International Review of Economics Education最新文献_第2页

A cooperative virtual exchange within the economics curriculum: A pilot study on embedding elements of global competence within an economics course 经济学课程中的合作虚拟交换：在经济学课程中嵌入全球竞争力要素的试点研究

IF 1.4 4区经济学

International Review of Economics Education Pub Date : 2025-12-01 Epub Date: 2025-09-26 DOI: 10.1016/j.iree.2025.100327

Amy Eremionkhale , Jana Sadeh , Yidi Sun

{"title":"A cooperative virtual exchange within the economics curriculum: A pilot study on embedding elements of global competence within an economics course","authors":"Amy Eremionkhale , Jana Sadeh , Yidi Sun","doi":"10.1016/j.iree.2025.100327","DOIUrl":"10.1016/j.iree.2025.100327","url":null,"abstract":"<div><div>The increasing interconnectivity of the global economy has fuelled higher education (HE) efforts to promote international exchange projects; however, these are not an option for many students. Virtual Exchange (VE) projects have gained traction over the last decade and are now well-established in higher education as a tool to build intercultural communication and global competence (Dooly, 2022; Stevens Initiative, 2023). Building on this established practice, our study contributes to the literature by augmenting a VE with a cooperative group-based learning exercise embedded within an economics module (course), an intersection that remains underexplored in both theory and implementation, and one which we believe combines the benefits of both virtual exchanges and cooperative learning. This combination presents an opportunity for economics students to develop deeper learning of the subjects they are studying while developing elements of global competence. This paper presents a novel pilot cooperative VE learning program between students at a university in the USA and a university in the UK. Students jointly undertake a cooperative learning exercise to produce output for a summative assessment. We measure their intercultural sensitivity, an element of global competence, pre and post the VE and find preliminary indications that this experience positively impacted students, particularly in the dimension of interaction engagement and confidence and particularly for female students and students who are multilingual. The paper contributes to the literature by presenting the novel combination of cooperative learning within a VE, outlining a timeline of practical steps for implementation to support other educators who may want to replicate this project and providing preliminary evidence of the potential impact of such projects on students’ intercultural sensitivity, a key subset of global competence.</div></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"50 ","pages":"Article 100327"},"PeriodicalIF":1.4,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145220008","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

Student perceptions of learning with SoftChalk: Economics lessons and activities 学生对使用SoftChalk学习的看法：经济学课程和活动

IF 1.4 4区经济学

International Review of Economics Education Pub Date : 2025-12-01 Epub Date: 2025-08-14 DOI: 10.1016/j.iree.2025.100326

Mary M. Kassis , Melanie Hildebrandt , Kim Holder , David J. Boldt

引用次数: 0

Formally informal: Collegial communication in a professional work environment 正式非正式：在专业的工作环境中进行的学院式交流

IF 1.4 4区经济学

International Review of Economics Education Pub Date : 2025-12-01 Epub Date: 2025-10-08 DOI: 10.1016/j.iree.2025.100328

Chelsea T. Dowell

引用次数: 0

A multidisciplinary perspective to teaching international trade 多学科视角下的国际贸易教学

IF 1.3 4区经济学

International Review of Economics Education Pub Date : 2025-06-01 Epub Date: 2025-05-24 DOI: 10.1016/j.iree.2025.100320

Catherine Y. Co , Que Nguyet Tran

{"title":"A multidisciplinary perspective to teaching international trade","authors":"Catherine Y. Co , Que Nguyet Tran","doi":"10.1016/j.iree.2025.100320","DOIUrl":"10.1016/j.iree.2025.100320","url":null,"abstract":"<div><div>The paper details strategies on how to teach international trade with a multidisciplinary perspective which builds on the use of art, literature, and other media in the teaching of economics. A multidisciplinary perspective is introduced through small stakes weekly assignments. Students go over a collection of <span><span>supplementary materials</span></span> and complete a series of short-answer questions. Completion of each assignment ensures that students are actively engaged in activities that develop critical thinking skills. Several examples are provided (e.g., trade and oceanography) to highlight how the use of media not traditionally used by economists (e.g., <em>National Geographic</em> magazine articles) could effectively deepen students’ learning of economic concepts and ideas while broadening students’ perspectives on how to think about issues they encounter. There is some evidence that these types of materials contribute to appreciation and understanding of international trade issues. We also provide suggestions on how instructors might adjust our strategies given students' access to large language models such as ChatGPT. The paper targets educators that seek to prepare students to think like economists and to also provide opportunities for students to find and develop a passion for issues that advance the human condition broadly, making for an active, articulate, and engaged citizenry.</div></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"49 ","pages":"Article 100320"},"PeriodicalIF":1.3,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144124498","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

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 : 2025-06-01 Epub 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":"2025-06-01","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

Increasing online student engagement with a gamified logic puzzles project 通过游戏化逻辑谜题项目提高在线学生的参与度

IF 1.3 4区经济学

International Review of Economics Education Pub Date : 2025-06-01 Epub Date: 2025-05-31 DOI: 10.1016/j.iree.2025.100322

Bret Sikkink

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 : 2025-06-01 Epub 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":"2025-06-01","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

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 : 2025-06-01 Epub 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":"2025-06-01","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 : 2025-06-01 Epub Date: 2025-03-11 DOI: 10.1016/j.iree.2025.100310

Nigar Hashimzade , Oleg Kirsanov , Tatiana Kirsanova

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 : 2025-06-01 Epub Date: 2025-04-24 DOI: 10.1016/j.iree.2025.100314

Laura J. Ahlstrom , Diego Mendez-Carbajo

引用次数: 0