Cooperative Learning in a Macroeconomics Course: A Team Simulation

Cohn, Cheryl L.

doi:10.1080/87567559909595784

Cited by 16 publications

(8 citation statements)

References 6 publications

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“…Some argue that group project participants are better able to develop their critical thinking skills through their interactions with other group members than those working on their own (Cohn 1999;Dundes 2001;Millis and Cottell 1998;Tanenbaum et al 1999). From being forced to discuss ideological differences between group members to simply brainstorming various viewpoints, group projects are believed to generate problem-solving skills that would not arise in traditional lectures (Walker 1996).…”

Section: The Appeal Of Group Workmentioning

confidence: 96%

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Addressing issues in group work in the classroom

Monk–Turner¹,

Payne²

2005

Journal of Criminal Justice Education

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Section: The Appeal Of Group Workmentioning

confidence: 96%

“…For example, Walker (1996) suggests that group projects may improve students' memories. In the immediate sense, students are afforded an educational strategy that helps them learn about a particular topic (Cohn 1999).…”

Section: The Appeal Of Group Workmentioning

confidence: 99%

Addressing issues in group work in the classroom

Monk–Turner¹,

Payne²

2005

Journal of Criminal Justice Education

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“…Anecdotal evidence has suggested that potential benefits of team roles in relation to promoting positive team interdependence include counteracting social loafing, promoting student interactions, enhancing learner autonomy, and promoting learning for all students, especially underrepresented groups (Brewer & Klein, 2006; Cohn, 1999; Rosser, 1998). Despite the popularity of using team roles in a cooperative environment, little is known about how specifically team roles promote team interdependence or how students perceive team roles in a learning environment.…”

mentioning

confidence: 99%

Students’ Understanding and Perceptions of Assigned Team Roles in a Classroom Laboratory Environment

Ott

Kephart

Stolle-McAllister

et al. 2018

Journal of College Science Teaching

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Using a cooperative learning framework in a quantitative reasoning laboratory course, students were assigned to static teams of four in which they adopted roles that rotated regularly. The roles included: team leader, protocol manager, data recorder, and researcher. Using a mixed-methods approach, we investigated students' perceptions of the team roles and specifically addressed students' understanding of the roles, students' beliefs in their ability to enact the roles, and whether working with assigned team roles supported the teams to work effectively and cohesively. Although students expressed confidence in their understanding of the team roles, their understanding differed from the initial descriptions. This suggests that students' understanding of team roles may be influenced by a variety of factors, including their experiences within their teams. Students also reported that some roles appeared to lack a purpose, implying that for roles to be successful, they must have a clear purpose. Finally, the fact that many students reported ignoring the team roles suggests that students do not perceive roles as a requirement for team productivity and cohesion. On the basis of these findings, we provide recommendations for instructors wishing to establish a classroom group laboratory environment.

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“…• Become active participants in their own learning and development, rather than passive recipients of others' goals, ideas and experiences • Engage in critical and creative consideration of what and how they learn • Contribute to and support their own learning and the learning of others for the general benefit and welfare of all • • Experience increased responsibility for their own learning and the learning of the group • Learn to work together positively, productively, meaningfully and authentically with members of the group Despite these advantages research indicates that co-operative learning is hardly ever used in undergraduate economics classes (Cohn, 1999). In the Business and the Macroeconomic Environment module it was decided, due to the benefits associated with co-operative learning and the need to ensure students interacted vigorously with the content, that co-operative learning would be an important complement to individual learning and a key component of the delivery approach.…”

Section: Overviewmentioning

confidence: 95%

Teaching and assessing intermediate macroeconomics: An innovative approach

Hedges¹,

Perry²

2003

New Zealand Economic Papers

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Research on pedagogica1 issues associated with the delivery and assessment of economics curriculum has increased noticeably since the early 1990s. This has been driven partly by necessity, as declining numbers in economics majors have caused departments to evaluate their performance, partly by the interests of some economists in pedagogy and partly by an increase in teaching of economics to students who have opted for majors other than economics. This paper arises from the latter two causes and reports on an innovation that has been used since 2000 with classes containing both business economics and international business students at Auckland University of Technology (AUT), Auckland, New Zealand. Given that students in international business at AUT are drawn from a range of faculties, including business, science and arts, there is no guarantee that they have any background in economics when they enrol in Business and the Macroeconomic Environment, an intermediate level open economy macroeconomics paper and a core paper in both the Business Economics and the International Business majors in the Bachelor of Business Degree. The business economics major students have completed the equivalent of a first year macroeconomics course before they enter this paper. In order to meet the needs of the course and those of the students, the lecturers on this course have developed an innovative assessment and teaching approach. The emphasis of this approach is in aiding the students to cross the threshold from theory to application using real world data and a business application. The rationale for, and details of the approach are outlined and the performance of this new approach is briefly evaluated.

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Cooperative Learning in a Macroeconomics Course: A Team Simulation

Cited by 16 publications

References 6 publications

Addressing issues in group work in the classroom

Addressing issues in group work in the classroom

Students’ Understanding and Perceptions of Assigned Team Roles in a Classroom Laboratory Environment

Teaching and assessing intermediate macroeconomics: An innovative approach

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