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An Illustrated Case for Active Learning

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  • Michael K. Salemi

    ()
    (University of North Carolina)

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    Abstract

    Educational psychologists and instructional specialists agree that students should be actively involved in the educational process. Despite evidence that students learn better and are more committed to learning when they work with course material, chalk-and-talk remains the dominant pedagogy in economics instruction. This article provides a rationale for active learning in undergraduate economic courses based on the literature and on the author's experience. It provides examples of active learning exercises, explains why students and teachers benefit from active learning, and concludes that the benefits of active learning outweigh the costs. The exercises in this article focus on the concept of present value. A companion Web site provides exercises useful for teaching other financial market concepts.

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    Bibliographic Info

    Article provided by Southern Economic Association in its journal Southern Economic Journal.

    Volume (Year): 68 (2002)
    Issue (Month): 3 (January)
    Pages: 721-731

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    Handle: RePEc:sej:ancoec:v:68:3:y:2002:p:721-731

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    Web page: http://www.southerneconomic.org/
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    Cited by:
    1. Timothy E. Burson & Bradley W. Brooks & Steven Cox, 2012. "An Assessment of the Perceived Learning by Millennials during One-Day One-Topic Marketing Simulations," Discussion Paper Series, McColl School of Business, Queens University of Charlotte 2012-01, McColl School of Business, Queens University of Charlotte.
    2. Joshua C. Hall & Kaitlyn R. Harger, 2014. "Teaching Students to "Do" Public Choice in an Undergraduate Public Sector Course," Working Papers 14-16, Department of Economics, West Virginia University.

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