Now showing items 1-12 of 12

    • The double paradox of elementary economics education 

      Pol, Eduardo; Carroll, Peter (School of Economics and Political Science, The University of Sydney, 2005)
      Elementary economics textbooks have become less attractive to students requiring only an introduction to economics, given that their content is pervaded by mathematical diagrams and simple equations. Also they are of ...
    • Economics students’ perceptions of their learning context 

      Tang, Tommy; Robinson, Tim (School of Economics and Political Science, The University of Sydney, 2005)
      Since the late 1960s, economics educators have carried out many research studies designed to explain variations in learning outcomes in economics. Most of these have utilised the input-output approach. Underpinning this ...
    • Approaches to economics education 

      Jackson, Michael; Ross, Russell (School of Economics and Political Science, The University of Sydney, 2005)
      In these pages we argue that economics has much to learn from recent advances in knowledge of how students approach learning. If we influence how students approach learning we can increase their conceptual growth and change. ...
    • An introduction to eRoadmapping: Providing learning paths for students and empowering teachers 

      Carr, Rodney; Graham, Mary; Hellier, Phil; Scarborough, Helen (School of Economics and Political Science, The University of Sydney, 2005)
      This paper reports on the development of an innovative teaching strategy: an eRoadmap. Based on the theory of conceptual mapping, the eRoadmap provides an interactive, hierarchical structure for course delivery, using the ...
    • Lessons to be learned from using Gertner’s game of Cournot oligopoly in the classroom 

      Voola, Jo; Giles, Margaret (School of Economics and Political Science, The University of Sydney, 2005)
      Since the early 1990s, economics departments at Australian universities have become increasingly concerned with falling undergraduate enrolments. This follows concerns by students regarding the relevance of economics courses ...
    • Securing participation: Experiments in a one-day introduction to economics 

      Geller, Chris (School of Economics and Political Science, The University of Sydney, 2005)
      Classroom experiments and exercises served as a one-day introduction to economics for students who felt insecure about taking first-year business classes. The first experiment addresses demand in isolation, while the second ...
    • Teaching political economy: Curriculum and pedagogy 

      Stilwell, Frank (School of Economics and Political Science, The University of Sydney, 2005)
      The teaching of political economy offers an alternative, and a challenge, to conventional economics education. Its emphasis on the competing currents of economic thought, and their association with rival political philosophies, ...
    • Promoting interactive in-class learning environments: A comparison of an electronic response system with a traditional alternative 

      Freeman, Mark; Blayney, Paul (School of Economics and Political Science, The University of Sydney, 2005)
      Improved achievement and satisfaction arise when classes are made interactive (Hake 1998). Elliot (2003) reports positive results when an electronic response system is introduced in a microeconomics course, but recognises ...
    • Multimodal design for hybrid learning materials in a second-level economics course 

      Sankey, Michael; St Hill, Rod (School of Economics and Political Science, The University of Sydney, 2005)
      In 2003 the University of Southern Queensland announced that, owing to cost and demand pressures, student learning materials would be progressively migrated to a ‘hybrid’ model, the centrepiece of which was to be a ...
    • Introductory microeconomics students’ perceptions of the effectiveness of a collaborative learning method 

      Gleeson, Anne; McDonald, John; Williams, Joe (School of Economics and Political Science, The University of Sydney, 2005)
      The paper analyses student perceptions of a collaborative learning method used in first-year microeconomics tutorials at Flinders University. Questionnaire responses indicate that a clear majority of students saw social, ...
    • Cheap, dirty (and effective) in-class experiments 

      Martin, Richard (School of Economics and Political Science, The University of Sydney, 2005)
      This paper describes a series of five in-class experiments run in a third-year industrial organisation course. A description is given of how these experiments can be run informally in a classroom without computers, while ...
    • Notes toward a simplified pedagogy of oligopoly theory 

      Cheung, Stephen L. (School of Economics and Political Science, The University of Sydney, 2005)
      The standard exposition of duopoly in most intermediate microeconomics texts relies heavily on simplifying assumptions of linearity, yet it remains algebraically somewhat dense. In this note, I outline an alternative ...