knowledge and providing support with examinations? Which online and offline resources support student self-regulated learning and independent learning and assisting with exam strategies? How do teachers collaborate online and offline to enhance their economics subject knowledge? And do students collaborate with teachers over similar issues? Has the 2020/2021 Coronavirus pandemic impacted online learning and teaching and increased the use of flipped classrooms?. As this study is a qualitative-based case study, the methods used to collect the data included open-ended questionnaires and interviews, while drawing on thematic and reflexive analysis to interpret the meaning of the data. The findings suggest various online platforms and websites such as EconplusDal (YouTube), Tutor2u, Economics Help and Ezy Education support increasing subject knowledge and exam technique which substantially raised student and teacher confidence levels in Economics. The recommendations suggest how teachers could support students through flipped learning; suggested online platforms and websites to increase economics subject knowledge, self-regulation and independent learning. Other findings include teacher collaboration and the use of online professional learning communities to enhance a teacher’s subject knowledge and increase their self-efficacy beliefs.","abstract_html":"This thesis is based on the reformed 2015 A-level Economics curriculum and the Coronavirus-2019 pandemic impact on learning and teaching in 2020 and 2021. It explores students' and teachers' struggles with economic subject knowledge because originally very little resources were produced for the newly reformed curriculum. The research looks at how this phenomenon impacted students' and teachers' self-efficacy beliefs and investigated how students and teachers were enhancing their subject knowledge through contemporary mediums such as online platforms. The research aims to understand whether online resources are bridging the gap with traditional offline resources and whether students are becoming self-regulated and more independent in their learning due to online resources. The pandemic element explores how online platforms aided learning and teaching and the perceptions of learning online. The literature review focuses on several core areas, such as teacher-student consultation and voice; teacher's subject knowledge; self-regulation and self-efficacy beliefs; collective teacher efficacy, collaboration and online professional learning communities; internet-based learning; assessment types; zone of proximal development; flipped classroom; learning through online videos; generative learning; the Coronavirus pandemic and online learning. The research questions aim to explore: Which type of economic resources, topics and support do teachers and students search for on online platforms and why? How effective is the use of online platforms in building and enhancing economics subject knowledge and providing support with examinations? Which online and offline resources support student self-regulated learning and independent learning and assisting with exam strategies? How do teachers collaborate online and offline to enhance their economics subject knowledge? And do students collaborate with teachers over similar issues? Has the 2020/2021 Coronavirus pandemic impacted online learning and teaching and increased the use of flipped classrooms?. As this study is a qualitative-based case study, the methods used to collect the data included open-ended questionnaires and interviews, while drawing on thematic and reflexive analysis to interpret the meaning of the data. The findings suggest various online platforms and websites such as EconplusDal (YouTube), Tutor2u, Economics Help and Ezy Education support increasing subject knowledge and exam technique which substantially raised student and teacher confidence levels in Economics. The recommendations suggest how teachers could support students through flipped learning; suggested online platforms and websites to increase economics subject knowledge, self-regulation and independent learning. Other findings include teacher collaboration and the use of online professional learning communities to enhance a teacher’s subject knowledge and increase their self-efficacy beliefs.","abstract_has_math":false,"creators":["Begum, Yasmin"],"institution":"University of Cambridge","degree_name":"Doctor of Philosophy (PhD)","degree_level":"Doctoral","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["McLellan, Ros"],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-12-02","date_published":"2024-12-02","updated_at":"2026-07-22T22:24:24Z","subjects":["economics subject knowledge, self-efficacy, self-regulation, independent learning, online learning, internet-based learning, pandemic learning, teacher collaboration, online professional learning communities."],"languages":["eng"],"rights":[],"rights_urls":["https://apollo8-f-pro.lib.cam.ac.uk/bitstreams/f814f32a-ad07-4156-97c8-70a32624f3b9/download","http://purl.org/NET/rdflicense/allrightsreserved"],"identifier_entries":[]},"links":{"outbound_url":"https://doi.org/10.17863/CAM.119561","outbound_label":"DOI","outbound_source":"dc:identifier.doi"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["McLellan, Ros"]},{"key":"dc:creator","label":"Author","values":["Begum, Yasmin"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.issued","label":"Date","values":["2024-12-02"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Cambridge"]},{"key":"dc:relation.isreferencedby.uri","label":"Dc Relation Isreferencedby URI","values":["https://www.repository.cam.ac.uk/handle/1810/386258"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Doctoral"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["Doctor of Philosophy (PhD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["economics subject knowledge, self-efficacy, self-regulation, independent learning, online learning, internet-based learning, pandemic learning, teacher collaboration, online professional learning communities."]