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International Review of Economics Education最新文献

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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 ,&nbsp;Emrul Hasan ,&nbsp;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
{"title":"Twenty-three years of teaching economics with technology","authors":"Marianne Johnson ,&nbsp;Martin E. Meder","doi":"10.1016/j.iree.2023.100279","DOIUrl":"https://doi.org/10.1016/j.iree.2023.100279","url":null,"abstract":"<div><p>This meta-analysis considers the use of technology to facilitate learning in undergraduate economics courses. We ask what technologies have been adopted, who did the adopting, and how effectiveness was evaluated. A survey of 277 articles published between 2000 and 2022 demonstrates that while many of the technologies adopted for teaching reflected contemporary trends, studies of online and hybrid courses and flipped classrooms are now staples of the literature. Pedagogical studies that explore novel applications without quantifiable evaluative outcomes have declined substantially, whereas the number of studies that empirically estimate learning gains have doubled. Increasingly, researchers leverage random control trials and quasi-experiments.</p></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"45 ","pages":"Article 100279"},"PeriodicalIF":2.1,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138501231","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
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
{"title":"Using Netflix Original Series to teach economics: A diversity and inclusion approach","authors":"Amel Ben Abdesslem ,&nbsp;Julien Picault","doi":"10.1016/j.iree.2023.100278","DOIUrl":"https://doi.org/10.1016/j.iree.2023.100278","url":null,"abstract":"<div><p>Using pop culture to illustrate economics concepts is a growing trend among economics instructors. This paper embraces this trend and contributes by exploring the opportunities that using video clips from Netflix Originals series provides to economics instructors. We created lecture plans based on 12 Netflix Originals series allowing instructors to illustrate more than 25 economics concepts presented in principles of economics courses. The shows listed in this paper are from Africa, the Middle East, Asia, Europe, Australia, and the Americas. Therefore, this paper's lecture plans allow students to learn a wide range of concepts using series from various parts of the world. Besides geographical diversity, our resources enable instructors to expose students to multiple forms of diversity, such as languages, cultural, ethnic, and sexual identities.</p></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"44 ","pages":"Article 100278"},"PeriodicalIF":2.1,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91959208","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: 2
Improving student performance: Playing Survivor 提高学生表现：扮演幸存者
IF 2.1 4区 经济学
International Review of Economics Education Pub Date : 2023-10-17 DOI: 10.1016/j.iree.2023.100277
Alina F. Klein, Rudolf F. Klein
{"title":"Improving student performance: Playing Survivor","authors":"Alina F. Klein,&nbsp;Rudolf F. Klein","doi":"10.1016/j.iree.2023.100277","DOIUrl":"https://doi.org/10.1016/j.iree.2023.100277","url":null,"abstract":"<div><p>There is an extensive literature asserting the undisputable educational value of games. Inspired by a popular CBS TV show, this paper presents a <em>Survivor</em>-style game that instructors can implement in any economics course. At first, students play in teams, then individually. This encourages both teamwork and independent learning. We also conduct an experiment to compare a control and a treatment group in terms of course scores and attendance. We find that students who have played <em>Survivor</em> have statistically better performance and better attendance than their peers in the control group. In light of our findings, we recommend incorporating such active-learning activities in economics classes. Integrating fun and engaging components to the “chalk-and-talk” teaching approach adds important intangible benefits.</p></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"44 ","pages":"Article 100277"},"PeriodicalIF":2.1,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50186704","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 economics in higher education with universal design for learning 高等教育经济学教学的普遍性设计
IF 2.1 4区 经济学
International Review of Economics Education Pub Date : 2023-10-01 DOI: 10.1016/j.iree.2023.100273
Ambrose Leung, Lavinia Moldovan, Michael Ata
