scholarly journals Teaching Economics To The Best Undergraduates: What Are The Problems?

2009 ◽  
Vol 2 (6) ◽  
pp. 117-122
Author(s):  
Giuliana Campanelli Andreopoulos ◽  
Alexandros Panayides
Keyword(s):  
Undergraduate Students ◽  
Previous Investigation ◽  
Economic Models ◽  
Course Content ◽  
Teaching Economics ◽  
Introductory Economics ◽  
Difficult Subject ◽  
The Way

Economics is usually perceived as a difficult subject among undergraduate students with negative repercussions on their performance. The literature suggests that the students problems with principles of economics are mainly related to the style and method of teaching together with the course content. Particularly attacked are the chalk and talk type of teaching, the simplicity of economic models, the lack of discussion on current issues, and diversity. In a previous investigation we tried to shed some light on this debate by directly asking students for their opinions on the way introductory economics is taught and we arrived at some unexpected results. The present paper is an extension of our previous study by looking at a further dimension which can be crucial for the explanation of the results: students GPA and we selected the best students.

scholarly journals Does Student Quality Matter In The Teaching Of Economic Principles?

2010 ◽  
Vol 3 (5) ◽  
pp. 81-86
Author(s):  
Giuliana Campanelli Andreopoulos ◽  
Alexandros Panayides
Keyword(s):  
Undergraduate Students ◽  
Economic Models ◽  
Economic Issues ◽  
Introductory Economics ◽  
Larger Sample ◽  
Difficult Subject ◽  
The Way

Economics is usually perceived as a difficult subject among undergraduate students and the literature suggests that the student’s problems with principles of economics are mainly related to the chalk and talk type of teaching, the simplicity of economic models, limited discussions on current economic issues, and on race, gender, and other types of diversity. In previous investigations we tried to shed some light on this debate by asking directly students for their opinions on the way introductory economics is taught. In this paper we extend our previous studies, by using a larger sample and by distinguishing between the good students and the rest in order to see whether quality considerations play an important role in the results.

scholarly journals Self-Regulation and “Time Off”: Evaluations and Reflections on the Development of a Blended Course

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Natalie Spadafora ◽  
Zopito Marini
Keyword(s):  
Undergraduate Students ◽  
Self Regulation ◽  
Academic Experiences ◽  
Ongoing Research ◽  
Capstone Course ◽  
Course Content ◽  
Digital World ◽  
Premier Cycle ◽  
University Course ◽  
The Way

Changes in both the landscape of education and digital technology are giving rise to interesting, innovative, and potentially effective pedagogical possibilities. As educators of the 21st century, we are witnessing continuous changes in the way we teach as well as the way students learn. This study is a part of an ongoing research program aimed at evaluating the pedagogical effectiveness of blended teaching. More specifically, this paper aims to describe some of our reflections as we developed, delivered, and carried out an evaluation of a university course taught using a blended format. Undergraduate students (n=109) in a fourth-year capstone course participated in this study. We report on the students’ perceptions of the effectiveness of the delivery method of the course, while focusing on the struggles they encountered, including difficulties keeping up with the course content, particularly on the weeks where the lecture was online, as well as a struggle to stay organized and connected with their peers and their assignments. Self-regulation turned out to be a major determinant of success in this type of course. We conclude with suggestions to improve students’ social and academic experiences as they navigate learning in a digital world. Les changements survenus à la fois dans le paysage de l’éducation et dans la technologie numérique donnent naissance à des possibilités pédagogiques intéressantes, innovatrices et potentiellement efficaces. En tant qu’éducateurs du XXIe siècle, nous assistons à des changements continus dans la manière dont nous enseignons ainsi que dans la manière dont les étudiants apprennent. Cette étude s’inscrit dans le cadre d’un programme de recherche en cours qui a pour objectif d’évaluer l’efficacité pédagogique de l’enseignement hybride. Plus spécifiquement, cet article vise à décrire certaines de nos réflexions au fur et à mesure que nous élaborons, livrons et exécutons l’évaluation d’un cours universitaire enseigné selon un format hybride. Des étudiants de premier cycle (n=109) inscrits dans un tout dernier cours de quatrième année ont participé à cette étude. Nous présentons un rapport sur la manière dont les étudiants ont perçu l’efficacité de la méthode employée pour enseigner ce cours, tout en mettant l’accent sur les problèmes qu’ils ont rencontrés, y compris les difficultés à faire face au contenu du cours, en particulier durant les semaines où les cours magistraux étaient présentés en ligne, ainsi que sur leurs difficultés à rester organisés et connectés avec leurs camarades de classe et avec leurs devoirs. Il s’avère que l’autorégulation est un élément important pour la réussite de ce type de cours. Pour conclure, nous présentons des suggestions pour améliorer l’expérience sociale et académique des étudiants dans leur parcours de l’apprentissage au sein d’un monde numérique.

scholarly journals Higher Education Course Content: Paper-Based Online or Hybrid Course Delivery?

