International Review of Economics Education最新文献_第5页

The impact of distributed homework on student outcomes 分配作业对学生成绩的影响

IF 2.1 4区经济学

International Review of Economics Education Pub Date : 2022-11-01 DOI: 10.1016/j.iree.2022.100243

Sylvia Kuo

引用次数: 0

Teaching with Twitter: An extension to the traditional learning environment. 推特教学:传统学习环境的延伸。

IF 2.1 4区经济学

International Review of Economics Education Pub Date : 2022-11-01 DOI: 10.1016/j.iree.2022.100252

Paul Middleditch , Will Moindrot , Simon Rudkin

引用次数: 1

Do laptops in the classroom produce negative externalities? Evidence from a classroom field experiment 教室里的笔记本电脑会产生负面的外部性吗?来自课堂实地实验的证据

IF 2.1 4区经济学

International Review of Economics Education Pub Date : 2022-11-01 DOI: 10.1016/j.iree.2022.100254

Kevin Meyer

引用次数: 0

The Multidimensional Model of the One-Minute Paper: Advancing theory through theoretical elaboration 一分钟论文的多维模型:通过理论阐述推进理论

IF 2.1 4区经济学

International Review of Economics Education Pub Date : 2022-11-01 DOI: 10.1016/j.iree.2022.100248

Damian Whittard , Elizabeth Green , Mariyam Shaffau Shareef , Idrees Ismail

{"title":"The Multidimensional Model of the One-Minute Paper: Advancing theory through theoretical elaboration","authors":"Damian Whittard , Elizabeth Green , Mariyam Shaffau Shareef , Idrees Ismail","doi":"10.1016/j.iree.2022.100248","DOIUrl":"https://doi.org/10.1016/j.iree.2022.100248","url":null,"abstract":"<div><p>The One Minute Paper (OMP) is a formative assessment technique which provides scaffolding for students to build knowledge. This study uses a theory elaboration approach to develop the Multidimensional Model of the One-Minute Paper. The model is conceptualised by connecting preliminary models with the empirical observations from a qualitative study. The findings are based on the results from student OMP responses, student focus groups and lecturer interviews.</p><p>The study takes advantage of a natural experiment to provide a multidimensional view across five facets (student/teacher perspective; time; culture; teaching delivery method; and class size). Thematic analysis supported a re-conceptualisation of the model. Using economics as an exemplar, the research indicated that the OMP supports learning and teaching via the three core constructs (Connections; Functionings; and Environmental Context), which are all influenced by a number of identified and distinguishable sub-constructs.</p><p>The identification of the importance of the Environmental Context was a novel finding, as were two of its distinguishable sub-constructs. First, cultural differences can impact the perceived effectiveness of the OMP and therefore they should be accounted for in the design and implementation phase. Second, there are potential additional benefits to the OMP when used in an online environment. These findings take on greater significance in a post-pandemic world where inevitably more teaching will be delivered virtually.</p></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"41 ","pages":"Article 100248"},"PeriodicalIF":2.1,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1477388022000159/pdfft?md5=f4b8599666b68967acd695b140184582&pid=1-s2.0-S1477388022000159-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71855802","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: 1

Which online learning resources do undergraduate economics students’ value and does their use improve academic attainment? A comparison and revealed preferences from before and during the Covid pandemic 经济学本科学生重视哪些在线学习资源?它们的使用是否提高了学术成就?Covid大流行之前和期间的比较和揭示的偏好

IF 2.1 4区经济学

International Review of Economics Education Pub Date : 2022-11-01 DOI: 10.1016/j.iree.2022.100253

Lory Barile , Caroline Elliott , Michael McCann

{"title":"Which online learning resources do undergraduate economics students’ value and does their use improve academic attainment? A comparison and revealed preferences from before and during the Covid pandemic","authors":"Lory Barile , Caroline Elliott , Michael McCann","doi":"10.1016/j.iree.2022.100253","DOIUrl":"https://doi.org/10.1016/j.iree.2022.100253","url":null,"abstract":"<div><p>The rapid shift to online learning during the Covid-19 pandemic led to widespread migration to online / blended delivery across UK Higher Education. This has prompted renewed interest in identifying the features of virtual learning environments (VLEs) which students value and are most helpful in academic development and attainment. Using the experience of delivery on an undergraduate module both before and after the introduction of an online delivery model, we use a revealed preference framework to analyse the influence of cognitive load on the value students attach to VLE features in combination with other learning resources. We also use regression analysis to examine which learning resources are crucial to attainment. Our findings suggests that students avoid cognitive overload by being selective in their use of learning resources. They showed a greater preference for both familiar and passive learning resources like lectures, lecture recordings and seminars in both learning environments. Students exhibited a lower preference for active VLE features - multiple-choice quizzes, open-ended questions and discussion forums. Nonetheless, use of open-ended questions along with lecture recordings and lecture slides had a significantly positive impact on academic attainment in the online learning environment. This supports instrumentalism in the use of these resources. Students were more selective in developing deeper understanding using online open-ended questions. Our results imply that module designers need to accept that such resources will be used more selectively. However, they should still be provided to encourage active, deeper learning.</p></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"41 ","pages":"Article 100253"},"PeriodicalIF":2.1,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1477388022000202/pdfft?md5=a776f4403010f0f97e2ff94451610c90&pid=1-s2.0-S1477388022000202-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71855384","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: 5

