International Review of Economics Education最新文献_第3页

Strengthening the writing component in upper level economics electives 加强高年级经济学选修课的写作部分

IF 2.1 4区经济学

International Review of Economics Education Pub Date : 2024-05-24 DOI: 10.1016/j.iree.2024.100290

Helen Schneider

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引用次数: 0

The death of exams? Grade inflation and student satisfaction when coursework replaces exams 考试之死？课业取代考试时的成绩膨胀和学生满意度

IF 2.1 4区经济学

International Review of Economics Education Pub Date : 2024-05-04 DOI: 10.1016/j.iree.2024.100289

Petar Stankov

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引用次数: 0

Are we doing homework wrong? The marginal effect of homework using spaced repetition 我们的家庭作业做错了吗？利用间隔重复法研究家庭作业的边际效应

IF 2.1 4区经济学

International Review of Economics Education Pub Date : 2024-03-22 DOI: 10.1016/j.iree.2024.100288

Alan Green

引用次数: 0

Can instruction in consumer choice theory in introduction to microeconomics benefit student learning in upper-level economics courses? The example of public finance 在微观经济学导论中讲授消费者选择理论是否有利于学生在高年级经济学课程中的学习？以公共财政为例

IF 2.1 4区经济学

International Review of Economics Education Pub Date : 2024-03-01 DOI: 10.1016/j.iree.2024.100285

Tin-Chun Lin

{"title":"Can instruction in consumer choice theory in introduction to microeconomics benefit student learning in upper-level economics courses? The example of public finance","authors":"Tin-Chun Lin","doi":"10.1016/j.iree.2024.100285","DOIUrl":"https://doi.org/10.1016/j.iree.2024.100285","url":null,"abstract":"<div><p>Does teaching the theory of consumer choice in Introduction to Microeconomics enhance student learning in upper-level economics courses? In this study, a Public Finance course was selected as an example of an upper-level economics course. Results suggest that: (1) it can significantly benefit students in learning Public Finance when students learned about the topic (i.e., theory of consumer choice) in the Introduction to Microeconomics class within one year of enrolling in the Public Finance class; and (2) when the Public Finance instructor reviewed/taught the topic at the beginning of the semester, students who learned about the topic in the Introduction to Microeconomics class within one year of enrolling in the Public Finance class significantly performed better than other students who learned about the topic over one year before enrolling in the Public Finance class or never learned about the topic in the introduction class. Another interesting question emerged: who is responsible for teaching the topic — instructors who teach Introduction to Microeconomics or other faculty? While it seems reasonable to expect those who teach the Introduction to Microeconomics class to do so, some may not agree. We encourage further discussion of this topic among readers.</p></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"46 ","pages":"Article 100285"},"PeriodicalIF":2.1,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139999958","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

Essays in economics in ICU: Resuscitate or pull the plug? 重症监护室经济学论文：抢救还是拔掉插头？

IF 2.1 4区经济学

International Review of Economics Education Pub Date : 2024-02-13 DOI: 10.1016/j.iree.2024.100284

Kamilya Suleymenova, Mary Dawood, Maria Psyllou

{"title":"Essays in economics in ICU: Resuscitate or pull the plug?","authors":"Kamilya Suleymenova, Mary Dawood, Maria Psyllou","doi":"10.1016/j.iree.2024.100284","DOIUrl":"https://doi.org/10.1016/j.iree.2024.100284","url":null,"abstract":"<div><p>This study investigates the perspectives of Economics academics regarding the impact of using text-generative AI (GAI) on teaching and assessment in the UK higher education (UKHE) sector, with a specific focus on essays. The survey of academics’ perceptions encompasses considerations of academic integrity, transferrable skills, and ethical GAI use. The responses unveiled a range of significant findings regarding the present condition of essay-based assessment in Economics education. The most prominent of which is that, while GAI development has introduced a new conflict between integrity concerns and essay-writing, Economics academics confirm that the latter continues to be important to their graduates. However, there is an emphasis on reshaping the format of conventional essays and refining traditional marking criteria. Elevating assessment questions along Bloom’s taxonomy is deemed vital for critical thinking and producing future-ready graduates. Respondents also recognise the need to impart ethical awareness among students when using GAI while exploring innovative pedagogies to develop and assess the new GAI skill set. Thus, our study challenges the dichotomy of pulling the plug on conventional essays and, instead, prompts a critical re-evaluation—resuscitation through reimagination. Finally, most express interest in learning more about GAI and its educational applications, either through self-experimentation or structured events and GAI training. Overall, the study reveals a complex topography of perspectives, highlighting the need for subtle, collaborative approaches as academics carefully evaluate strategies to leverage GAI’s potential while evolving assessments and pedagogies.</p></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"45 ","pages":"Article 100284"},"PeriodicalIF":2.1,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1477388024000021/pdfft?md5=dfd26b2df4cebc72762df4c6b11be99d&pid=1-s2.0-S1477388024000021-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139731770","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

