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Twenty-three years of teaching economics with technology

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  • Johnson, Marianne
  • Meder, Martin E.

Abstract

This meta-analysis considers the use of technology to facilitate learning in undergraduate economics courses. We ask what technologies have been adopted, who did the adopting, and how effectiveness was evaluated. A survey of 277 articles published between 2000 and 2022 demonstrates that while many of the technologies adopted for teaching reflected contemporary trends, studies of online and hybrid courses and flipped classrooms are now staples of the literature. Pedagogical studies that explore novel applications without quantifiable evaluative outcomes have declined substantially, whereas the number of studies that empirically estimate learning gains have doubled. Increasingly, researchers leverage random control trials and quasi-experiments.

Suggested Citation

  • Johnson, Marianne & Meder, Martin E., 2024. "Twenty-three years of teaching economics with technology," International Review of Economics Education, Elsevier, vol. 45(C).
    • Handle: RePEc:eee:ireced:v:45:y:2024:i:c:s1477388023000208
    DOI: 10.1016/j.iree.2023.100279
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    More about this item

    Keywords

    Technology; Computers; Undergraduate economics; Economic education; Meta-analysis;
    All these keywords.

    JEL classification:

    • A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate
    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions

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