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Active and Cooperative Learning Using Web-Based Simulations

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  • Stephen J. Schmidt

Abstract

The author discusses the advantages of using computers and the World Wide Web in classroom simulation exercises. Using networked computers permits a richer simulation design, allows more complicated decisions by the students, and facilitates reporting results for later discussion. The Web is an ideal technology for such simulations because computers already have Web-capable browsers, with which students are familiar, and information on creating Web sites is readily available. The author discusses these points in the context of a sample simulation that teaches basic economic principles of trade, investment, and public goods in the context of American economic history.

Suggested Citation

  • Stephen J. Schmidt, 2003. "Active and Cooperative Learning Using Web-Based Simulations," The Journal of Economic Education, Taylor & Francis Journals, vol. 34(2), pages 151-167, January.
    • Handle: RePEc:taf:jeduce:v:34:y:2003:i:2:p:151-167
    DOI: 10.1080/00220480309595209
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    References listed on IDEAS

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    1. Peter Bossaerts & Charles Plott, 2004. "Basic Principles of Asset Pricing Theory: Evidence from Large-Scale Experimental Financial Markets," Review of Finance, European Finance Association, vol. 8(2), pages 135-169.
    2. Charles A. Holt & Susan K. Laury, 1997. "Classroom Games: Voluntary Provision of a Public Good," Journal of Economic Perspectives, American Economic Association, vol. 11(4), pages 209-215, Fall.
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    Cited by:

    1. Snarr, Hal W. & Gold, Steven C., 2005. "The design and use of macroeconomics simulation using maple software: A pilot study," MPRA Paper 37061, University Library of Munich, Germany.
    2. Sucharita Ghosh & Francesco Renna, 2009. "Using Electronic Response Systems in Economics Classes," The Journal of Economic Education, Taylor & Francis Journals, vol. 40(4), pages 354-365, October.
    3. Alberto Isgut & Ganesan Ravishanker & Tanya Rosenblat, 2005. "The Basics of International Trade: A Classroom Experiment," Wesleyan Economics Working Papers 2005-013, Wesleyan University, Department of Economics.
    4. Lester Hadsell & Gerald T. Burke, 2007. "Computers, Learning Outcomes, and the Choices Facing Students," Eastern Economic Journal, Eastern Economic Association, vol. 33(1), pages 111-124, Winter.
    5. Jingyuan Fu & Meng Sun & Minhong Wang, 2022. "Simulation-Assisted Learning about a Complex Economic System: Impact on Low- and High-Achieving Students," Sustainability, MDPI, vol. 14(10), pages 1-17, May.
    6. Thomas Kemp & Tim Wunder, 2007. "Simulating inequality and social order in the classroom: A macroeconomic game," Review of Social Economy, Taylor & Francis Journals, vol. 65(4), pages 425-443.
    7. Tim Kochanski, 2012. "Toward Teaching Markets as Complex Systems: A Web Based Simulation Assignment Implemented in Netlogo," International Review of Economic Education, Economics Network, University of Bristol, vol. 11(2), pages 102-114.
    8. Peter Navarro, 2015. "How Economics Faculty Can Survive (and Perhaps Thrive) in a Brave New Online World," Journal of Economic Perspectives, American Economic Association, vol. 29(4), pages 155-176, Fall.

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