International Review of Economics Education最新文献

Equity in hybrid microeconomics classes: Effects on diverse student groups 混合微观经济学课程的公平性：对不同学生群体的影响

IF 1.3 4区经济学

International Review of Economics Education Pub Date : 2024-10-08 DOI: 10.1016/j.iree.2024.100304

Savannah Adkins

{"title":"Equity in hybrid microeconomics classes: Effects on diverse student groups","authors":"Savannah Adkins","doi":"10.1016/j.iree.2024.100304","DOIUrl":"10.1016/j.iree.2024.100304","url":null,"abstract":"<div><div>The Covid-19 pandemic created a sudden increased uptake of online teaching, and though the end of the pandemic signaled a shift back to more in-person learning, many schools have used the existing infrastructure to expand their offerings of online and hybrid courses. While previous studies have identified the impact of online teaching on student score, little work has been done on the heterogenous impact that online and hybrid teaching can have, particularly for underrepresented groups of students. I utilize a randomized control trial in an introductory microeconomics course to test whether there are any differences in quiz score with a lecture delivered online as compared to in-person, mimicking a hybrid class environment. I find that when students watch a lecture online, they score 5 percentage points lower on average than attending a lecture in-person. This estimate is based on an intent-to-treat study design and estimates within-individual effects. I also assess heterogeneous effects across various demographic variables, including gender, race, and First-Generation status, and find that this result is particularly salient for non-White and first-generation students, highlighting the equity implications of moving to online teaching.</div></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142416356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Measuring economic graph competence 衡量经济图表能力

IF 1.3 4区经济学

International Review of Economics Education Pub Date : 2024-09-28 DOI: 10.1016/j.iree.2024.100302

Malte Ring , Luis Oberrauch

引用次数: 0

Improving student outcomes using automated feedback in a first-year economics class 在一年级经济学课堂上利用自动反馈提高学生成绩

IF 1.3 4区经济学

International Review of Economics Education Pub Date : 2024-09-26 DOI: 10.1016/j.iree.2024.100303

Sinead Huskisson , Tom O'Mahony , Seán Lacey

{"title":"Improving student outcomes using automated feedback in a first-year economics class","authors":"Sinead Huskisson , Tom O'Mahony , Seán Lacey","doi":"10.1016/j.iree.2024.100303","DOIUrl":"10.1016/j.iree.2024.100303","url":null,"abstract":"<div><div>The assessment literature advocates utilising formative assessment strategies to support and enhance student learning. This study uses online practice tests with inbuilt feedback, that students could repeatedly use, as a formative feedback strategy in a first-year introductory microeconomics module. The key question explored is whether repeated engagement with online practice tests had a statistically significant impact on students’ subsequent performance on a summative assessment. Quantitative engagement and performance data (N = 223) were collected from a cohort of first-year students. An analysis of this data reveals that engaging with the online practice test multiple times has a statistically significant impact on final performance. Controlling for the mid-term grade, on average, each cycle of ‘seeking and acting’ increases grades in the final exam by 1.3 % (p = 0.003). Hence, the data suggests that incorporating multiple opportunities to take an online practice test, which includes feedback, is an important feature of the strategy. A smaller sample of qualitative survey data (N = 131) reveals that these economics students hold traditional views of feedback with little awareness of their own role in seeking and acting on feedback. We argue that formative practice tests have the potential to support the development of student feedback literacy.</div></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142416355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Turn the camera on to get better grade: Evidence from a field experiment 打开相机，获得更好的成绩：现场实验的证据

IF 1.3 4区经济学

International Review of Economics Education Pub Date : 2024-09-04 DOI: 10.1016/j.iree.2024.100301

Jan L. Anderson, Leonid A. Krasnozhon

引用次数: 0

Environmental economics in the wild: Using long-form journalism and other mass media in the classroom 野生环境经济学：在课堂上使用长篇新闻报道和其他大众媒体

IF 1.3 4区经济学

International Review of Economics Education Pub Date : 2024-07-27 DOI: 10.1016/j.iree.2024.100295

Patrick Gourley

引用次数: 0

Investigating the link between students’ learning intentions and their learning outcomes: A clustered randomised controlled trial 调查学生学习意愿与学习成果之间的联系：分组随机对照试验

IF 1.3 4区经济学

International Review of Economics Education Pub Date : 2024-07-15 DOI: 10.1016/j.iree.2024.100299

Erkal Ersoy, Rachel Forshaw, Suzanne Lampert

引用次数: 0

A mixed methods evaluation of online discussion tools in higher education 对高等教育在线讨论工具进行混合方法评估

IF 1.3 4区经济学

International Review of Economics Education Pub Date : 2024-07-14 DOI: 10.1016/j.iree.2024.100298

Alex Squires, Dan Rigby

引用次数: 0

Teaching advanced topics in econometrics using introductory textbooks: The case of dynamic panel data methods 使用入门教科书教授计量经济学高级课题：动态面板数据方法案例

