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First-year Teaching-Learning Environments in Economics

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  • Nicola Reimann

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    (University of Durham)

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    Abstract

    This paper offers an analysis of selected first-year teaching-learning environments in economics. Evidence is derived from 41 semi-structured interviews conducted as part of the Enhancing Teaching-Learning Environments in Undergraduate Courses (ETL) Project with staff and students in three introductory economics modules from three different UK economics departments. By applying and extending Biggs' notion of constructive alignment, variation between the three settings is attributed to attempts to align the environments with the students whom each module accommodates, in particular with students with and without previous knowledge of economics. The inductive, problem-first approach is interpreted as one possible way of aligning the teaching-learning environment with students, as it takes the importance of real-world examples and application of theory for student learning into account. This differs fundamentally from the more common deductive, theory-first approach.

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    Bibliographic Info

    Article provided by Economics Network, University of Bristol in its journal International Review of Economics Education.

    Volume (Year): 3 (2004)
    Issue (Month): 1 ()
    Pages: 9-38

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    Handle: RePEc:che:ireepp:v:3:y:2004:i:1:p:9-38

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    Cited by:
    1. Elias Katsikas, 2009. "Elements and Symptoms of a Poor Higher Education system: Evidence from a Greek University," Discussion Paper Series 2009_17, Department of Economics, University of Macedonia, revised Dec 2009.
    2. Elias Katsikas & Theodore Panagiotidis, 2011. "Student Status and Academic Performance: Accounting for the Symptom of Long Duration of Studies in Greece," Discussion Paper Series 2011_04, Department of Economics, University of Macedonia, revised Mar 2011.
    3. Don J. Webber & Andrew Mearman, 2009. "Students’ perceptions of economics:Identifying demand for further study," Working Papers 0914, Department of Accounting, Economics and Finance, Bristol Business School, University of the West of England, Bristol.
    4. Elias Katsikas & Theodore Panagiotidis, 2010. "Student Status and Academic Performance: an approach of the quality determinants of university studies in Greece," GreeSE – Hellenic Observatory Papers on Greece and Southeast Europe 40, Hellenic Observatory, LSE.
    5. Dr. Mohammad Alauddin & Professor John Foster, 2005. "Teaching Economics at the University Level: Dynamics of Parameters and Implications," Discussion Papers Series 339, School of Economics, University of Queensland, Australia.

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