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Make Lectures Match How We Learn: The Nonlinear Teaching Approach to Economics

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  • Zhou, Peng

    (Cardiff Business School, Cardiff University)

Abstract

This paper proposes a nonlinear teaching approach, based on learning theories in cognitive psychology, with a special focus on large-cohort economics modules. The fundamental rationale is to match the features of teaching with the nature of learning. This approach was implemented in an undergraduate economics module, which received qualitative feedback and quantitative evaluation. Formal econometric models with both binary and continuous treatment effects were developed and estimated to quantify the effects of the proposed approach. Evidence shows that the nonlinear teaching approach significantly improves the effectiveness and efficiency of the learning-teaching process but does not promote student attendance.

Suggested Citation

  • Zhou, Peng, 2025. "Make Lectures Match How We Learn: The Nonlinear Teaching Approach to Economics," Cardiff Economics Working Papers E2025/11, Cardiff University, Cardiff Business School, Economics Section.
    • Handle: RePEc:cdf:wpaper:2025/11
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    References listed on IDEAS

    as
    1. Chin-Siang Ang & Kam-Fong Lee & Genevieve F. Dipolog-Ubanan, 2019. "Determinants of First-Year Student Identity and Satisfaction in Higher Education: A Quantitative Case Study," SAGE Open, , vol. 9(2), pages 21582440198, April.
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    More about this item

    Keywords

    nonlinear teaching approach; higher education; experimental action research; treatment effects;
    All these keywords.

    JEL classification:

    • A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate

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