{"title":"[Teaching Principles of Economics without \"Chalk and Talk\": The Experience of CNU Online]: Comment","authors":"H. Marvel","doi":"10.2307/1183072","DOIUrl":"https://doi.org/10.2307/1183072","url":null,"abstract":"","PeriodicalId":51564,"journal":{"name":"Journal of Economic Education","volume":"1 1","pages":"305"},"PeriodicalIF":0.9,"publicationDate":"1999-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73258152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"[Web-Based Learning Environments Guided by Principles of Good Teaching Practice]: Comment","authors":"R. Moore","doi":"10.2307/1183063","DOIUrl":"https://doi.org/10.2307/1183063","url":null,"abstract":"","PeriodicalId":51564,"journal":{"name":"Journal of Economic Education","volume":"56 1","pages":"262"},"PeriodicalIF":0.9,"publicationDate":"1999-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88729923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1999-01-22DOI: 10.1080/00220489909595993
M. A. Vachris
The age of the virtual university has arrived as computer technology, specifically the Internet, offers increased possibilities for higher education. No longer are students necessarily required to come to campus to obtain an education. With computer technology, the education comes to the student; students are freed from the time and space constraints of the traditional classroom. In addition to offering courses via computer, administrative services such as admissions, registration, advising, financial aid, and bookstore orders can be handled by computer, phone, or fax. In the United States, virtual universities have been developed by numerous private and public entities. For example, the University of Phoenix (www. uophx.edu) is a private distance-learning franchise company that provides educational opportunities for approximately 48,000 adult students. The University of California (www.california.edu) has a virtual university that coordinates all of the distance-learning opportunities offered through the state's accredited colleges and universities. Regional bodies, such as the Western Governors' Association (www.wgu.ed) and the Southern Regional Education Board (www.srec.sreb.org), have also entered the virtual university market. The State Council of Higher Education for Virginia (SCHEV) is currently studying the idea of a virtual university within the Commonwealth. As a step in that direction, five Virginia institutions of higher education are offering courses through the Southern Regional Education Board's electronic campus. This electronic campus is a consortium of 50 colleges and universities throughout the South that enables students to enroll in courses whose credits can be transferred among the member institutions. At Christopher Newport University (CNU), we have been offering courses via computer since the spring 1993 semester. The CNU Online program (www.cnuonline.cnu.edu) began as a pilot system developed by CNU faculty members. In September 1994, the on-line program was formally approved by the Commonwealth of Virginia. At that time, 8 courses were offered on-line to 138 students. Gradually the program has grown to include 50 courses from 15 departments offered to over 500 students (as of the fall 1997 semester). Students can complete their general education required courses on-line and can earn four-year undergraduate degrees without ever coming to campus.
{"title":"Teaching Principles of Economics without “Chalk and Talk”: The Experience of CNU Online","authors":"M. A. Vachris","doi":"10.1080/00220489909595993","DOIUrl":"https://doi.org/10.1080/00220489909595993","url":null,"abstract":"The age of the virtual university has arrived as computer technology, specifically the Internet, offers increased possibilities for higher education. No longer are students necessarily required to come to campus to obtain an education. With computer technology, the education comes to the student; students are freed from the time and space constraints of the traditional classroom. In addition to offering courses via computer, administrative services such as admissions, registration, advising, financial aid, and bookstore orders can be handled by computer, phone, or fax. In the United States, virtual universities have been developed by numerous private and public entities. For example, the University of Phoenix (www. uophx.edu) is a private distance-learning franchise company that provides educational opportunities for approximately 48,000 adult students. The University of California (www.california.edu) has a virtual university that coordinates all of the distance-learning opportunities offered through the state's accredited colleges and universities. Regional bodies, such as the Western Governors' Association (www.wgu.ed) and the Southern Regional Education Board (www.srec.sreb.org), have also entered the virtual university market. The State Council of Higher Education for Virginia (SCHEV) is currently studying the idea of a virtual university within the Commonwealth. As a step in that direction, five Virginia institutions of higher education are offering courses through the Southern Regional Education Board's electronic campus. This electronic campus is a consortium of 50 colleges and universities throughout the South that enables students to enroll in courses whose credits can be transferred among the member institutions. At Christopher Newport University (CNU), we have been offering courses via computer since the spring 1993 semester. The CNU Online program (www.cnuonline.cnu.edu) began as a pilot system developed by CNU faculty members. In September 1994, the on-line program was formally approved by the Commonwealth of Virginia. At that time, 8 courses were offered on-line to 138 students. Gradually the program has grown to include 50 courses from 15 departments offered to over 500 students (as of the fall 1997 semester). Students can complete their general education required courses on-line and can earn four-year undergraduate degrees without ever coming to campus.","PeriodicalId":51564,"journal":{"name":"Journal of Economic Education","volume":"219 1","pages":"292-303"},"PeriodicalIF":0.9,"publicationDate":"1999-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79014378","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1999-01-22DOI: 10.1080/00220489909595987