Who watched pre/post-lecture tutorial videos? Does flipped learning help beginners in economics? 谁观看了课前/课后辅导视频？翻转学习对经济学初学者有帮助吗？

IF 2.1 4区经济学

International Review of Economics Education Pub Date : 2024-01-20 DOI: 10.1016/j.iree.2024.100283

Bei Hong

{"title":"Who watched pre/post-lecture tutorial videos? Does flipped learning help beginners in economics?","authors":"Bei Hong","doi":"10.1016/j.iree.2024.100283","DOIUrl":"10.1016/j.iree.2024.100283","url":null,"abstract":"<div><p>The modern-day classroom is characterized by academic diversity, with students from varied backgrounds and with different levels of prior knowledge. To cater to the diverse abilities of students, this paper explored the use of flipped learning as a teaching approach in an introductory economics course. We investigated the effectiveness of 40 pre-lecture videos covering basic concepts and 27 post-lecture tutorial videos focusing on practice in improving students' exam outcomes, especially for beginners in economics who may require more support from instructors than other students. We collected data about video engagement and students' grades in progress assessments. Surveys were conducted to gather students’ feedback regarding the usefulness of the videos on their learning. The findings showed that beginners engaged more with those videos, spent more time watching them compared to non-beginners. Furthermore, the study observed an improvement in beginners' exam performance, with their average grade increasing as a percentage of the average of non-beginners. These findings hold significance for instructors aiming to offer personalized assistance to students with varying levels of prior knowledge, thereby advancing educational practices in the field of economics.</p></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"45 ","pages":"Article 100283"},"PeriodicalIF":2.1,"publicationDate":"2024-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139515289","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

Understanding the hybrid classroom in economics: A case study 了解经济学混合课堂：案例研究

IF 2.1 4区经济学

International Review of Economics Education Pub Date : 2023-12-19 DOI: 10.1016/j.iree.2023.100282

Jonathan L. Graves , Emrul Hasan , Trish L. Varao-Sousa

{"title":"Understanding the hybrid classroom in economics: A case study","authors":"Jonathan L. Graves , Emrul Hasan , Trish L. Varao-Sousa","doi":"10.1016/j.iree.2023.100282","DOIUrl":"10.1016/j.iree.2023.100282","url":null,"abstract":"<div><p><span>In this paper, we discuss the differences between online and in-person students (“cohorts”) in an intermediate econometrics course taught in Summer 2021 using a hybrid (online and in-person) educational format. We designed this course as an experimental </span>pilot which used a combination of lectures, labs, and hands-on activities to study whether hybrid instruction necessarily advantages one group of students (e.g., in-person) over another (e.g., online). We were particularly interested to know if differences could be reduced through course design choices and the use of interactive learning activities. We found that our design led to generally highly positive experiences for students – and there were no differences in affective experiences between the online and in-person cohorts. We did find some small differences in participation and peer-evaluation, favouring in-person students, but no differences in overall academic achievement. We conclude that this case study shows how certain forms of hybrid learning do not necessarily disadvantage online students, if properly supported with course and curriculum design. We also provide examples and guidance for educators seeking to adapt, replicate, or extend our approach.</p></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"45 ","pages":"Article 100282"},"PeriodicalIF":2.1,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138821080","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

Twenty-three years of teaching economics with technology 用科技教了23年经济学

IF 2.1 4区经济学

International Review of Economics Education Pub Date : 2023-12-01 DOI: 10.1016/j.iree.2023.100279

Marianne Johnson , Martin E. Meder

引用次数: 0

Using Netflix Original Series to teach economics: A diversity and inclusion approach 使用Netflix原创剧集教授经济学:多元化和包容性方法

IF 2.1 4区经济学

International Review of Economics Education Pub Date : 2023-11-01 DOI: 10.1016/j.iree.2023.100278

Amel Ben Abdesslem , Julien Picault

引用次数: 2

Improving student performance: Playing Survivor 提高学生表现：扮演幸存者