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Flipping the classroom with econlowdown.org

Author

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  • Diego Mendez-Carbajo
  • Lucy C. Malakar

Abstract

In this article, the authors describe two independent efforts at “flipping” introductory economics courses employing econlowodown.org resources from the Federal Reserve Bank of St. Louis. From an instructor’s perspective, it is relatively simple to locate the high-quality free resources available online and assign them to students. Their alignment with national content standards in economics and prescribed State of Ohio learning outcomes are important adoption considerations under performance-based funding constraints. The authors document high rates of assignment completion, suggesting students found the resources easy to access and engaging. Overall, they found the online video podcasts and virtual lectures produced by the economic education specialists and instructional designers at the St. Louis Fed to be valuable instructional assets in different institutional settings and across disparate student populations.

Suggested Citation

  • Diego Mendez-Carbajo & Lucy C. Malakar, 2020. "Flipping the classroom with econlowdown.org," The Journal of Economic Education, Taylor & Francis Journals, vol. 51(1), pages 95-102, January.
    • Handle: RePEc:taf:jeduce:v:51:y:2020:i:1:p:95-102
    DOI: 10.1080/00220485.2019.1687376
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    Cited by:

    1. Cynthia Harter & Carlos J. Asarta, 2022. "Teaching Methods in Undergraduate Intermediate Theory, Statistics and Econometrics, and Other Upper-Division Economics Courses: Results From a Sixth National Quinquennial Survey," The American Economist, Sage Publications, vol. 67(1), pages 132-146, March.
    2. Diego Mendez-Carbajo, 2023. "Using Federal Reserve Economic Data® Data to Address Diversity and Inclusion in the Classroom," The American Economist, Sage Publications, vol. 68(1), pages 126-139, March.
    3. Peter Mikek, 2023. "A Flipped Classroom Experiment in Growth Theory," Eastern Economic Journal, Palgrave Macmillan;Eastern Economic Association, vol. 49(3), pages 433-456, June.
    4. Diego Mendez-Carbajo, 2023. "The Effectiveness of Logical Distractors in an Online Module," Eastern Economic Journal, Palgrave Macmillan;Eastern Economic Association, vol. 49(1), pages 15-30, January.

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