Léonie L. Stone
The availability of new classroom technologies has presented an array of choices to instructors. However, approaches to implementing these methods have been piecemeal and hampered by both the difficulty of learning and integrating these options and the lack of support materials. One reason for this is the time and effort required to learn the technologies; a second is the lack of a vision for how these approaches can be integrated with more traditional methods. Becker (1997, 1354) found that, in general, instructional methods in economics tend to be "consistent with a passive learning environment that does not engage students." As I demonstrate in this article, a system of computer-based lecture (CBL) design offers a method for greater student involvement with the lecture, even given the constraints of large classes. My system includes computer graphics, assisted notetaking, video, sound, and the World Wide Web (WWW). This approach offers a method of integrating the computer and its many applications. I discuss a number of the issues involved in implementing such technologies.
{"title":"Multimedia Instruction Methods","authors":"Léonie L. Stone","doi":"10.1080/00220489909595987","DOIUrl":"https://doi.org/10.1080/00220489909595987","url":null,"abstract":"The availability of new classroom technologies has presented an array of choices to instructors. However, approaches to implementing these methods have been piecemeal and hampered by both the difficulty of learning and integrating these options and the lack of support materials. One reason for this is the time and effort required to learn the technologies; a second is the lack of a vision for how these approaches can be integrated with more traditional methods. Becker (1997, 1354) found that, in general, instructional methods in economics tend to be \"consistent with a passive learning environment that does not engage students.\" As I demonstrate in this article, a system of computer-based lecture (CBL) design offers a method for greater student involvement with the lecture, even given the constraints of large classes. My system includes computer graphics, assisted notetaking, video, sound, and the World Wide Web (WWW). This approach offers a method of integrating the computer and its many applications. I discuss a number of the issues involved in implementing such technologies.","PeriodicalId":51564,"journal":{"name":"Journal of Economic Education","volume":"9 2","pages":"265-275"},"PeriodicalIF":0.9,"publicationDate":"1999-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72578746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"[Econometrics Lectures in a Computer Classroom]: Comment","authors":"J. Parker","doi":"10.2307/1183074","DOIUrl":"https://doi.org/10.2307/1183074","url":null,"abstract":"","PeriodicalId":51564,"journal":{"name":"Journal of Economic Education","volume":"81 1","pages":"321"},"PeriodicalIF":0.9,"publicationDate":"1999-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72697063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"[Promoting Active-Student Learning Using the World Wide Web in Economics Courses]: Comment","authors":"L. Manning","doi":"10.2307/1183069","DOIUrl":"https://doi.org/10.2307/1183069","url":null,"abstract":"","PeriodicalId":51564,"journal":{"name":"Journal of Economic Education","volume":"3 1","pages":"289"},"PeriodicalIF":0.9,"publicationDate":"1999-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79360171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1999-01-22DOI: 10.1080/00220489909595990
Scott P. Simkins
In recent years, as the number of economics majors and students taking economics courses has declined, the issue of pedagogy in economic education has taken on increased importance. Economists have begun to think seriously about how economics is taught to college students, especially in introductory courses where students often experience economics for the first time. An important element in the current focus on teaching within the economics discipline is the recognition that current teaching practices, which rely heavily on the lecture format, are not doing enough to develop students' cognitive learning skills, attract good students to economics, and motivate them to continue coursework in the discipline. Some economists have argued that to increase the effectiveness of economic education, and at the same time increase undergraduate enrollment in economics courses, economics instructors need to reexamine and change their current mix of teaching methods. In particular, advocates of pedagogical change emphasize the need for greater use of activeand collaborative-learning exercises that encourage students to take greater responsibility for their learning. Learning theory and educational research suggest that teaching strategies that actively engage students in the learning process increase the academic performance of students and generate more positive attitudes about learning.' At the same time, changes in instructional technology, in particular the development of the Internet and the World Wide Web, are providing new opportunities for improving teaching and learning. The challenge for instructors of economics is how to use effectively these new technologies to develop an active-studentlearning environment in economics courses.' In the following sections, I discuss how this technology can be used to encourage and motivate students to become active participants in the learning process and describe two Web-based activelearning exercises that can be used in introductory economics courses. The examples illustrate how Web technology can be integrated with traditional teaching methods to enhance learning for students with a variety of learning styles, at the same time making economics more relevant, more interesting, and more fun for teachers and students alike.
