A Hybrid Approach to Case Teaching
We structure case based teaching using a combination of computer-support technology and in-class activities. We create and design an on-line learning tool, Case Study On-line (CSOL) that enables instructor to structure the delivery of teaching resources and set up assignment tasks in the system. The tool enables tasks to be set in a way that they can be completed sequentially, and learning resources can be accessed only when required by students. Upon submission of their assignments, students can promptly receive instructors explanations to the tasks. Follow up activities take place in class, with the objective to promote active learning. The tool was adopted over two semesters in an undergraduate economics course and surveys were conducted among the students to evaluate the effectiveness of the tool. The results of the survey were very positive, providing support to our belief that a system of well-designed case teaching delivery tool, together with classroom activities, is able to increase the level of students engagement and interest. The paper helps to address some concerns about teaching methods in undergraduate economics courses.
|Date of creation:||Jan 2007|
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- William E. Becker, 1997. "Teaching Economics to Undergraduates," Journal of Economic Literature, American Economic Association, vol. 35(3), pages 1347-1373, September.
- Becker, William E & Watts, Michael, 1995. "Teaching Tools: Teaching Methods in Undergraduate Economics," Economic Inquiry, Western Economic Association International, vol. 33(4), pages 692-700, October.
- William E. Becker, 2000. "Teaching Economics in the 21st Century," Journal of Economic Perspectives, American Economic Association, vol. 14(1), pages 109-119, Winter.
- Myra H. Strober & Allen Cook & Kasi Allen Fuller, 1997. "Making and Correcting Errors in Student Economic Analyses: An Examination of Videotapes," The Journal of Economic Education, Taylor & Francis Journals, vol. 28(3), pages 255-271, September.
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