Changing the tutorial experience in introductory economics
It had been apparent to teaching staff of our department for some time that the tutorial system in place for large introductory-level classes was not functioning optimally. Tutorials were re-designed around problem solving and applications of theory, undertaken by students in small groups. Assessment was also re-designed in keeping with the changed course emphasis. In evaluating the success or otherwise of this change in approach, we used both qualitative and quantitative techniques. The qualitative responses of both students and tutors were very positive. Quantitative evidence of improved outcomes is harder to adduce, but we did find sufficient evidence to encourage colleagues to extend the changes to other large classes.
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Volume (Year): 37 (2003)
Issue (Month): 2 ()
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