Twenty-three years of teaching economics with technology

Marianne Johnson and Martin E. Meder

International Review of Economics Education, 2024, vol. 45, issue C

Abstract: This meta-analysis considers the use of technology to facilitate learning in undergraduate economics courses. We ask what technologies have been adopted, who did the adopting, and how effectiveness was evaluated. A survey of 277 articles published between 2000 and 2022 demonstrates that while many of the technologies adopted for teaching reflected contemporary trends, studies of online and hybrid courses and flipped classrooms are now staples of the literature. Pedagogical studies that explore novel applications without quantifiable evaluative outcomes have declined substantially, whereas the number of studies that empirically estimate learning gains have doubled. Increasingly, researchers leverage random control trials and quasi-experiments.

Keywords: Technology; Computers; Undergraduate economics; Economic education; Meta-analysis (search for similar items in EconPapers)
JEL-codes: A22 I23 (search for similar items in EconPapers)
Date: 2024
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Citations: View citations in EconPapers (1)

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Persistent link: https://EconPapers.repec.org/RePEc:eee:ireced:v:45:y:2024:i:c:s1477388023000208

DOI: 10.1016/j.iree.2023.100279

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