Crude oil: using a large case to teach introductory economics
AbstractProblem-based learning is rather labor intensive for teaching staff. In addition, the problem-based structure does not work always optimally in practice. Brainstorming during pre-discussion of tasks becomes very superficial, preparation of the students is far from optimal, and post-discussion is more focused on repeating what is already in the book than on the task being discussed. However, these problems can be solved.This paper discusses a number of innovations in the format of the standard problem-based course. The uses of a large case study and the role of lectures in this, a virtual learning environment, subgroup activities, mind maps in post-discussion, and writing will be discussed. The combination of these innovations increases the efficiency of the group meetings and provides an opportunity to reduce the number of tutor group meetings. The approach that is discussed here is both useful for people who want to introduce problem-based learning as a learning approach in an efficient way as for those who want to improve on an existing problem based learning system.
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Bibliographic InfoPaper provided by Maastricht : METEOR, Maastricht Research School of Economics of Technology and Organization in its series Research Memoranda with number 013.
Date of creation: 2004
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- David Colander, 2003.
"The Complexity Revolution and the Future of Economics,"
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- repec:ner:maastr:urn:nbn:nl:ui:27-11254 is not listed on IDEAS
- Woltjer,G.B., 2004. "An efficient format for a problem based introductory economics course," Research Memoranda 014, Maastricht : METEOR, Maastricht Research School of Economics of Technology and Organization.
- Rienties,Bart & Woltjer,Geert, 2004. "Regular Online Assessment, Motivation and Learning," Research Memoranda 031, Maastricht : METEOR, Maastricht Research School of Economics of Technology and Organization.
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