Beyond the Lecture: Case Teaching and the Learning of Economic Theory

Carlson, John A.; Schodt, David W.

doi:10.2307/1183462

Cited by 27 publications

(21 citation statements)

References 5 publications

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“…Case teaching is a form of discussion teaching in which teachers or students prepare a case and then seek collectively through in-class or out-class discussion a solution to the problem presented by the case [1]. Case teaching is one of effective method, the effectiveness is supported by empirical evidence collected through classroom researches [1][2] and by learning theory [3][4].…”

Section: Introductionmentioning

confidence: 99%

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Notice of Retraction: To Explore Case-Driven Teaching Mode for Mechanical CG Course

Wei

2010

2010 Second International Workshop on Education Technology and Computer Science

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This paper initially proposes a new model about the mechanical computer graphics' teaching system based on cases. It elaborates on thoughts of characteristics of computer graphics, case selection, mechanical student interests and desired leaning outcomes. Then, the paper presents the implementation of mechanical CG case teaching. According to the characteristic of CG and mechanical students, we design a synthetic computer scenes case in which all theories or algorithms of CG are included. This new teaching model is applied to two grades of students, the final results proved that the efficiency and quality of teaching have been improved in practice.

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Section: Introductionmentioning

confidence: 99%

“…Case teaching is one of effective method, the effectiveness is supported by empirical evidence collected through classroom researches [1][2] and by learning theory [3][4]. It is a shift from Teacher-centered to student-centered instruction.…”

Section: Introductionmentioning

confidence: 99%

Notice of Retraction: To Explore Case-Driven Teaching Mode for Mechanical CG Course

Wei

2010

2010 Second International Workshop on Education Technology and Computer Science

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“…The use of student evaluations is found in other educational publications (e.g. Carlson & Schodt's (1995) analysis of case studies for the teaching of economics) but it is not always the preferred approach. For example, Underwood et al (1996) and Raymondo and Garrett (1998) chose to focus on changes in student performance based on class tests and exam performance, while Wilmoth and Wybraniec (1998) combined both student performance and course questionnaire.…”

Section: Using Student Evaluations: An Index Of Satisfaction?mentioning

confidence: 99%

Evaluating Changes in Learning and Teaching

2001

Journal of Geography in Higher Education

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Editorial Evaluating Changes in Learning and TeachingThe Journal of Geography in Higher Education receives many papers presenting developments in learning and teaching methods. Some of these are original pieces of pedagogic research that may appear as 'mainline' papers, others aim to disseminate good practice or advice and as such may appear as a 'resource' paper. For example, the 1990s witnessed tremendous innovation in the use of the WWW in higher education teaching and greater emphasis upon student acquisition of skills. In response JGHE has published many articles on the most effective use of new technologies and innovative methods of enhancing student acquisition of skills. A challenge for the reviewers of such papers submitted to JGHE is the evaluation of the claims made by many authors about the educational effectiveness of their innovative learning strategy or use of the new technology. The purpose of this editorial is to discuss and provide some guidance on the ways prospective authors can better present the results of their learning innovations and new educational ideas.In writing this editorial I have taken the premise that the author has decided to change the way in which she/he teaches an aspect of their geography course and wishes to disseminate this new practice as a successful (or even unsuccessful) innovation. The discussion below is structured around a series of issues rather than a checklist of methods. The reason is simple: the international audience of JGHE means that there is a range of higher education contexts and consequently there is no universally accepted approach. For example, in the UK it is uncommon for the same course to be taught twice in the same academic year so evaluations of any learning strategy are often based on subsequent years, encompassing the complexity of changes in composition and educational background of the students. Hence comparisons are dif cult. This complexity is lessened, but not eliminated, in institutions-for instance in North America-where a course can be taught in one semester and is repeated, with changes in teaching, in the same academic year. Establish the Criteria for 'Success'We need to think about the evaluation before the introduction of any new teaching method. This probably seems too obvious to need stating but often papers presented to JGHE concentrate on what was done with too little explanation of why this was done. Hence a standard pattern is for a paper to present, sometimes uncritically, an anticipated pedagogic improvement from a learning strategy with very little context for geography students. This is followed by an assessment that emphasises the practical problems of implementation with an examination of the responses from a student evaluation yielding Editorial a high 'satisfaction index' as evidence of the value of the innovation. But if students were 'happy' with the teaching before the new strategy, what is the real reason for the change? Typically the criteria cited are:· to promote greater (critical) understanding; · to develop ski...

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“…Questions arising from analyses of this trend include many related to teaching methods, course content, and learning styles. For example, Spencer and Van Eynde (1986) offer a motivation for experiential learning; Carlson and Schodt (1995) present an example of using case studies in the classroom; Lage and Treglia (1996) study the impact of integrating scholarship on women into introductory economics; and Bartlett (1996) addresses methods for identifying learning styles in our students so that we might better teach them.…”

Section: Introductionmentioning

confidence: 99%

Service-Learning and the Economics Course: Theory and Practice

McGoldrick¹,

Battle²,

Gallagher³

2000

The American Economist

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Service-learning has grown in popularity as a pedagogical alternative in many liberal arts based educa tional settings. While many disciplines have embraced this new approach, the economics discipline seems slow to respond to this educational trend. This paper overviews the recent reexamination of the econom ics classroom including a discussion of the links between active, experiential, and service-learning. The authors then provide a detailed application of one form of service-learning, student-based instruction, for a managerial economics course.

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Beyond the Lecture: Case Teaching and the Learning of Economic Theory

Cited by 27 publications

References 5 publications

Notice of Retraction: To Explore Case-Driven Teaching Mode for Mechanical CG Course

Notice of Retraction: To Explore Case-Driven Teaching Mode for Mechanical CG Course

Evaluating Changes in Learning and Teaching

Service-Learning and the Economics Course: Theory and Practice

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