{"title":"Teaching economics in higher education with universal design for learning","authors":"Ambrose Leung,&nbsp;Lavinia Moldovan,&nbsp;Michael Ata","doi":"10.1016/j.iree.2023.100273","DOIUrl":"https://doi.org/10.1016/j.iree.2023.100273","url":null,"abstract":"<div><p>Universal Design for Learning (UDL) is a framework, first introduced by the Harvard School of Graduate Education<span> in 1984, to incorporate different approaches to engage and motivate learners from diverse backgrounds in an inclusive learning environment. UDL promotes academic curriculum design based on three main principles: (1) multiple means of representation, (2) multiple means of action and expression, and (3) multiple means of engagement. This study shows how UDL can be implemented in a principles of microeconomics course, providing examples of good practice for delivery structures and evaluation criteria that integrate UDL strategies.</span></p></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"44 ","pages":"Article 100273"},"PeriodicalIF":2.1,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50186705","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 economics of monetary union with the IS-MP-PC model 用IS-MP-PC模型讲授货币联盟经济学
IF 2.1 4区 经济学
International Review of Economics Education Pub Date : 2023-09-26 DOI: 10.1016/j.iree.2023.100276
Ivo J.M. Arnold
{"title":"Teaching economics of monetary union with the IS-MP-PC model","authors":"Ivo J.M. Arnold","doi":"10.1016/j.iree.2023.100276","DOIUrl":"https://doi.org/10.1016/j.iree.2023.100276","url":null,"abstract":"<div><p>This paper explains how the three-equation <em>IS-MP-PC</em>-model can be adapted to discuss macroeconomic adjustment in a monetary union. It introduces a two-country version that is used to illustrate the difficulties of macroeconomic adjustment in the presence of asymmetric demand and financial shocks. The level of analysis does not go beyond the level of a course in introductory macroeconomics. The adaption can be used by instructors in euro area countries to bridge the gap between the standard model and the macroeconomic issues that these countries face or by any instructor who wishes to analyze shocks in regions sharing the same currency. It also allows instructors to debate current policy issues with their students and thus motivate them for the field.</p></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"44 ","pages":"Article 100276"},"PeriodicalIF":2.1,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50186702","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
Decomposing a pre- post-test outcome to measure the effect of cooperative learning on student achievement 分解测试前后的结果来衡量合作学习对学生成绩的影响
IF 2.1 4区 经济学
International Review of Economics Education Pub Date : 2023-09-26 DOI: 10.1016/j.iree.2023.100274
Tisha L.N. Emerson , KimMarie McGoldrick , Jamie Wagner
{"title":"Decomposing a pre- post-test outcome to measure the effect of cooperative learning on student achievement","authors":"Tisha L.N. Emerson ,&nbsp;KimMarie McGoldrick ,&nbsp;Jamie Wagner","doi":"10.1016/j.iree.2023.100274","DOIUrl":"https://doi.org/10.1016/j.iree.2023.100274","url":null,"abstract":"<div><p><span>Using a quasi-experimental research design, we examine the efficacy of one type of cooperative learning pedagogy (think-pair-share exercises) in the microeconomic principles course. Students in the treatment group engaged in think-pair-share exercises with an assigned partner throughout the semester. Those in the control completed the same exercises but did so individually. All students took the Test of Understanding in College Economics (TUCE) at the beginning and end of the semester to allow us to determine any achievement gains and whether these gains differ by treatment. Following Walstad and Wagner (2016) and Smith and Wagner (2018), we decompose </span>student performance to consider positive learning – adjusting for guessing – on the TUCE. We find no significant effect of cooperative learning on guessing-adjusted positive learning measures.</p></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"44 ","pages":"Article 100274"},"PeriodicalIF":2.1,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50186598","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
Choice of data visualization tool: FRED or spreadsheets? 数据可视化工具的选择：FRED还是电子表格？
IF 2.1 4区 经济学
International Review of Economics Education Pub Date : 2023-09-22 DOI: 10.1016/j.iree.2023.100275
Diego Mendez-Carbajo , Alejandro Dellachiesa
