From "Traditional" to Research-Based Instructional Strategies: An Assessment of Learning Gains
AEA Papers and Proceedings
vol. 108,
May 2018
(pp. 302-06)
Abstract
The cognitive science literature provides several research based instructional strategies (RBIS) proven to be effective in student learning. Given the prevalence of lecture-based classes and instructor-led discussions, understanding the effects of switching from the "traditional" method to employing RBIS would provide a better understanding of the value of these strategies. In this paper, we conduct a controlled experiment comparing a "traditional," lecture-based class to a class in which these RBIS are carefully employed. Students exposed to the refined RBIS approach show significantly higher gains in learning of approximately 15 percentage points when compared to students in a traditional class.Citation
Cosgrove, Sarah B., and Neal H. Olitsky. 2018. "From "Traditional" to Research-Based Instructional Strategies: An Assessment of Learning Gains." AEA Papers and Proceedings, 108: 302-06. DOI: 10.1257/pandp.20181053Additional Materials
JEL Classification
- A22 Economic Education and Teaching of Economics: Undergraduate
- I23 Higher Education; Research Institutions