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Article
Publication date: 1 June 2018

Kara Smith and Robin Lovgren

The purpose of this paper is to investigate whether learning communities (LCs), defined as a cohort of students jointly enrolled in two distinct courses, increase “deep learning”…

Abstract

Purpose

The purpose of this paper is to investigate whether learning communities (LCs), defined as a cohort of students jointly enrolled in two distinct courses, increase “deep learning” in either or both courses. This study focuses on the impact of learning communities in quantitative courses.

Design/methodology/approach

The hypothesis is tested using a unique data set including individual student performance and characteristics collected from students enrolled in an LC of Principles of Microeconomics and Elementary Statistics. The sample also includes students enrolled in each course separately which allows for testing between groups. The final exam in each course contained questions designed specifically to test deep learning. The design facilitates the use of multivariate regression analysis to examine the correlation between learning in communities and deep learning, holding constant other possible elements of student success.

Findings

Despite perceptions among the sample student population that learning increases in both courses as a result of the LC format, the empirical evidence does not reveal any statistically significant increase in deep learning as a result of learning in community. However, the sample is more introverted than the average college student which may meaningfully impact the results.

Research limitations/implications

There are a number of important motivations for implementing an LC program that are not measured here. These include an increased sense of community among students, breadth (rather than depth) of knowledge, and awareness of the interconnectedness of learning across disciplines. However, to the extent that university instructors are motivated to ensure learning in their own discipline, this resource-intensive strategy may not be the most suitable approach in quantitative courses.

Originality/value

Learning communities continue to be a popular pedagogical technique and curriculum requirement, particularly at teaching-focused universities. This research offers an empirical approach to measuring one aspect of their value which is typically left to conceptual or qualitative study.

Details

Journal of Applied Research in Higher Education, vol. 10 no. 3
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 21 January 2019

Shahar Sansani and Afik Rahamim

The purpose of this paper is to determine whether the number of lecture-free and exam-free days before a final exam affects students’ scores overall and by gender.

Abstract

Purpose

The purpose of this paper is to determine whether the number of lecture-free and exam-free days before a final exam affects students’ scores overall and by gender.

Design/methodology/approach

The paper exploits scheduling differences in final exams between two groups of students who take identical final exams. The treatment group and the control group have similar exam spacing for one “early exam,” but the treatment group has four additional days between exams for another “later exam,” allowing for a difference-in-differences analysis. A survey of contemporary students is conducted to complement the empirical results.

Findings

Overall, there are no statistically significant differences in the grades on the exams between the control group and the group that had four more study days. When examined by gender, the point estimate on females is large in magnitude but statistically insignificant at conventional levels (p-value=0.087).

Research limitations/implications

The study uses data on undergraduate students studying economics in Israel. More research in other contexts is needed to determine the robustness of the findings.

Originality/value

This is the first paper to study the effect of the number of days students have between final exams on student final exam scores. The results can aid in determining optimal final exam schedules.

Details

Journal of Applied Research in Higher Education, vol. 11 no. 1
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 1 February 2016

Kevin E Henrickson

The purpose of this paper is to examine the use of online video mini-lectures, intended to complement in-class teaching by allowing students to review the more technical aspects…

Abstract

Purpose

The purpose of this paper is to examine the use of online video mini-lectures, intended to complement in-class teaching by allowing students to review the more technical aspects of the course.

Design/methodology/approach

Online video mini-lectures/tutorials, covering the technical components of the course, were introduced two-thirds of the way through a Principles of Microeconomics course. This methodology allows for the estimation of the impact of incorporating this technology on student performance. In addition, comparisons using results from previous terms, in which these videos were not available at any point during the course, allow for an examination of the overall impact of this technology on student performance in the last portion of the course.

Findings

The results point to online lectures improving student achievement, but that this improvement is mostly achieved by the lower achieving students, and exhibits significant diminishing returns to the number of times the videos are watched. As such, the videos are shown to help students who were struggling with the material, but that there is little value to exclusively watching the videos multiple times.

Originality/value

As technology impacts higher education, many wonder what role instructors will play. This study examines a unique implementation of technology within a traditional classroom, indicating that technology can serve as a complement to in-class teaching.

Details

Journal of Applied Research in Higher Education, vol. 8 no. 1
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 20 July 2020

Kara Diane Smith

This research examines whether a shift to a hybrid classroom, which replaces some face-to-face classroom time with online instruction, adversely affects student learning if the…

Abstract

Purpose

This research examines whether a shift to a hybrid classroom, which replaces some face-to-face classroom time with online instruction, adversely affects student learning if the structure and incentives that are characteristic of a flipped classroom are already in place.

Design/methodology/approach

This study features a quantitative analysis of individual student data collected over multiple sections of a single course with the same instructor. In all seven sections, over two semesters, principles of microeconomics used a flipped classroom format that features preclass video lectures, daily quizzes and highly interactive class time. In three of the seven sections, the time spent in class was reduced by one-third. For this experiment, student scores on the cumulative final exam evaluate student learning. Students took a survey at the end of the semester to provide feedback on time use during the course and to make observations about the class format.

