International Review of Economics Education最新文献

A purpose-driven approach to apply the universal design for learning: A focus on the “why” 目的驱动的学习通用设计应用方法：关注“为什么”

IF 1.3 4区经济学

International Review of Economics Education Pub Date : 2025-05-15 DOI: 10.1016/j.iree.2025.100319

Terry Eyland , Ambrose Leung

{"title":"A purpose-driven approach to apply the universal design for learning: A focus on the “why”","authors":"Terry Eyland , Ambrose Leung","doi":"10.1016/j.iree.2025.100319","DOIUrl":"10.1016/j.iree.2025.100319","url":null,"abstract":"<div><div>We aim to develop a teaching methodology that can strike the best balance between clear terminal goals and deep understanding informed by the Universal Design for Learning (UDL) pedagogy. UDL is a pedagogical framework that promotes academic curriculum design to develop students into expert learners who are purposeful and motivated, resourceful and knowledgeable, strategic and goal-directed. The pedagogical method discussed in this paper entails the application of backward design with a strong focus on the “why” of learning to maintain curiosity and interest of students throughout the semester. A key element of our strategy involves assigning students with tasks that are based on relevant examples of broad interest to a diverse student population. This approach can effectively motivate the learning of theoretical concepts before further advancing the curriculum in class. The goal is to provide students with guidance to achieve higher levels of learning in a progressive way through scaffolding so that at all steps students see the purpose, have the resources to get going, but also have a little research to do to complete the task.</div></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"49 ","pages":"Article 100319"},"PeriodicalIF":1.3,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143946521","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

The heterogeneous impact of COVID-19 on university student´s academic performance 新冠肺炎疫情对大学生学业成绩的异质性影响

IF 1.3 4区经济学

International Review of Economics Education Pub Date : 2025-05-14 DOI: 10.1016/j.iree.2025.100318

Mauricio Acuña , Roberto Álvarez , Cristóbal Avarca

{"title":"The heterogeneous impact of COVID-19 on university student´s academic performance","authors":"Mauricio Acuña , Roberto Álvarez , Cristóbal Avarca","doi":"10.1016/j.iree.2025.100318","DOIUrl":"10.1016/j.iree.2025.100318","url":null,"abstract":"<div><div>In this paper we study the pandemic’s effects on the academic results of a group of university level students in a Chilean School of Economics and Business. We ask whether students from private schools outperformed those from public ones. The hypothesis is that higher average endowments (parents’ income and education, studying and living conditions, internet connections computer access) would have contributed to increasing the gap among students from dissimilar backgrounds. Results obtained are consistent with this hypothesis, especially for those students coming from public schools. Using a differences-in-differences approach with fixed effects, we find an increase of about 1.76 percentage points in course dropping-out rates and about 1.59 reduction in course passing rates compared with students from private schools. These are substantial magnitudes in the context of the observed gaps between school types and the transition experienced before and during the pandemic. Given the fact that some policies, mostly benefitting low-income students were implemented during the period, we can conclude that the effect could have potentially been even larger during the pandemic. We also find evidence showing that, after controlling for socio-economic status, women and students with lower admission scores were less affected, while no significant effect was found between regular and special admission types.</div></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"49 ","pages":"Article 100318"},"PeriodicalIF":1.3,"publicationDate":"2025-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144069264","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

Teaching with FRED and active-learning methods in introductory economics courses 在经济学入门课程中运用FRED和主动学习方法进行教学

IF 1.3 4区经济学

International Review of Economics Education Pub Date : 2025-04-24 DOI: 10.1016/j.iree.2025.100314

Laura J. Ahlstrom , Diego Mendez-Carbajo

引用次数: 0

Does nudging higher education students improve attendance and does it matter? A quasi-natural experiment 推动高等教育学生提高出勤率，这有关系吗？准自然实验

IF 1.3 4区经济学

International Review of Economics Education Pub Date : 2025-04-19 DOI: 10.1016/j.iree.2025.100317