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["https://apollo8-f-pro.lib.cam.ac.uk/bitstreams/f814f32a-ad07-4156-97c8-70a32624f3b9/download","http://purl.org/NET/rdflicense/allrightsreserved"]},{"key":"dc:rights.embargodate","label":"Dc Rights Embargodate","values":["2026-07-01"]},{"key":"dc:rights.embargotype","label":"Dc Rights Embargotype","values":["embargo"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.17863/CAM.119561"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://apollo8-f-pro.lib.cam.ac.uk/bitstreams/2c558c7b-afbf-4ef4-9b60-f7052fda6e0b/download"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This thesis is based on the reformed 2015 A-level Economics curriculum and the Coronavirus-2019 pandemic impact on learning and teaching in 2020 and 2021. It explores students' and teachers' struggles with economic subject knowledge because originally very little resources were produced for the newly reformed curriculum. The research looks at how this phenomenon impacted students' and teachers' self-efficacy beliefs and investigated how students and teachers were enhancing their subject knowledge through contemporary mediums such as online platforms. The research aims to understand whether online resources are bridging the gap with traditional offline resources and whether students are becoming self-regulated and more independent in their learning due to online resources. The pandemic element explores how online platforms aided learning and teaching and the perceptions of learning online. The literature review focuses on several core areas, such as teacher-student consultation and voice; teacher's subject knowledge; self-regulation and self-efficacy beliefs; collective teacher efficacy, collaboration and online professional learning communities; internet-based learning; assessment types; zone of proximal development; flipped classroom; learning through online videos; generative learning; the Coronavirus pandemic and online learning. The research questions aim to explore: Which type of economic resources, topics and support do teachers and students search for on online platforms and why? How effective is the use of online platforms in building and enhancing economics subject knowledge and providing support with examinations? Which online and offline resources support student self-regulated learning and independent learning and assisting with exam strategies? How do teachers collaborate online and offline to enhance their economics subject knowledge? And do students collaborate with teachers over similar issues? Has the 2020/2021 Coronavirus pandemic impacted online learning and teaching and increased the use of flipped classrooms?. As this study is a qualitative-based case study, the methods used to collect the data included open-ended questionnaires and interviews, while drawing on thematic and reflexive analysis to interpret the meaning of the data. The findings suggest various online platforms and websites such as EconplusDal (YouTube), Tutor2u, Economics Help and Ezy Education support increasing subject knowledge and exam technique which substantially raised student and teacher confidence levels in Economics. The recommendations suggest how teachers could support students through flipped learning; suggested online platforms and websites to increase economics subject knowledge, self-regulation and independent learning. Other findings include teacher collaboration and the use of online professional learning communities to enhance a teacher’s subject knowledge and increase their self-efficacy beliefs."]},{"key":"dc:format.checksum.md5","label":"Dc Format Checksum Md5","values":["899ff8700a970099a93746c677c01154","87eda9de84448d1f82354d60eee3eb5f"]},{"key":"dc:title","label":"Title","values":["Contemporary subject knowledge acquisition in Economics"]}]}],"canonical_facts":{"dc:contributor.advisor":["McLellan, Ros"],"dc:creator":["Begum, Yasmin"],"dc:date.issued":["2024-12-02"],"dc:description.abstract":["This thesis is based on the reformed 2015 A-level Economics curriculum and the Coronavirus-2019 pandemic impact on learning and teaching in 2020 and 2021. It explores students' and teachers' struggles with economic subject knowledge because originally very little resources were produced for the newly reformed curriculum. The research looks at how this phenomenon impacted students' and teachers' self-efficacy beliefs and investigated how students and teachers were enhancing their subject knowledge through contemporary mediums such as online platforms. The research aims to understand whether online resources are bridging the gap with traditional offline resources and whether students are becoming self-regulated and more independent in their learning due to online resources. The pandemic element explores how online platforms aided learning and teaching and the perceptions of learning online. The literature review focuses on several core areas, such as teacher-student consultation and voice; teacher's subject knowledge; self-regulation and self-efficacy beliefs; collective teacher efficacy, collaboration and online professional learning communities; internet-based learning; assessment types; zone of proximal development; flipped classroom; learning through online videos; generative learning; the Coronavirus pandemic and online learning. The research questions aim to explore: Which type of economic resources, topics and support do teachers and students search for on online platforms and why? How effective is the use of online platforms in building and enhancing economics subject knowledge and providing support with examinations? Which online and offline resources support student self-regulated learning and independent learning and assisting with exam strategies? How do teachers collaborate online and offline to enhance their economics subject knowledge? And do students collaborate with teachers over similar issues? Has the 2020/2021 Coronavirus pandemic impacted online learning and teaching and increased the use of flipped classrooms?. As this study is a qualitative-based case study, the methods used to collect the data included open-ended questionnaires and interviews, while drawing on thematic and reflexive analysis to interpret the meaning of the data. The findings suggest various online platforms and websites such as EconplusDal (YouTube), Tutor2u, Economics Help and Ezy Education support increasing subject knowledge and exam technique which substantially raised student and teacher confidence levels in Economics. The recommendations suggest how teachers could support students through flipped learning; suggested online platforms and websites to increase economics subject knowledge, self-regulation and independent learning. Other findings include teacher collaboration and the use of online professional learning communities to enhance a teacher’s subject knowledge and increase their self-efficacy beliefs."],"dc:format.checksum.md5":["899ff8700a970099a93746c677c01154","87eda9de84448d1f82354d60eee3eb5f"],"dc:identifier.doi":["https://doi.org/10.17863/CAM.119561"],"dc:identifier.uri":["https://apollo8-f-pro.lib.cam.ac.uk/bitstreams/2c558c7b-afbf-4ef4-9b60-f7052fda6e0b/download"],"dc:language":["eng"],"dc:publisher.institution":["University of Cambridge"],"dc:relation.isreferencedby.uri":["https://www.repository.cam.ac.uk/handle/1810/386258"],"dc:rights":["https://apollo8-f-pro.lib.cam.ac.uk/bitstreams/f814f32a-ad07-4156-97c8-70a32624f3b9/download","http://purl.org/NET/rdflicense/allrightsreserved"],"dc:rights.embargodate":["2026-07-01"],"dc:rights.embargotype":["embargo"],"dc:subject":["economics subject knowledge, self-efficacy, self-regulation, independent learning, online learning, internet-based learning, pandemic learning, teacher collaboration, online professional learning communities."],"dc:title":["Contemporary subject knowledge acquisition in Economics"],"dc:type":["Thesis"],"dc:type.qualificationlevel":["Doctoral"],"dc:type.qualificationname":["Doctor of Philosophy (PhD)"]},"updated_at":"2026-07-22T22:24:24Z"}