IF 1.3 4区经济学

International Review of Economics Education Pub Date : 2024-07-14 DOI: 10.1016/j.iree.2024.100297

Markus Fritsch , Andrew Adrian Yu Pua , Joachim Schnurbus

{"title":"Teaching advanced topics in econometrics using introductory textbooks: The case of dynamic panel data methods","authors":"Markus Fritsch , Andrew Adrian Yu Pua , Joachim Schnurbus","doi":"10.1016/j.iree.2024.100297","DOIUrl":"10.1016/j.iree.2024.100297","url":null,"abstract":"<div><p>We show how to use the introductory econometrics textbook by <span><span>Stock and Watson (2019)</span></span> as a starting point for teaching and studying dynamic panel data methods. The materials are intended for undergraduate students taking their second econometrics course, undergraduate students in seminar-type courses, independent study courses, capstone, or thesis projects, and beginning graduate students in a research methods course. First, we distill the methodological core necessary to understand dynamic panel data methods. Second, we design an empirical and a theoretical case study to highlight the capabilities, downsides, and hazards of the method. The empirical case study is based on the cigarette demand example in <span><span>Stock and Watson (2019)</span></span> and illustrates that economic and methodological issues are interrelated. The theoretical case study shows how to evaluate current empirical practices from a theoretical standpoint. We designed both case studies to boost students’ confidence in working with technical material and to provide instructors with more opportunities to let students develop econometric thinking and to actively communicate with applied economists. Although we focus on <span><span>Stock and Watson (2019)</span></span> and the statistical software <em>R</em>, we also show how to modify the material for use with another introductory textbook by <span><span>Wooldridge (2020)</span></span> and Stata, and highlight some possible further pathways for instructors and students to reuse and extend our materials.</p></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S147738802400015X/pdfft?md5=81c7fa3b3a9c3cf1de50e882b110dd62&pid=1-s2.0-S147738802400015X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141700156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A picture is worth a thousand words: The effectiveness of infographics in microeconomic principles courses 一图胜千言：信息图表在微观经济原理课程中的有效性

IF 1.3 4区经济学

International Review of Economics Education Pub Date : 2024-07-11 DOI: 10.1016/j.iree.2024.100300

Lauren Calimeris , Edward Kosack

{"title":"A picture is worth a thousand words: The effectiveness of infographics in microeconomic principles courses","authors":"Lauren Calimeris , Edward Kosack","doi":"10.1016/j.iree.2024.100300","DOIUrl":"https://doi.org/10.1016/j.iree.2024.100300","url":null,"abstract":"<div><p>We investigate the impact of infographics on student learning in principles of economics classes. Infographics display facts, data, and information about a specific topic in a clear and easy to understand manner, using graphics and pictures to help summarize, explain, and display information. Creating an infographic can be a fun, engaging, and powerful educational tool for learning new topics in both introductory and advanced courses. We use a randomized classroom experiment to evaluate the effect of creating infographics on student learning in principles of microeconomics courses as measured by exam performance. The randomization across topics enables a student-fixed effects estimation of the effect of infographics. We find students were 2.1–2.2 percentage points more likely to answer a multiple-choice question correctly relating to the topics for which they completed an infographic relative to those they did not. We provide suggestive evidence that infographics may help higher ability students most, increasing their scores on both multiple choice and short answer questions.</p></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141605521","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Improving student comprehension through interactive model visualization 通过交互式模型可视化提高学生理解能力

IF 1.3 4区经济学

International Review of Economics Education Pub Date : 2024-06-30 DOI: 10.1016/j.iree.2024.100296

Simon D. Halliday , Christopher Makler , Douglas McKee , Anastasia Papadopoulou

{"title":"Improving student comprehension through interactive model visualization","authors":"Simon D. Halliday , Christopher Makler , Douglas McKee , Anastasia Papadopoulou","doi":"10.1016/j.iree.2024.100296","DOIUrl":"https://doi.org/10.1016/j.iree.2024.100296","url":null,"abstract":"<div><p>A large literature has shown that novices and experts across the STEM disciplines differ markedly in how they approach and solve problems. Many STEM education scholars find that giving students scaffolded exercises in which they work with a visualization tool can be highly effective in teaching novices to think more like experts. Using model visualization software developed for EconGraphs, we have created three custom collections of interactive exercises for use in microeconomics courses at three institutions, two in the US and one in the UK. Based on surveys of the students (n=71, 167, and 57 respectively at the three institutions), students found the new exercises helpful. Additional analysis at two of the institutions suggests that the exercises were more likely to be valued by students with weaker math skills, students with weaker introductory microeconomics skills, and, in some cases, students who agreed that economics was interesting and applicable to their daily lives. The contributions of this paper are to illustrate how the free content from EconGraphs and the associated authoring tools may be used to create exercises that enhance the teaching and learning experience at a range of institutions; to provide the exercises themselves as a public good; and to invite further innovation and investigation in this area.</p></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1477388024000148/pdfft?md5=0abd9668b41142b011e2d1a00251e8ee&pid=1-s2.0-S1477388024000148-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141582039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0