AEA Committee on Economic Education Poster Session
Saturday, Jan. 5, 2019 2:30 PM - 4:30 PM
- Chair: William Goffe, Pennsylvania State University
A Teaching Methodology That Encourages Active Learning of Microeconomics by Students: "The Technology and Cost Minimization Problem" as an Example
Adaptive Technology & Active Learning in Principles of Economics Classes
Behind Supply and Demand Curves: Transactions, Firms and Globalization
Counting Cars: An Experiential Learning Project
Don’t Just Read It, Write It! - A Course Promoting Experiential Learning
Enhancing Student Learning in a Flipped Principles of Economics Classroom Using Learner Logs
AbstractFlipped Learning is an established active learning strategy used in college classrooms. Its benefits and effectiveness have been well documented to include improvements in student engagement, academic performance, student and faculty satisfaction, increased group work and improved performance on exams and assignments (Roach 2014; Calimeris and Sauer 2015; Vazquez and Chiang 2015; Olitsky and Cosgrove 2016; Onodipe and Ayadi 2016). In a flipped classroom, students are required to come to class with a certain level of preparation. For a student to succeed in a flipped learning environment, s/he must already have or develop a level of independence in their learning activity. Responsibility for learning before class rests on the student, which is different from what transpires in the traditional classroom where students learn through direct instruction from the professor in the classroom. In the classroom, students need to have a certain level of self-regulation to be able to engage with peers and professor to accomplish the in-class activities. A challenge in the flipped classroom is that students, in general, lack self-awareness of how they learn and self-regulation of their own learning. Nilson (2013) discusses Learner Logs as one of several strategies to encourage self-regulated learning in students (Weimer, 2013). In self-regulation, learning is viewed as an activity that students do for themselves in a proactive way rather than as a covert event that happens to them in reaction to teaching (Zimmerman, 2002). Learning logs have been used across disciplines to promote knowledge acquisition and self-awareness of learning (Maharay & Banta, 2000; Babcock, 2007 Grimm, 2015). In this study, we used “Learner” Logs as a reflective writing strategy designed to improve students’ metacognition and self-regulation in the flipped classroom. As students reflect on their own learning, they become more aware of how they learn, they reflect on the various components and assignments of a flipped classroom, become more accountable of their own learning, and develop into better learners who succeed in a flipped learning environment. Learner Logs reveal students' perceptions and misperceptions, as well as reveal how they are reacting to the way material is being covered in a flipped classroom. Our presentation shows how this strategy is used in the flipped Principles of Economics course to improve students learning. Our hypothesis is that if students regularly write reflective learner logs, they will become more aware of how they learn and become more effective learners. A flipped classroom supports the development of self-regulated learning skills and behaviors. However, this may not occur spontaneously (Talbert, 2017). Hence the need to intentionally design the flipped course to include strategies that will enhance self-regulation – i.e. learner logs. The Motivated Strategies for Learning Questionnaire – MSLQ (Pintrich, et al., 1991) was used to obtain students baseline level of self-regulation coming into principles of economics course. During the semester, students were given learner log reflective writing assignments designed to promote self-awareness of their learning. At semester end, the same MSLQ was administered, and pre-and-post survey results compared, revealing improvements in students’ motivation and learning strategies.
Gamification of Assessment: A Case Study of PaGamO
Hybridizing Economic Development: Moving Basic Modeling Online To Turn a 100 Student Lecture Course into an Intimate, Writing Intensive, 25 Student Course with Peer-to-Peer Interaction
Integration of Economics from the Classroom to the Newspaper!
Presentations to the President: A Role Play Assignment for Principles Courses
Re-imagining Introductory Economics: Retrieval Learning Strategies
Team Based Learning While Testing: Using the Immediate Feedback Assessment Technique in a Cooperative Setting in Intermediate Microeconomics
Team-Based Learning in Economics Courses: A New National Science Foundation Project
AbstractThis poster showcases a new National Science Foundation-funded project to promote Team-Based Learning (TBL) in economics instruction. TBL is a well-established pedagogy in other disciplines, but not one widely used in economics because there is little content available specific for economics courses. Through the work of a diverse development team and workshops at the Conference on Teaching and Research in Economic Education, the project has developed an extensive library of TBL activities called “Application Exercises.” These are housed at Starting Point: Teaching and Learning Economics at Carleton College’s Science Education Resource Center (https://serc.carleton.edu/econ/tbl-econ/). Also at Starting Point is a new module that introduces TBL: what is it; how it should be used; and why it should be used. The poster shows these resources visually and provided handouts provide access information. For more information on this project contact: Phil Ruder, Pacific University, firstname.lastname@example.org; Scott Simkins, North Carolina AT&T State University, email@example.com; or Mark Maier, Glendale Community College, firstname.lastname@example.org
The Case for Mini-Cases in Teaching Economic Principles: An Application Using Tariffs
Using Discrete Choice Tables to Teach Consumer Choice in Introductory Economics Classrooms
Can Students Learn Better with Adaptive Learning Courseware?
- A2 - Economic Education and Teaching of Economics