Exploring Students' Views on the Teaching
The basic hypothesis to be inquired is the use of computers and the internet in the teaching of economic modules does not affect student learning and retention. The research restrictions were that research was carried out at a Department of the University of Piraeus during the 2006-2007 spring semester. 55 students took part in the research in total. The module was taught at the computer lab – there were 25 computers for the 23 students who participated in the computer-based lesson, therefore each one worked individually. The remaining 32 students were taught in a lecture hall and there was no use of technology involved. Before the start of the lessons students took a pre-test comprised of five true-false questions and five multiple-choice questions. During the final lesson students took a post-test, after the completion of the lessons students filled in a questionnaire and expressed their views on computers and the teaching that took place both at the computer lab and the lecture hall.
Volume (Year): 5 (2008)
Issue (Month): 1 (March)
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- Watts, Michael, 1987. "Student Gender and School District Differences Affecting the Stock and Flow of Economic Knowledge," The Review of Economics and Statistics, MIT Press, vol. 69(3), pages 561-66, August.
- Scott P. Simkins, 1999. "Promoting Active-Student Learning Using the World Wide Web in Economics Courses," The Journal of Economic Education, Taylor & Francis Journals, vol. 30(3), pages 278-287, January.
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- Buckles, Stephen & Morton, John S, 1988. "The Effects of Advanced Placement on College Introductory Economics Courses," American Economic Review, American Economic Association, vol. 78(2), pages 263-268, May.
- Siegfried, John J & Fels, Rendigs, 1979. "Research on Teaching College Economics: A Survey," Journal of Economic Literature, American Economic Association, vol. 17(3), pages 923-969, September.
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