10.28945/2794 ◽  
2004 ◽  
Author(s):  
Glen Van Der Vyver ◽  
Michael Lane
Keyword(s):  
Distance Learning ◽  
Graduate Students ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Hybrid Models ◽  
Course Delivery ◽  
Education Programs ◽  
Hybrid Course ◽  
Course Content ◽  
Electronic Delivery

The emergence of the Internet has made many institutions involved in the delivery of distance education programs re-evaluate the course delivery framework. A variety of models and techniques co-exist in an often uneasy alliance at many such institutions. These range from the traditional distance learning model, which remains paper-based, to the purely online model. Recently, hybrid models have emerged which apparently attempt to forge elements taken from several models into a unified whole. Many of these hybrid models seek to eliminate paper-based materials from the tuition process. While many arguments are put forward about the efficacy of purely electronic delivery mechanisms, cost containment is often the driving motivation. This study explores student perceptions of the various delivery mechanisms for distance learning materials. In particular, it seeks to determine what value students place on paper-based delivery mechanisms. The study surveys a group of undergraduate students and a group of graduate students enrolled in the Faculty of Business at a large regional Australian university.

Lighting Up the Bulb’s Station

2018 ◽  
Vol 15 (2) ◽  
pp. 117-128 ◽  
Author(s):  
Adeeb Nami ◽  
Virginia Bodolica ◽  
Martin Spraggon
Keyword(s):  
United Arab Emirates ◽  
Undergraduate Students ◽  
Food Industry ◽  
Lessons Learned ◽  
Critical Question ◽  
American University ◽  
Start Up ◽  
Predisposing Conditions ◽  
The Way

This case study follows the entrepreneurial journey initiated by a group of undergraduate students in the United Arab Emirates (UAE) and examines the decisions made and lessons learned along the way. Uncovering the intricacies of the process of business ideation, the case analyses the predisposing conditions that led to the establishment of the Bulb’s Station—a vending booth offering exclusively homemade food. A particular emphasis is placed on analysing the two major experiences that the partners had running the booth, namely, at the 2016 AUS Global Day and the 2016 UAE National Day Celebration at the American University of Sharjah (AUS). By providing detailed information regarding the type, variety, quantity and pricing of dishes on the menu, the reader is brought to estimate the extent to which the booth’s operation was successful at each of the two events. Based on prior challenges and shortcomings in adopted strategies, the partners are now confronted with the critical question of whether to turn the Bulb’s Station into a start-up company in the food industry in the UAE.

Creating a Support Structure for Academic Writing and Publication Support

2015 ◽  
pp. 21-37
Author(s):  
Tonette S. Rocco ◽  
Lori Ann Gionti ◽  
Cynthia M. Januszka ◽  
Sunny L. Munn ◽  
Joshua C. Collins
Keyword(s):  
Graduate Students ◽  
Undergraduate Students ◽  
Academic Writing ◽  
Writing Center ◽  
Writing Centers ◽  
Scholarly Writing ◽  
Support Structure ◽  
Writing For Publication ◽  
Insight Into ◽  
The Way

Although research and writing for publication are seen as important responsibilities for most graduate students and faculty, many struggle to understand the process and how to succeed. Unfortunately, writing centers at most universities do not cater to these kinds of needs but rather to course-specific needs of undergraduate students. This chapter presents and explains the principles underlying Florida International University's establishment of The Office of Academic Writing and Publication Support, an office specifically designed to aid the scholarly writing efforts of graduate students and faculty. In doing so, this chapter aims to describe strategies and programs for the improvement of scholarly writing, provide insight into the kind of learning that can take place in a university writing center, and reflect on successes and missteps along the way. This chapter may be especially helpful to educators who seek to create similar offices or services at their own institutions.

scholarly journals “When I saw my peers annotating”

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jeremiah Holden Kalir ◽  
Esteban Morales ◽  
Alice Fleerackers ◽  
Juan Pablo Alperin
Keyword(s):  
Undergraduate Students ◽  
Student Perception ◽  
Perceived Value ◽  
Learning Technology ◽  
Digital Resources ◽  
Content Type ◽  
Course Content ◽  
Social Annotation ◽  
Upper Level ◽  
Practical Implications

Purpose Social annotation (SA) is a genre of learning technology that enables the annotation of digital resources for information sharing, social interaction and knowledge production. This study aims to examine the perceived value of SA as contributing to learning in multiple undergraduate courses. Design/methodology/approach In total, 59 students in 3 upper-level undergraduate courses at a Canadian university participated in SA-enabled learning activities during the winter 2019 semester. A survey was administered to measure how SA contributed to students’ perceptions of learning and sense of community. Findings A majority of students reported that SA supported their learning despite differences in course subject, how SA was incorporated and encouraged and how widely SA was used during course activities. While findings of the perceived value of SA as contributing to the course community were mixed, students reported that peer annotations aided comprehension of course content, confirmation of ideas and engagement with diverse perspectives. Research limitations/implications Studies about the relationships among SA, learning and student perception should continue to engage learners from multiple courses and from multiple disciplines, with indicators of perception measured using reliable instrumentation. Practical implications Researchers and faculty should carefully consider how the technical, instructional and social aspects of SA may be used to enable course-specific, personal and peer-supported learning. Originality/value This study found a greater variance in how undergraduate students perceived SA as contributing to the course community. Most students also perceived their own and peer annotations as productively contributing to learning. This study offers a more complete view of social factors that affect how SA is perceived by undergraduate students.

