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An Illustrated Case for Active Learning


  • Michael K. Salemi

    () (University of North Carolina)


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.

Suggested Citation

  • Michael K. Salemi, 2002. "An Illustrated Case for Active Learning," Southern Economic Journal, Southern Economic Association, vol. 68(3), pages 721-731, January.
  • Handle: RePEc:sej:ancoec:v:68:3:y:2002:p:721-731

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    Cited by:

    1. repec:jtc:journl:v:2:y:2017:i:1:p:14-29 is not listed on IDEAS
    2. Stephen Loeb, 2015. "Active Learning: An Advantageous Yet Challenging Approach to Accounting Ethics Instruction," Journal of Business Ethics, Springer, vol. 127(1), pages 221-230, March.
    3. Hall, Joshua C. & Podemska-Mikluch, Marta, 2015. "Teaching the economic way of thinking through Op-eds," International Review of Economics Education, Elsevier, vol. 19(C), pages 13-21.
    4. 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.
    5. 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 2012-01, McColl School of Business, Queens University of Charlotte.
    6. Michael K. Salemi, 2010. "Developing Teacher Expertise for Economists through a Workshop Experience," Chapters,in: Teaching Innovations in Economics, chapter 1 Edward Elgar Publishing.
    7. Marta Podemska-Mikluch & Darwyyn Deyo & David T. Mitchell, 2016. "Public Choice Lessons from the Wizarding World of Harry Potter," Journal of Private Enterprise, The Association of Private Enterprise Education, vol. 31(Spring 20), pages 57-69.
    8. repec:eee:ireced:v:26:y:2017:i:c:p:14-18 is not listed on IDEAS
    9. Ninos P. Malek & Joshua C. Hall & Collin Hodges, 2014. "A Review and Analysis of the Effectiveness of Alternative Teaching Methods on Student Learning in Economics," Working Papers 14-27, Department of Economics, West Virginia University.

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