Findings

Results from this study suggest that despite accountability for the work done outside of class, students score 4.4% points lower on the final exam in the class format that features reduced face-to-face time. However, student comments also suggest that this is a worthwhile tradeoff as they balance work, internships and other nonacademic demands on their time. Student evaluations of the course and instructor are statistically unchanged.

Practical implications

Efficiency in educational delivery is an ongoing concern for students and faculty. This research demonstrates that a classroom that is both flipped and hybrid makes better use of student and faculty time, provides a richer learning experience and only modestly reduces student learning. It is notable that students report a preference for the hybrid classroom model, despite modestly lower levels of learning.

Originality/value

While research has been done on flipped and hybrid classrooms separately, this is the first paper to isolate the effect of seat time within the flipped classroom context. This research addresses the flipped classroom design's ability to mitigate the documented reduction in student learning that often results from reduced class time or an increase in online learning.

Details

Journal of Applied Research in Higher Education, vol. 13 no. 2
Type: Research Article
ISSN: 2050-7003

Keywords

Case study
Publication date: 28 August 2019

Paul Byrne, Dmitriy Chulkov and Dmitri Nizovtsev

This descriptive case study applies economic concepts to an issue of public policy, and helps build students’ critical thinking, analytical and quantitative skills. The case…

Abstract

Theoretical basis

This descriptive case study applies economic concepts to an issue of public policy, and helps build students’ critical thinking, analytical and quantitative skills. The case addresses a variety of topics typically taught in microeconomics and public economics courses. Topics most prominently represented in the case include elasticity of demand and supply, tax policy, tax incidence and negative externalities. Theoretical basis for each topic is laid out in the discussion section of the instructors’ manual, along with insights from student responses. The core nature of the concepts covered in this case study allows it to be integrated with common economics textbooks.

Research methodology

This descriptive case is based on critical economic analysis of secondary sources.

Case overview/synopsis

This case study focuses on the imposition of the controversial “soda tax” on sweetened beverages in the City of Philadelphia in 2017 and considers the economic lessons that can be learned from Philadelphia’s experience with the tax. The tax was proposed as a way to raise the city’s revenue while reducing obesity. After the tax was enacted, the sales of sweetened beverages declined in the city, but increased outside the city’s borders. The receipts from the tax have been below projections.

Complexity/academic level

Learning outcomes covered by the case are typical for a microeconomics, public economics or managerial economics course. The appropriate course levels range from the principles to the MBA level of the economics and business curriculum. Discussion questions may be selected to fit a specific course focus and level. The instructors’ manual outlines question sets suitable for various types of economics courses.

Details

The CASE Journal, vol. 15 no. 4
Type: Case Study
ISSN: 1544-9106

Keywords

Article
Publication date: 11 April 2016

Sahar Bahmani

When students relate current events to the concepts studied in the classroom by writing and presenting a series of analyses in the form of regular journaling, their learning and…

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Abstract

Purpose

When students relate current events to the concepts studied in the classroom by writing and presenting a series of analyses in the form of regular journaling, their learning and critical thinking improves as they regularly connect theory, presented in the lessons and textbooks, to real-world applications. The paper aims to discuss these issues.

Design/methodology/approach

A rubric used to assess the progress of student critical thinking showed that all three categories that display critical thinking through reflective reasoning improved: analysis, comprehension and application.

Findings

This paper establishes the positive impact of current event journaling on critical thinking and student interest in courses by monitoring courses where current event journaling was incorporated. One of the key findings of this study is that the critical thinking skills of students evolved and became more advanced as the semester progressed, as did their ability to identify links in research and studies to class content.

Research limitations/implications

As students become more engaged, this helps them to better absorb and understand the material being taught.

Practical implications

Completing these analyses and presenting them to the class helps students succeed in seeing the connection between theory presented in textbooks and its real-world applications.

Social implications

Another important result is that by incorporating regular current event analyses and presentations, students grow more interested in the course itself.

Originality/value

Critical thinking falls into three different categories that can be displayed as reflective reasoning: analysis, comprehension and application.

Details

International Journal of Sociology and Social Policy, vol. 36 no. 3/4
Type: Research Article
ISSN: 0144-333X

Keywords

Article
Publication date: 11 April 2023

Stefani Milovanska-Farrington

Previous research shows a positive effect of job satisfaction and retention on both workers’ and organizations’ welfare, it is important to understand whether the characteristics…

Abstract

Purpose

Previous research shows a positive effect of job satisfaction and retention on both workers’ and organizations’ welfare, it is important to understand whether the characteristics of a job and workers’ perceptions of certain job traits can predict job satisfaction and retention in an organization. This paper explores the effect of 18 job characteristics on the likelihood that a worker is satisfied with his or her job, the chance that he or she looks for an alternative employer in the following year and the number of years employed by the same organization.

