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Making Large Classes Small(er): Assessing the Effectiveness Of a Hybrid Teaching Technology

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Author Info

  • Barb Bloemhof

    ()
    (Department of Economics and BHSc Program, McMaster University)

  • John Livernois

    ()
    (Department of Economics and Finance, University of Guelph)

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    Abstract

    This paper examines learning outcomes in a one-semester introductory microeconomics course where contact time with the instructor was reduced by two-thirds and students were expected to view pre-recorded lectures on-line and come to class prepared to engage in discussion. Students were pre-and post-tested using the Test of Understanding in College Economics (TUCE - 4). Learning outcomes as measured by the change in test scores are found to be as good as or better than calibrating data for groups assessed using the TUCE - 4. In addition to being a more enjoyable course for the instructor, the course design can be part of a more self-directed curriculum that uses available resources more efficiently to achieve similar learning objectives to a lecture-based introductory course.

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    File URL: http://www.uoguelph.ca/economics/sites/uoguelph.ca.economics/files/2011-11.pdf
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    Bibliographic Info

    Paper provided by University of Guelph, Department of Economics and Finance in its series Working Papers with number 1111.

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    Length: 37 pages
    Date of creation: 2011
    Date of revision:
    Handle: RePEc:gue:guelph:2011-11

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    Postal: Guelph, Ontario, N1G 2W1
    Phone: (519) 824-4120 ext. 53898
    Fax: (519) 763-8497
    Web page: https://www.uoguelph.ca/economics/
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    Related research

    Keywords: active learning; assessment; computer-assisted instruction; introductory microeconomics;

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    References

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    1. Dobkin, Carlos & Gil, Ricard & Marion, Justin, 2010. "Skipping class in college and exam performance: Evidence from a regression discontinuity classroom experiment," Economics of Education Review, Elsevier, vol. 29(4), pages 566-575, August.
    2. Sims, David P., 2009. "Crowding Peter to educate Paul: Lessons from a class size reduction externality," Economics of Education Review, Elsevier, vol. 28(4), pages 465-473, August.
    3. J J Arias & Douglas M. Walker, 2004. "Additional Evidence on the Relationship between Class Size and Student Performance," The Journal of Economic Education, Taylor & Francis Journals, vol. 35(4), pages 311-329, October.
    4. Guido Schwerdt & Amelie C. Wuppermann, 2009. "Is Traditional Teaching really all that Bad? A Within-Student Between-Subject Approach," CESifo Working Paper Series 2634, CESifo Group Munich.
    5. Siegfried, John J, et al, 1991. "The Economics Major: Can and Should We Do Better Than a B Minus?," American Economic Review, American Economic Association, vol. 81(2), pages 20-25, May.
    6. Bedard, Kelly & Kuhn, Peter, 2008. "Where class size really matters: Class size and student ratings of instructor effectiveness," Economics of Education Review, Elsevier, vol. 27(3), pages 253-265, June.
    7. Siegfried, John J & Fels, Rendigs, 1979. "Research on Teaching College Economics: A Survey," Journal of Economic Literature, American Economic Association, vol. 17(3), pages 923-69, September.
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