Retaking a course in Economics: Innovative methodologies to simulate academic performance in large groups

Gemma Abio, Manuela Alcáñiz, Marta Gómez-Puig (), Gloria Rubert (), Mónica Serrano (), Alexandrina Stoyanova () and Montserrat Vilalta-Bufi
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Manuela Alcáñiz: AQR Research Group-IREA. University of Barcelona
Gloria Rubert: AQR Research Group-IREA. University of Barcelona
Mónica Serrano: AQR Research Group-IREA. University of Barcelona
Alexandrina Stoyanova: AQR Research Group-IREA. University of Barcelona

No 201609, IREA Working Papers from University of Barcelona, Research Institute of Applied Economics

Abstract: Students who have to retake courses at university are often not only low-achieving, but also unmotivated and lacking self-confidence. These problems may be accentuated in large groups of repeater students. In this context, the implementation of new teaching approaches to cater for their needs is a priority. This paper reports the experience of a teaching strategy based on the implementation of flipped classroom, team-based learning, and frequent testing methodologies in large groups of students retaking a subject. The study was carried out during the academic years 2013/14 and 2014/15 at the Faculty of Economy and Business, University of Barcelona (Spain). The results reflect a significant increase in the motivation and academic performance of these students, and validate the application of this strategy in large groups.

Keywords: Teaching innovation; flipped classroom; team based learning; frequent testing; large groups; retake subjects; economics. JEL classification: A20; A22 (search for similar items in EconPapers)
Pages: 25 pages
Date: 2016-04, Revised 2016-04
New Economics Papers: this item is included in nep-cse, nep-edu and nep-pke
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Persistent link: https://EconPapers.repec.org/RePEc:ira:wpaper:201609

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