Design/methodology/approach

The author adds to the current state of the literature on the importance of job characteristics in several ways. First, the author utilizes a list of 18 job characteristics or perceptions, which to the best of our knowledge is one of the most extensive sets of characteristics that has been considered. This allows us to examine lots of aspects of the job, and their connection to the outcomes of interest. Second, the author uses not only basic regression methods but also ordered Logit specifications to obtain more precise estimates of the effect of job characteristics on job satisfaction and workers’ propensity to look for a new job. Third, the author considers the possibility that a combination of job characteristics, rather than a single factor, influences the level of satisfaction with the job and retention, measured by the likelihood that a worker plans to look for an alternative job in the following year and the years at the current job. The author explores the latter through principal component analysis. Fourth, the author explores gender differences in the effect of job characteristics on job satisfaction and retention. Finally, the author discusses the implications of this research to policy decision-making and managerial decisions.

Findings

The author finds that personal development opportunities and job security are positively related to job satisfaction, and negatively related to the likelihood of looking for a new job. Opportunities for personal development have a stronger effect on job satisfaction of men than women. Male workers’ job satisfaction also depends on whether they are given enough time to complete assigned tasks. The perception of security in the current job, having reliable coworkers and receiving sufficient help in a job make it less likely for women to perform a job search. Fringe benefits encourage workers of both genders to stay in an organization longer. Job security also has a positive relationship with the years in a given job for women, but not for men.

Originality/value

The findings have implications for managers and policy decision-makers. For managers, it is important to be aware of the value male and female workers place on different job characteristics, because a number of studies show the importance of job satisfaction on the success of companies (Porter et al. 1977; Mobley et al., 1979; Tett et al. 1993; Posner et al. 1993), and the author shows that job satisfaction depends on different characteristics for men and women. In addition, managers’ awareness of the findings related to the factors that are likely to retain workers in a company is important because of the costs of recruiting new workers, including hiring, training and opportunity costs. For policy considerations, programs that help in matching employers with potential workers are likely to find good fits for both sides of the labor market if they direct women to jobs that provide more security, opportunities for personal development, and help at work. Jobs that offer more time to complete tasks would retain and increase the chance of keeping male workers satisfied with their job.

Details

American Journal of Business, vol. 38 no. 2
Type: Research Article
ISSN: 1935-5181

Keywords

Article
Publication date: 1 March 1989

Joseph Kamen

Discusses methods of tailoring prices to buyers who differ in theirwillingness to pay while maintaining a semblance of fairness anduniformity – filtered pricing. Considers…

Abstract

Discusses methods of tailoring prices to buyers who differ in their willingness to pay while maintaining a semblance of fairness and uniformity – filtered pricing. Considers microeconomic theory, geographic discrimination, filtering methods such as couponing, skimming, quality and features, sales, as well as newer methods like rebates and price packaging. Surmises that there is a challenge to create new price filtering techniques, without ignoring the ethical questions involved.

Details

Journal of Consumer Marketing, vol. 6 no. 3
Type: Research Article
ISSN: 0736-3761

Keywords

Book part
Publication date: 20 November 2023

Nadia Yusuf

The development of information technologies has led to the rapid evolution of learning approaches and educational solutions, with a focus on active learning. In the context of the…

Abstract

The development of information technologies has led to the rapid evolution of learning approaches and educational solutions, with a focus on active learning. In the context of the transformative learning paradigm, active learning strategies are aligned with student-centered education, enabling learners to engage with complex concepts and practical challenges critically. This chapter presents a semi-structured literature review investigating the adoption of online active learning methods in the context of economics education and its potential to promote transformative learning. The main contribution of this chapter is the development of a framework for integrating online active learning strategies in economics education, grounded in the principles of transformative learning as described by Mezirow. The proposed framework highlights the importance of designing online learning experiences that support critical reflection, dialogue, and self-directed learning and suggests strategies for promoting student engagement and collaboration in the online environment. The impact of this approach on active learning practices in (higher) education is significant, as it provides educators with a roadmap for designing online learning experiences that foster transformative learning and promote student success in the post-pandemic era. The chapter concludes with policy recommendations and future research directions for enhancing the adoption and efficacy of online active learning strategies in economics education.

Details

Active and Transformative Learning in STEAM Disciplines
Type: Book
ISBN: 978-1-83753-619-1

Keywords

Article
Publication date: 22 April 2001

Pam Rooney and Alan Rea

This article describes the origin, design, and implementation of the Haworth College of Business Electronic Portfolio Project, a curricular innovation that is one of the key…

Abstract

This article describes the origin, design, and implementation of the Haworth College of Business Electronic Portfolio Project, a curricular innovation that is one of the key components of the college’s newly revised and reaccredited undergraduate business program. Included in the article is a description of the portfolio process, its creation, and initial implementation, including implementation challenges and issues. Throughout the discussion, goals and the challenge of meeting them are examined, and suggestions for continuous improvement are explored. The article offers key issues to consider before adopting a portfolio process on a large scale.

Details

American Journal of Business, vol. 16 no. 1
Type: Research Article
ISSN: 1935-5181

Keywords

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