{"title":"Promoting Active-Student Learning Using the World Wide Web in Economics Courses","authors":"Scott P. Simkins","doi":"10.1080/00220489909595990","DOIUrl":"https://doi.org/10.1080/00220489909595990","url":null,"abstract":"In recent years, as the number of economics majors and students taking economics courses has declined, the issue of pedagogy in economic education has taken on increased importance. Economists have begun to think seriously about how economics is taught to college students, especially in introductory courses where students often experience economics for the first time. An important element in the current focus on teaching within the economics discipline is the recognition that current teaching practices, which rely heavily on the lecture format, are not doing enough to develop students' cognitive learning skills, attract good students to economics, and motivate them to continue coursework in the discipline. Some economists have argued that to increase the effectiveness of economic education, and at the same time increase undergraduate enrollment in economics courses, economics instructors need to reexamine and change their current mix of teaching methods. In particular, advocates of pedagogical change emphasize the need for greater use of activeand collaborative-learning exercises that encourage students to take greater responsibility for their learning. Learning theory and educational research suggest that teaching strategies that actively engage students in the learning process increase the academic performance of students and generate more positive attitudes about learning.' At the same time, changes in instructional technology, in particular the development of the Internet and the World Wide Web, are providing new opportunities for improving teaching and learning. The challenge for instructors of economics is how to use effectively these new technologies to develop an active-studentlearning environment in economics courses.' In the following sections, I discuss how this technology can be used to encourage and motivate students to become active participants in the learning process and describe two Web-based activelearning exercises that can be used in introductory economics courses. The examples illustrate how Web technology can be integrated with traditional teaching methods to enhance learning for students with a variety of learning styles, at the same time making economics more relevant, more interesting, and more fun for teachers and students alike.","PeriodicalId":51564,"journal":{"name":"Journal of Economic Education","volume":"1 1","pages":"278-287"},"PeriodicalIF":0.9,"publicationDate":"1999-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89674293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"[Using the Web to Improve Computer-Aided Instruction in Economics]: Comment","authors":"D. Schodt","doi":"10.2307/1183059","DOIUrl":"https://doi.org/10.2307/1183059","url":null,"abstract":"","PeriodicalId":51564,"journal":{"name":"Journal of Economic Education","volume":"22 9","pages":"243"},"PeriodicalIF":0.9,"publicationDate":"1999-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/1183059","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72406399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"[Promoting Active-Student Learning Using the World Wide Web in Economics Courses]: Comment","authors":"Kim Sosin","doi":"10.2307/1183068","DOIUrl":"https://doi.org/10.2307/1183068","url":null,"abstract":"","PeriodicalId":51564,"journal":{"name":"Journal of Economic Education","volume":"30 1","pages":"287"},"PeriodicalIF":0.9,"publicationDate":"1999-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80027737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1999-01-01DOI: 10.1080/00220489909595933
R. Robb, A. Robb
In this paper we explore the question of whether the gender of the instructor in first year university microeconomis might play a role either in the performance of students, and espatially the performance of female students, in microeconomics, or, in the likelihood that student will continue in economics.
{"title":"Gender and the Study of Economics: The Role of Gender of the Instructor","authors":"R. Robb, A. Robb","doi":"10.1080/00220489909595933","DOIUrl":"https://doi.org/10.1080/00220489909595933","url":null,"abstract":"In this paper we explore the question of whether the gender of the instructor in first year university microeconomis might play a role either in the performance of students, and espatially the performance of female students, in microeconomics, or, in the likelihood that student will continue in economics.","PeriodicalId":51564,"journal":{"name":"Journal of Economic Education","volume":"48 1","pages":"3-19"},"PeriodicalIF":0.9,"publicationDate":"1999-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80962628","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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