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The Instructor's Optimal Mix of Teaching Methods

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  • Ross Guest

Abstract

This paper presents a model for determining the lecturer's optimal mix of teaching methods. The optimal mix balances the greater time cost of more active teaching methods against the increase in the quality of the learning outcomes that result. In the case of two students in a class, one active learner and one passive learner, the optimal teaching mix and the time that each student chooses to spend learning are jointly determined. The paper also shows that the response of the optimal teaching mix to changes in the learning technology depends on the instructor's (or the university's) utility function. A Benthemite utility function implies equal weighting for additional learning outcomes of 'academic' and 'non-academic' students. A Rawlsian utility function implies a higher weighting of additional learning outcomes of 'non-academic' students. These and other utility functions imply different optimal teaching mixes.

Suggested Citation

  • Ross Guest, 2001. "The Instructor's Optimal Mix of Teaching Methods," Education Economics, Taylor & Francis Journals, vol. 9(3), pages 313-326.
    • Handle: RePEc:taf:edecon:v:9:y:2001:i:3:p:313-326
    DOI: 10.1080/09645290110086162
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    References listed on IDEAS

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    Cited by:

    1. Justin Ross, 2008. "A theoretical model of the distribution of teacher attention under benchmark testing," Economics Bulletin, AccessEcon, vol. 9(29), pages 1-8.
    2. Gomis-Porqueras, Pedro & Rodrigues-Neto, José A., 2018. "Teaching technologies, attendance, learning and the optimal level of access to online materials," Economic Modelling, Elsevier, vol. 73(C), pages 329-342.
    3. Carmen Lamagna & Sheikh Selim, 2005. "Heterogeneous Students, Impartial Teaching and Optimal Allocation of Teaching Methods," General Economics and Teaching 0503011, University Library of Munich, Germany.

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