Instruction of economics at higher education: A literature review of the unchanging method of “talk and chalk”

Ongeri, Joseph D.

doi:10.1016/j.ijme.2017.03.001

Cited by 14 publications

(14 citation statements)

References 29 publications

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“…Due to the special multi-method structure of the curriculum (Retkowski et al, 2019), knowledge is imparted through the use of different teaching methods. The effectiveness of such multi-method teaching is supported at least for other fields of education, e.g., for behavioral changes in health care (for a comprehensive meta-analysis see Hauer, Carney, Chang, & Satterfield, 2012), for business studies (Ongeri, 2017), for political science studies (Lambach, 2017), and for higher education teaching in general (Metz-Göckel, Kamphans, & Scholkmann, 2012;Schneider & Mustafic, 2015).…”

Section: Discussionmentioning

confidence: 99%

Teaching About Sexualized Violence in Educational and Clinical Institutions: Evaluation of an Interdisciplinary University Curriculum

et al. 2020

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Introduction Sexualized violence is still a rather avoided topic in teaching at German universities, even though a remarkable proportion of the German population experienced child sexual abuse, including many in institutional settings (e.g., schools, clubs of leisure activities). This study examines the effectiveness of an interdisciplinary university curriculum about sexualized violence in educational and clinical institutions. Methods Students participated in seminars about sexualized violence, sexual socialization and education, and professionalism and ethics. In 2017/2018, n = 156 students assessed the curriculum before, immediately after and/or 6 months after participating. The assessment covers knowledge about and confidence in handling issues of sexualized violence and attitudes toward sexrelated myths. The same questionnaires were used in a control group (n = 54). Results In the curriculum group, self-assessed and declarative knowledge improved, the students were more confident in their abilities to handle issues of sexualized violence in a professional way, and sex-related myths were rejected even more strongly after the curriculum. Conclusion The findings suggest that awareness and knowledge about sexualized violence in institutions can be increased and sustained through the use of the curriculum "Sexualized Violence in Institutions." These encouraging results suggest that the curriculum should be taught in pedagogical and clinical disciplines at more universities. Policy Implications In view of the decentralized education system in Germany and the freedom of research and teaching at German universities, the curriculum can only be implemented on a voluntary basis. However, in terms of education policy, such an implementation could be supported by state-funded programs that provide lecturers both with necessary qualifications and necessary resources.

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Section: Discussionmentioning

confidence: 99%

Teaching About Sexualized Violence in Educational and Clinical Institutions: Evaluation of an Interdisciplinary University Curriculum

et al. 2020

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“…The method of teaching economics has not changed significantly in a long time. Economics is still primarily taught by lecturing, writing on whiteboards and assigning textbook exercises Watts 1995,2000;Ongeri 2017 ). Institutions frequently teach economics through abstract representations and without a focus on real-world applications ( Caropeso and Haggerty 2000 ).…”

Section: Context -The Decline Of Economics In Australiamentioning

confidence: 99%

“…Currently, it is not favoured by students. This decreasing favour could be a result of the perception of Economics as a boring subject ( Colander 2000 ) with an over-reliance on textbooks ( Ongeri 2017 ). While teaching using solely lecturing and textbooks is quite common and has nothing inherently wrong, they do not serve to mend or reverse the trend and serve little to change the perception towards economics.…”

Section: Context -The Decline Of Economics In Australiamentioning

confidence: 99%

“…They observed a slow increase in the use of PowerPoint, class notes and discussions, but limited use of cooperative learning methods. Ongeri ( 2017 ) finds that the "chalk and talk" method is still the prefered method of teaching economics in 2017. More recently, teachers lecture along with PowerPoint slides.…”

Section: Economics Education and Technologymentioning

confidence: 99%

“…They argue that this method can have longer-term costs and enrolment consequences, while other fields increasingly use modern active learning methods. Ongeri ( 2017 ) analysed low satisfaction and rankings of economics in United States universities. Ongeri argues that since textbooks are the primary resources for economics courses, lecturers do not deviate much into new techniques and recur to "lecturing".…”

Section: Economics Education and Technologymentioning

confidence: 99%

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