Purpose : The main goal of this paper is to determine if the use of a blended methodology can improve performance and satisfaction of the students, with no additional time cost for teachers. As a second objective, the article attempts to explain observed differences across students in the effect of the methodology on study time based on the theory of optimal decision making. Finally, we sketch a simple cost benefit analysis for the digital learning platform (DLP) used. Design : The teachers combined the traditional classes methodology with the adoption of a DLP in two courses of Microeconomics at an undergraduate level at ESIC Business & Marketing School. Subsequently it is analyzed the impact of this methodology on student satisfaction and performance, as well as on student’s study time using different analytical tools. Findings: students’ grades, at the final exam, increased in a significative way as they spent more time with the DLP and/or when they do more digital assignments at home. Their satisfaction with the blended methodology, and the use of the DLP was quite high for most of students. Their feedback on working time relative to traditional methods showed two extremes, either studying much more or much less. We provide a theoretical explanation for this observation, based on Microeconomic theory. A cost-benefit analysis of the DLP tool at an institutional level suggests that its economic costs are more than justified by the economic benefits of the tool in terms of student’s satisfaction, brand reputation and teachers time saving. Contribution: This document provides a methodology to measure the benefits of an innovative learning methodology using relevant indicators and employing advanced statistical techniques as regression analysis. It also helps us to understand student’s behavior in the face of an educational innovation based on technology. The findings are in line with economic theory.

中文翻译：

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我们可以在不增加老师时间的情况下提高学习成绩和学生满意度吗？来自微观经济学混合方法的证据

目的：本文的主要目的是确定使用混合方法是否可以提高学生的表现和满意度，而又不会增加教师的时间成本。作为第二个目标，本文试图根据最佳决策理论来解释学生之间观察到的方法论对学习时间影响的差异。最后，我们为使用的数字学习平台（DLP）绘制了一个简单的成本效益分析。设计：教师在ESIC商业与市场营销学院的本科阶段的两门微观经济学课程中将传统的课堂教学法与DLP的采用相结合。随后，使用不同的分析工具分析了该方法对学生满意度和表现以及对学生学习时间的影响。发现：在期末考试中，学生的成绩有了显着提高，因为他们花了更多时间在DLP上和/或在家中进行了更多的数字作业。对于大多数学生，他们对混合方法论以及DLP的使用非常满意。他们对工作时间的反馈相对于传统方法显示出两个极端，要么研究更多，要么研究更少。我们基于微观经济学理论对此观察提供了理论解释。在机构层面上对DLP工具的成本效益分析表明，就学生的满意度，品牌声誉和教师节省时间而言，该工具的经济利益远远超过该工具的经济利益。贡献：本文档提供了一种使用相关指标并采用高级统计技术作为回归分析来衡量创新学习方法的收益的方法。它也有助于我们在基于技术的教育创新面前了解学生的行为。这一发现与经济理论相符。