A meta-analysis of technology: Interventions in collegiate economics classes

Johnson, Marianne; Meder, Martin E.

doi:10.1080/00220485.2020.1845261

Cited by 13 publications

(3 citation statements)

References 38 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The authors also find that most studies that examine individual pieces of technology show insignificant effects on student performance. This is similar to the conclusion reached by Johnson and Meder (2021) in their meta-analysis of technology interventions. Even so, Allgood et al (2015) hypothesize that new technology could improve student performance if it represents a large enough change for students.…”

Section: Introductionsupporting

confidence: 89%

Testing the effects of adaptive learning courseware on student performance: An experimental approach

Eau

Hoodin

Musaddiq

2021

Southern Economic Journal

View full text Add to dashboard Cite

An increasing number of college and university courses are being offered in an online format. Even for courses offered face-to-face, instructors are increasingly turning towards the use of online platforms to help with student learning, especially for courses with high enrollment. This study tests the efficacy of adaptive learning platforms in a sample of undergraduate students at a large urban university, using an experimental design that compares the learning outcomes of students in classrooms that used an adaptive learning tool to those that did not. The results indicate that better performing students, particularly female students, benefit the most from using adaptive learning tools.

show abstract

Section: Introductionsupporting

confidence: 89%

Testing the effects of adaptive learning courseware on student performance: An experimental approach

Eau

Hoodin

Musaddiq

2021

Southern Economic Journal

View full text Add to dashboard Cite

show abstract

“…The authors also provide a list of studies (p. 31) in business, social science, and other academic disciplines that can serve as a reference to those thinking about adopting the blended model of instruction. Other source papers can be found in a recent meta-analysis article published in The Journal of Economic Education (Johnson & Meder, 2021). The second approach suggested by Goffe and Kauper is to make prepackaged material available to instructors to reduce their time and preparation costs.…”

Section: Discussionmentioning

confidence: 99%

Teaching Methods in Undergraduate Intermediate Theory, Statistics and Econometrics, and Other Upper-Division Economics Courses: Results From a Sixth National Quinquennial Survey

Harter

Asarta

2021

The American Economist

View full text Add to dashboard Cite

This article is an extension of a recent article published in The American Economist (Asarta et al., 2021) and presents the second report of basic findings from the 2020 online administration of the sixth national quinquennial survey on teaching and assessment methods in economics. Consistent with the results from the first report, we find that “chalk and talk” remains the staple method of instruction across the entire undergraduate economics curriculum. Lessons, activities, and references that address diversity, inclusion, or gender issues are almost never used in intermediate theory, statistics and econometrics, and other upper-division field courses. There has been notable growth in the use of cooperative learning/small-group assignments, as well as in instructor-led and “student(s) with student(s)” discussions over the past 25 years. Overall, however, there have been minimal changes in teaching methods over time.JEL Classifications: A20, A22

show abstract

“…Research indicates that such practices not only improve conceptual understanding but also enhance students' ability to apply economic theories pragmatically [28].…”

Section: Large-cohort Teachingmentioning

confidence: 99%

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

Zhou

2024

Education Sciences

View full text Add to dashboard Cite

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.

show abstract

A meta-analysis of technology: Interventions in collegiate economics classes

Cited by 13 publications

References 38 publications

Testing the effects of adaptive learning courseware on student performance: An experimental approach

Testing the effects of adaptive learning courseware on student performance: An experimental approach

Teaching Methods in Undergraduate Intermediate Theory, Statistics and Econometrics, and Other Upper-Division Economics Courses: Results From a Sixth National Quinquennial Survey

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

Contact Info

Product

Resources

About