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Making Large Classes Small(er): Assessing the Effectiveness Of a Hybrid Teaching Technology

Author

Listed:
  • Barb Bloemhof

    (Department of Economics and BHSc Program, McMaster University)

  • John Livernois

    (Department of Economics and Finance, University of Guelph)

Abstract

This paper examines learning outcomes in a one-semester introductory microeconomics course where contact time with the instructor was reduced by two-thirds and students were expected to view pre-recorded lectures on-line and come to class prepared to engage in discussion. Students were pre-and post-tested using the Test of Understanding in College Economics (TUCE - 4). Learning outcomes as measured by the change in test scores are found to be as good as or better than calibrating data for groups assessed using the TUCE - 4. In addition to being a more enjoyable course for the instructor, the course design can be part of a more self-directed curriculum that uses available resources more efficiently to achieve similar learning objectives to a lecture-based introductory course.

Suggested Citation

  • Barb Bloemhof & John Livernois, 2011. "Making Large Classes Small(er): Assessing the Effectiveness Of a Hybrid Teaching Technology," Working Papers 1111, University of Guelph, Department of Economics and Finance.
    • Handle: RePEc:gue:guelph:2011-11
    as

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    References listed on IDEAS

    as
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    More about this item

    Keywords

    active learning; assessment; computer-assisted instruction; introductory microeconomics;
    All these keywords.

    JEL classification:

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

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