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Making Large Classes Small(er): Assessing the Effectiveness Of a Hybrid Teaching Technology

Barb Bloemhof () and John Livernois
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Barb Bloemhof: Department of Economics and BHSc Program, McMaster University

No 1111, Working Papers from University of Guelph, Department of Economics and Finance

Abstract: This paper examines learning outcomes in a one-semester introductory microeconomics course where contact time with the instructor was reduced by two-thirds and students were expected to view pre-recorded lectures on-line and come to class prepared to engage in discussion. Students were pre-and post-tested using the Test of Understanding in College Economics (TUCE - 4). Learning outcomes as measured by the change in test scores are found to be as good as or better than calibrating data for groups assessed using the TUCE - 4. In addition to being a more enjoyable course for the instructor, the course design can be part of a more self-directed curriculum that uses available resources more efficiently to achieve similar learning objectives to a lecture-based introductory course.

Keywords: active learning; assessment; computer-assisted instruction; introductory microeconomics (search for similar items in EconPapers)
JEL-codes: A22 (search for similar items in EconPapers)
Pages: 37 pages
Date: 2011
New Economics Papers: this item is included in nep-edu
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Persistent link: https://EconPapers.repec.org/RePEc:gue:guelph:2011-11

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