International Review of Economics Education最新文献

{"title":"Live or lecture capture: Evidence from a classroom random control trial","authors":"Benjamin Artz,&nbsp;Marianne Johnson,&nbsp;Denise Robson,&nbsp;Sarinda Siemers","doi":"10.1016/j.iree.2022.100240","DOIUrl":"https://doi.org/10.1016/j.iree.2022.100240","url":null,"abstract":"<div><p>This study employs a random control trial experimental design to compare student learning outcomes in situations with live lectures and situations with ‘captured’ – virtually recorded asynchronous – lectures. Students across five sections of introductory microeconomics were randomly assigned to attend a lecture in person or virtually. They were then quizzed on the material covered. Later in the semester, the same students were switched to the opposite modality and quizzed again on new material. An important feature of the experimental design was that the topics differed significantly in complexity. We find that with the more difficult topic, students watching recorded lectures performed better than those attending live lectures. For an easier topic, however, the opposite was true. Male students benefitted most from lecture capture, particularly on the more difficult topic. Women students were largely indifferent to changes in lecture modality.</p></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"40 ","pages":"Article 100240"},"PeriodicalIF":2.1,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71837745","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}

{"title":"The Impact of Distributed Homework on Student Outcomes","authors":"Sylvia Kuo","doi":"10.1016/j.iree.2022.100243","DOIUrl":"https://doi.org/10.1016/j.iree.2022.100243","url":null,"abstract":"","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"55 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88888112","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}

{"title":"The Many Faces of the Taylor Rule for Advanced Undergraduate Macroeconomics","authors":"G. Waters","doi":"10.1016/j.iree.2022.100242","DOIUrl":"https://doi.org/10.1016/j.iree.2022.100242","url":null,"abstract":"","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"65 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89485975","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}

{"title":"Student Performance under Asynchronous and Synchronous Methods in Distance Education: A Quasi-Field Experiment","authors":"B. Demirtaş, Umut Türk","doi":"10.1016/j.iree.2022.100244","DOIUrl":"https://doi.org/10.1016/j.iree.2022.100244","url":null,"abstract":"","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"21 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78492235","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}

{"title":"Low-fidelity buyer seller simulations can encourage authentic learning experiences","authors":"G. Wong, Paulina Pui Yun Wong, J. Chong","doi":"10.1016/j.iree.2022.100241","DOIUrl":"https://doi.org/10.1016/j.iree.2022.100241","url":null,"abstract":"","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"35 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76019757","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}

{"title":"A modern approach to monetary and fiscal policy","authors":"Celso J. Costa Junior ,&nbsp;Alejandro C. Garcia-Cintado ,&nbsp;Karlo Marques Junior","doi":"10.1016/j.iree.2021.100232","DOIUrl":"https://doi.org/10.1016/j.iree.2021.100232","url":null,"abstract":"<div><p><span><span>This paper puts forth a systematic approach to teaching fiscal-monetary interactions that follows the view of one of the fathers of the Fiscal Theory of the Price Level (FTPL), Eric Leeper. The main advantage of this setup is its simplicity, which makes it particularly suited for undergraduates and non-specialists. It relies on a two-graph device to show that fiscal and </span>monetary policies always get determined simultaneously and that their effects on the economy always depend on one another’s behavior. It is straightforward to see that in a conventional monetarist world (Regime M), the central bank succeeds in controling </span>inflation so long as the fiscal authority does its job of ensuring that public debt does not grow too much. By contrast, in an alternative fiscal-dominant regime (Regime F), fiscal policy determines the price level (and inflation) in the short run, and the optimal monetary stance is holding the policy rate constant, since if the central bank otherwise tries to fight back fiscally determined inflation, it will worsen fiscal sustainability and increase future inflation.</p></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"39 ","pages":"Article 100232"},"PeriodicalIF":2.1,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71853533","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}