Carlos Cortinhas

{"title":"Does nudging higher education students improve attendance and does it matter? A quasi-natural experiment","authors":"Carlos Cortinhas","doi":"10.1016/j.iree.2025.100317","DOIUrl":"10.1016/j.iree.2025.100317","url":null,"abstract":"<div><div>The effects of student absenteeism on educational outcomes are well documented, with most studies showing a significant, negative effect on student performance. In recent years, a growing number of institutions have been using a variety of nudge interventions to help combat absenteeism, improve student performance, and reduce dropout rates. Although many studies report the success of many of these initiatives in terms of student performance and retention, others alert that nudging can also have significant negative effects on students. This paper examines the effectiveness of nudging undergraduate students to improve attendance and student performance in tutorial sessions. We conducted a quasi-natural experiment with more than 400 year two UK university students, randomly assigning them to either a treatment group receiving personalized email reminders after missing tutorials, or a control group without any nudging intervention. Our results show a large and significant positive effect of the nudging intervention on attendance rates. Furthermore, using a two-stage least squares estimation method, we established that improved tutorial attendance leads to better performance. Our findings advance the debate on the efficacy of nudges in higher education and offer some important insights for addressing student absenteeism at the university level.</div></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"49 ","pages":"Article 100317"},"PeriodicalIF":1.3,"publicationDate":"2025-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143850164","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

Results of a randomized evaluation of team-based learning exercises 团队学习练习的随机评估结果

IF 1.3 4区经济学

International Review of Economics Education Pub Date : 2025-04-14 DOI: 10.1016/j.iree.2025.100316

Katherine Silz Carson , Jimena Gonzalez-Ramirez , Craig Heinicke , Mark Maier , Phil Ruder , Scott P. Simkins , Hiuko Adams , James “Michael” Latham , C. Lucy Malakar

引用次数: 0

Student-created podcasts as a tool for teaching economics and finance 将学生制作的播客作为经济学和金融学教学工具

IF 1.3 4区经济学

International Review of Economics Education Pub Date : 2025-04-04 DOI: 10.1016/j.iree.2025.100315

Rossen Trendafilov, Meghan Hennessy Mihal

{"title":"Student-created podcasts as a tool for teaching economics and finance","authors":"Rossen Trendafilov, Meghan Hennessy Mihal","doi":"10.1016/j.iree.2025.100315","DOIUrl":"10.1016/j.iree.2025.100315","url":null,"abstract":"<div><div>Evidence of using podcasts in the classroom to supplement learning, while engaging students as a teaching tool has gained popularity in various introductory courses across many different disciplines. When compared to research papers, student-created podcasts rely on a less formal and more conversational language combined with hands-on use of technology, they have the potential to increase student engagement in disciplines like economics and finance. The process of simplifying and summarizing analysis, and explaining data in audio-only formats can help students understand concepts better. Further, student-created podcasts help students improve their communication skills, which are crucial for their placement on the job market. Using this hands-on approach, we have introduced podcast assignments in multiple courses. The novelty of our study is that we have introduced the student-created podcasts in upper-level economics and finance courses as an alternative to more traditional assignments while also including the assignments and details for other instructors to easily implement in their own courses. We conducted a survey to measure the impact of the podcasts on student engagement, learning outcomes, and job market preparedness. Having students research, write, and produce a podcast provides them with a tangible experience and a product that can be widely shared over social media and podcast platforms. Based on survey data collected we show that student-created podcasts are a successful educational tool that complements the existing traditional assignments, and students find creating the podcasts highly engaging and valuable.</div></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"49 ","pages":"Article 100315"},"PeriodicalIF":1.3,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143825522","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

Integrating programming into the modern undergraduate economics curriculum 将程序设计融入现代经济学本科课程

IF 1.3 4区经济学

International Review of Economics Education Pub Date : 2025-03-11 DOI: 10.1016/j.iree.2025.100310

Nigar Hashimzade , Oleg Kirsanov , Tatiana Kirsanova

引用次数: 0

The belief that monetary exchanges are mutually beneficial: Are economics students different? Evidence from Guatemala 货币交换是互惠互利的信念：经济学专业的学生与众不同吗？来自危地马拉的证据

IF 1.3 4区经济学

International Review of Economics Education Pub Date : 2025-01-18 DOI: 10.1016/j.iree.2025.100309

María Jesús Valdemoros-Erro , José Luis Álvarez-Arce , Elena Sanjurjo-San-Martín

引用次数: 0

Online academic exams: Does multiplicity of exam versions mitigate cheating? 在线学术考试：考试版本的多样性是否减少了作弊？

IF 1.3 4区经济学

International Review of Economics Education Pub Date : 2024-11-29 DOI: 10.1016/j.iree.2024.100305

Flip Klijn , Mehdi Mdaghri Alaoui , Marc Vorsatz

引用次数: 0

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":"47 ","pages":"Article 100304"},"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