scholarly journals Effects of Complex Price Communication on Fairness: Case of a Sequential Communication

2016 ◽  
Vol 8 (2) ◽  
pp. 38
Author(s):  
Imen Ben Amor
Keyword(s):  
Undergraduate Students ◽  
Crucial Role ◽  
Perceived Fairness ◽  
Responsibility Attribution ◽  
Moderating Variables ◽  
Challenging Tasks ◽  
The Way

<p>Nowadays, pricing is one of the most challenging tasks for marketers. Despite its importance for both academics and practitioners, consumers’ reactions to prices remain not clear, especially with the emergence of new forms of prices, among which we can highlight the use of complex prices, which is becoming increasingly popular. Complex prices’ perception is highly dependent on the way they are communicated; consequently, complex prices communication plays a crucial role in shaping perception. This study is a continuity of previous researches that have validated the perceptual effects of complex prices communication. It attempts to show the effects complex prices communication has on its perceived fairness. In addition, the effects of the moderating variables; Seller Credibility and Responsibility Attribution (i.e., inferred motive) are studied. One hundred thirty-five undergraduate students participated in the study. They were randomly assigned to 2 (sequential communication of complex price vs non sequential communication of complex price) x2 (credible seller vs less credible seller) conditions. Manipulation consisted of presenting a scenario of buying an online air ticket. The results of our research highlight that sequential complex price communication has a significant effect on its perceived fairness. In particular, the results show that the perceived fairness of price is more negatively affected when the seller lacks credibility according to consumers. Also, it has been proved that the delayed communication of some of the complex price components could be perceived as a way to get a higher profit, which deepens the negative perceived fairness.</p>

scholarly journals Comparing Conventional, Hybrid, and Distance Learning Courses in Horticulture

2016 ◽  
Vol 26 (5) ◽  
pp. 677-682
Author(s):  
William J. Sciarappa ◽  
Vivian Quinn ◽  
Daniel L. Ward
Keyword(s):  
Online Education ◽  
Undergraduate Students ◽  
Student Evaluation ◽  
Online Version ◽  
Conventional Instruction ◽  
Course Content ◽  
Conventional Curriculum ◽  
Significant Difference ◽  
Hybrid Format ◽  
Online Format

In a conventional sophomore level course entitled “Organic Farming and Gardening,” 114 undergraduate students registered from years 2007 to 2009. Due to high demand and insufficient classroom space, this conventional curriculum was reformatted with identical course content into both a hybrid and a fully online version in which 361 students registered from years 2010 to 2012 and 336 students from 2013 to 2015. In comparing conventional instruction with hybrid and fully online versions over a 9-year period, few significant differences were found in final grades involving 811 students. Final class grade averages of these three learning systems ranged from 85.5% to 89.6% over their first 3-year spans. Over their 6-year span, the conventional class average of 89.6% was higher compared with 88.3% for the hybrid format and 86.8% for the online format. Student evaluation surveys assessed faculty performance with eight evaluative questions on a 1 to 5 scale from years 2012 to 2014. No significant difference existed between teaching in person vs. remotely, averaging 4.35 for the hybrid and 4.17 for the online. An additional eight questions measured educational methodology, technology, student confidence, and class satisfaction. There were no significant differences in comparing the combined averages of 4.12 for the hybrid format and 4.00 for the online version. Student responses indicated a significant preference overall for hybrid and online course formats compared with conventional methods. Registration numbers indicated an overwhelming choice for online education with an average class enrollment of 91.0 students compared with 38.0 students for conventional classes and 25.2 students for the hybrid format.

Placa of the mind: a study of place imagery in Muriel Spark's novels

1982 ◽  
Vol 3 (1) ◽  
pp. 165
Author(s):  
Suely Maria De Paula e Silva Lobo
Keyword(s):  
Undergraduate Students ◽  
English Novel ◽  
Multiple Devices ◽  
The Mind ◽  
The Relationship ◽  
The Way

This dissertation is addressed to undergraduate students of the modern English novel. It presents a study of the relationship space/character in Muriel Spark's novels Robinson (1958) and The Mandelbaum Gate (1965). The analysis of this relationship shows to what extent geographical places are representative of the characters' inner spaces. It dwells on the several ways this relationship is effected and on their adequacy as an important element of characterportrayal. The analysis likewise stresses the multiple devices used by the writer to build up a sort of narrative which, at the same time, provides factual inferration and encourages analysis at the symbolic level. It also demonstrates how the two levels run parallel to each other and the way the literal underprops the symbolic.

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