{"title":"Making introductory economics more relevant: Using personalized connections to introduce environmental economics","authors":"Brooks Depro","doi":"10.1016/j.iree.2021.100230","DOIUrl":"https://doi.org/10.1016/j.iree.2021.100230","url":null,"abstract":"<div><p><span>Instructors have used real-world problems in introductory economics classrooms for over three decades, but today’s students continue to perceive that economics is not relevant for their lives. I provide three teaching modules associated with pollution externalities designed to improve student perceptions of relevance and make the study of environmental problems “more useful for more people.” I provide a new context-rich problem that helps students make a personal connection with local environmental quality indicators. Two additional modules are included. The second module engages students with the interdisciplinary field of environmental justice. The third module explains how a Nobel Prize winner Ronald Coase’s influential and controversial insight about </span><em>reciprocal harm</em> can help encourage critical thinking about negative externalities in a world with transaction costs. In such a world, the module focuses on the legal system's role and Coase’s overlooked view that factors other than efficiency should be considered. Finally, I include supplementary materials and tips for instructors wishing to use one or more modules in their classrooms.</p></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"39 ","pages":"Article 100230"},"PeriodicalIF":2.1,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71853535","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}

{"title":"Locus of control, self-efficacy, and student performance in an introductory economics course","authors":"Ahmad A Kader, PhD","doi":"10.1016/j.iree.2022.100234","DOIUrl":"https://doi.org/10.1016/j.iree.2022.100234","url":null,"abstract":"<div><p><span><span><span>In the Principles of Microeconomics course taught during the Fall Semester 2019, 88 students participated in the completion of two questionnaires and a survey describing their demographic and academic profile. The two questionnaires included the 29 items of the Rotter </span>Locus of Control<span> Scale and the 10 items of the Schwarzer &amp; Jerusalem Generalized Self-Efficacy Scale. The paper is intended to show that locus of control and self-efficacy are two distinct constructs not only in their influence on </span></span>student performance but also in their student profile interaction. Using the Locus of Control Scale, the class was divided by a median split of 12 into two equal-sized groups. The results show that internals (lower score) had a higher average exam score, had a higher cumulative GPA score, spent more time working, attended classes more often, and scored higher on the self-efficacy scale than externals (higher score). Using the Self-Efficacy Scale and dividing the class by a median split of 3.2 into equal-sized groups, high self-efficacy students had a higher average exam score, took more high school economics courses, and were internally oriented, as compared to the low self-efficacy students. Of the 88 students participating in the survey, 30 students were identified as having both low locus of control and high self-efficacy and 33 students were identified of having both high locus of control and low self-efficacy. The results show that the 30 students had a higher average exam score, had a higher cumulative GPA score, were more of white ethnicity, and took more high school economics courses, as compared to the 33 students. For the whole sample, the </span>correlation coefficient between locus of control and self-efficacy groups is negative and highly significant. The regression results show that the locus of control variable has a negative and significant effect, while the self-efficacy score has a positive and significant effect on the exam average. The adjusted R square value increased markedly with the addition of both locus of control and self-efficacy variables to the regression equation.</p></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"39 ","pages":"Article 100234"},"PeriodicalIF":2.1,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71853542","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}

{"title":"","authors":"Attahir Babaji Abubakar","doi":"10.1016/j.iree.2022.100235","DOIUrl":"https://doi.org/10.1016/j.iree.2022.100235","url":null,"abstract":"","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"39 ","pages":"Article 100235"},"PeriodicalIF":2.1,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71853540","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}

{"title":"Theatrical readings as a means of learning economics","authors":"Mario Morroni ,&nbsp;Riccardo Soliani","doi":"10.1016/j.iree.2021.100229","DOIUrl":"https://doi.org/10.1016/j.iree.2021.100229","url":null,"abstract":"<div><p>In this paper, we present the features and discuss the results of an innovative technique of teaching economics through theatrical readings, that is writing and staging plays addressing economic issues. We have applied this method to engage students, promoting the understanding of economic principles and encouraging critical reflection. Theatre is a powerful tool that favours the dissemination of economic issues, because it brings about an emotional involvement of the performers and the audience. Theatre allows emotions to improve learning<strong>;</strong> these are usually neglected in economics pedagogy. We have verified that theatrical readings represent a fruitful complement to the usual ‘chalk and talk’ lectures based on textbooks. Public readings in courses of Economics have given significant results in terms of students’ satisfaction and final marks, especially when the students’ experience encompasses writing plays and staging them. Students who participated in the activities of writing and staging economic plays have shown better knowledge of economic issues and have broadened their abilities in teamwork and public speaking. Moreover, another advantage of using theatre as a learning instrument is that it allows the performers and the audience to compare different visions in dialogical form. Finally, we explain how to introduce this pedagogical practice in courses by sharing our experience and presenting two scripts.</p></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"39 ","pages":"Article 100229"},"PeriodicalIF":2.1,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71853536","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}