The Man Who Discovered Capitalism: A documentary on Schumpeter for use in the classroom 发现资本主义的人:熊彼特的课堂纪录片

IF 2.1 4区经济学

International Review of Economics Education Pub Date : 2022-11-01 DOI: 10.1016/j.iree.2022.100250

John T. Dalton , Andrew J. Logan

引用次数: 0

The many faces of the taylor rule for advanced undergraduate macroeconomics 高等本科宏观经济学泰勒规则的多面性

IF 2.1 4区经济学

International Review of Economics Education Pub Date : 2022-11-01 DOI: 10.1016/j.iree.2022.100242

George A. Waters

引用次数: 1

Financial life-skills training and labor market outcomes in Indonesia 印度尼西亚的金融生活技能培训和劳动力市场结果

IF 2.1 4区经济学

International Review of Economics Education Pub Date : 2022-11-01 DOI: 10.1016/j.iree.2022.100255

Paul W. Grimes , Jane S. Lopus , Dwi Sulistyorini Amidjono

{"title":"Financial life-skills training and labor market outcomes in Indonesia","authors":"Paul W. Grimes , Jane S. Lopus , Dwi Sulistyorini Amidjono","doi":"10.1016/j.iree.2022.100255","DOIUrl":"https://doi.org/10.1016/j.iree.2022.100255","url":null,"abstract":"<div><p>This study examines the relationship between a United States Agency for International Development financial life skills training program for poor and vulnerable youth in Indonesia on labor market outcomes two years following the training. Longitudinal results indicate that self-efficacy and financial behaviors improved from pre-training to two years after the training, and a logistic regression analysis finds significant correlations between self-efficacy and financial behaviors with finding new or better employment. Because financial literacy education can be associated with improved financial behaviors, and soft skills acquisition can be associated with improved self-efficacy, we conclude that the training program led indirectly to new or better employment outcomes for participants. Reinforcing this result, between 92 % and 97 % of the trained youth attributed the training program to their observed improvements in work performance and/or to new or better employment opportunities.</p></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"41 ","pages":"Article 100255"},"PeriodicalIF":2.1,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1477388022000226/pdfft?md5=5d87c5ae510b71ac5e663406ea3c1e71&pid=1-s2.0-S1477388022000226-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71855383","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: 4

Student performance under asynchronous and synchronous methods in distance education: A quasi-field experiment 远程教育中异步与同步方式下的学生表现:一项准现场实验

IF 2.1 4区经济学

International Review of Economics Education Pub Date : 2022-11-01 DOI: 10.1016/j.iree.2022.100244

Burak Kağan Demirtaş , Umut Türk

{"title":"Student performance under asynchronous and synchronous methods in distance education: A quasi-field experiment","authors":"Burak Kağan Demirtaş , Umut Türk","doi":"10.1016/j.iree.2022.100244","DOIUrl":"https://doi.org/10.1016/j.iree.2022.100244","url":null,"abstract":"<div><p>This study examines student performance<span> under asynchronous and synchronous methods in a microeconomics course during COVID-19 pandemic. We conduct a quasi-field experiment in a state university in Turkey. In the experiment, students were divided into synchronous and asynchronous groups and were taught the same weekly material of microeconomics by the methods respective to their group. At the end of the week, both groups took the same multiple question test. Our results showed that asynchronous group performed significantly better than the synchronous group. While showing the comparative advantage of the asynchronous method, our study also underlines the importance of interaction between instructors and students. We discuss our findings from a socioeconomic perspective, where we argue that the flexibility that the asynchronous method offers might have compensated for the accessibility issues (internet and/or computer) during the COVID-19 outbreak. As a policy recommendation, universities can offer lectures with a recorded option to allow students to interact with the course material multiple times.</span></p></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"41 ","pages":"Article 100244"},"PeriodicalIF":2.1,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71855797","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: 3

Variation in individual engagement in team-based learning and final exam performance 个人参与团队学习与期末考试表现的差异

IF 2.1 4区经济学

International Review of Economics Education Pub Date : 2022-11-01 DOI: 10.1016/j.iree.2022.100251

Molly Espey

引用次数: 0