{"title":"Choice of data visualization tool: FRED or spreadsheets?","authors":"Diego Mendez-Carbajo ,&nbsp;Alejandro Dellachiesa","doi":"10.1016/j.iree.2023.100275","DOIUrl":"https://doi.org/10.1016/j.iree.2023.100275","url":null,"abstract":"<div><p>We study the impact that the choice of data visualization tool has on student ability to create a graph and interpret the information contained in it. We use a systematic random assignment approach and control for student demographic and academic characteristics. We compare the use of spreadsheets to the use of FRED (Federal Reserve Economic Data) among 471 undergraduate students of statistics for business and economics. We find that although there is no statistical difference between groups in the number of started assignments, the number of completed FRED assignments is significantly larger than the number of completed Google Sheets assignments. With that caveat, we find no association between the choice of data visualization tool and the proportion of correctly built graphs, average frustration, and perceived difficulty reported by students when building the graph. We document lower confidence in the task among female students and students who used FRED.</p></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"44 ","pages":"Article 100275"},"PeriodicalIF":2.1,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50186703","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 Economic Statistics Skills Assessment (ESSA) 经济统计技能评估
IF 2.1 4区 经济学
International Review of Economics Education Pub Date : 2023-09-09 DOI: 10.1016/j.iree.2023.100272
Douglas McKee, George Orlov
{"title":"The Economic Statistics Skills Assessment (ESSA)","authors":"Douglas McKee,&nbsp;George Orlov","doi":"10.1016/j.iree.2023.100272","DOIUrl":"https://doi.org/10.1016/j.iree.2023.100272","url":null,"abstract":"<div><p>In this paper, we document the design, development, and validation of a new multiple-choice assessment created to test student knowledge and understanding of probability and statistics concepts used in economics. High quality measures of student skills and understanding are useful for course and program evaluation, analysis of pedagogical innovation, and identifying misconceptions and gaps in students’ prerequisite knowledge in more advanced courses. Alternatives such as final examinations often do not provide the desired coverage and are difficult to compare across terms and institutions, and student evaluations of teaching (SETs) may reflect student sentiment rather than the quality of instruction and overall student learning. Until now, the only standard assessment appropriate for undergraduate economics courses was the Test of Understanding College Economics (TUCE), which tests introductory economics knowledge.</p></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"44 ","pages":"Article 100272"},"PeriodicalIF":2.1,"publicationDate":"2023-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50186599","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
Studying like a nerd: Spacing, self-testing, and explanatory questioning in principles of microeconomics 像书呆子一样学习：微观经济学原理中的间隔、自我测试和解释性提问
IF 2.1 4区 经济学
International Review of Economics Education Pub Date : 2023-08-06 DOI: 10.1016/j.iree.2023.100271
Gabriel X. Martinez
{"title":"Studying like a nerd: Spacing, self-testing, and explanatory questioning in principles of microeconomics","authors":"Gabriel X. Martinez","doi":"10.1016/j.iree.2023.100271","DOIUrl":"https://doi.org/10.1016/j.iree.2023.100271","url":null,"abstract":"<div><p>Ineffective study strategies breed overconfidence, bad grades, misplaced blame, and little long-term learning. The psychological learning-science literature suggests that pedagogies based on spacing, self-testing, and explanatory questioning push back against these tendencies and improve learning. This hypothesis was tested by comparing the results in “Chalk-and-Talk” versus “Active Learning” microeconomics courses that used learning science insights. In the latter, the better students were more likely to earn As and middle students’ grades averaged about a letter grade higher. Weaker students’ failures and Bs were both more frequent. The quality of comments on the readings and lecture completion were highly significant predictors of over-performance for above-median students. Required practice exams and preparation time were significant predictors of over-performance for below-median students.</p></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"44 ","pages":"Article 100271"},"PeriodicalIF":2.1,"publicationDate":"2023-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50186577","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: 1
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