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Research-based instructional strategies in a flipped principles of microeconomics classroom

Author

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  • Cosgrove, Sarah B.
  • Olitsky, Neal H.

Abstract

Principles of economics students often struggle to move beyond memorization of key terms and simple application of concepts to higher order thinking, such as evaluation and concept transfer. This higher order thinking is necessary for students to answer fundamental questions in economics. The primary advantage of the blend and flip format is that students can achieve low levels of learning, memorization of terms, and mastery of simple applications of concepts on their own before meeting for a face-to-face class. Previous research confirms that students in flipped-blended classes show larger gains in learning than students in moderately-blended classes. However, the gains we find are modest compared to those reported in related research in the math and science disciplines, which use research-based teaching practices, proven in the cognitive science literature. We determine the effects of using research-based instructional strategies on student learning in principles of microeconomics courses. Specifically, after controlling for a number of key background variables, we test whether students in flipped-blended classes who learn with research-based strategies in face-to-face classes are capable of applying knowledge and skills better than their counterparts in flipped-blended classes who are assigned practice problems similar to those on exams during face-to-face classes. Our findings indicate that students exposed to RBIS show significantly greater learning gains than students in the control group, and that these gains are most prevalent in the later part of the semester.

Suggested Citation

  • Cosgrove, Sarah B. & Olitsky, Neal H., 2020. "Research-based instructional strategies in a flipped principles of microeconomics classroom," International Review of Economics Education, Elsevier, vol. 33(C).
  • Handle: RePEc:eee:ireced:v:33:y:2020:i:c:s1477388020300025
    DOI: 10.1016/j.iree.2020.100175
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    References listed on IDEAS

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    1. Maureen J. Lage & Glenn J. Platt & Michael Treglia, 2000. "Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment," The Journal of Economic Education, Taylor & Francis Journals, vol. 31(1), pages 30-43, December.
    2. Byron W. Brown & Carl E. Liedholm, 2002. "Can Web Courses Replace the Classroom in Principles of Microeconomics?," American Economic Review, American Economic Association, vol. 92(2), pages 444-448, May.
    3. Jeffrey M Wooldridge, 2010. "Econometric Analysis of Cross Section and Panel Data," MIT Press Books, The MIT Press, edition 2, volume 1, number 0262232588, April.
    4. Calimeris, Lauren & Sauer, Katherine M., 2015. "Flipping out about the flip: All hype or is there hope?," International Review of Economics Education, Elsevier, vol. 20(C), pages 13-28.
    5. Lombardini, Chiara & Lakkala, Minna & Muukkonen, Hanni, 2018. "The impact of the flipped classroom in a principles of microeconomics course: evidence from a quasi-experiment with two flipped classroom designs," International Review of Economics Education, Elsevier, vol. 29(C), pages 14-28.
    6. repec:wly:soecon:v:82:2:y:2015:p:556-579 is not listed on IDEAS
    7. Olitsky, Neal H. & Cosgrove, Sarah B., 2016. "The better blend? Flipping the principles of microeconomics classroom," International Review of Economics Education, Elsevier, vol. 21(C), pages 1-11.
    8. Olitsky, Neal H. & Cosgrove, Sarah B., 2014. "The effect of blended courses on student learning: Evidence from introductory economics courses," International Review of Economics Education, Elsevier, vol. 15(C), pages 17-31.
    9. Wooldridge, Jeffrey M., 2007. "Inverse probability weighted estimation for general missing data problems," Journal of Econometrics, Elsevier, vol. 141(2), pages 1281-1301, December.
    10. William L. Goffe & David Kauper, 2014. "A Survey of Principles Instructors: Why Lecture Prevails," The Journal of Economic Education, Taylor & Francis Journals, vol. 45(4), pages 360-375, December.
    11. Sarah B. Cosgrove & Neal H. Olitsky, 2018. "From "Traditional" to Research-Based Instructional Strategies: An Assessment of Learning Gains," AEA Papers and Proceedings, American Economic Association, vol. 108, pages 302-306, May.
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    Cited by:

    1. Peter Mikek, 2023. "A Flipped Classroom Experiment in Growth Theory," Eastern Economic Journal, Palgrave Macmillan;Eastern Economic Association, vol. 49(3), pages 433-456, June.
    2. Martinez, Gabriel X., 2023. "Studying like a nerd: Spacing, self-testing, and explanatory questioning in principles of microeconomics," International Review of Economics Education, Elsevier, vol. 44(C).

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    More about this item

    Keywords

    Blended learning; Flipped classroom; Propensity score; Matching estimator;
    All these keywords.

    JEL classification:

    • A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate

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