Introductory microeconomics students’ perceptions of the effectiveness of a collaborative learning method

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Field	Value	Language
dc.contributor.author	Gleeson, Anne
dc.contributor.author	McDonald, John
dc.contributor.author	Williams, Joe
dc.date.accessioned	2005-12-09
dc.date.available	2005-12-09
dc.date.issued	2005-01-01
dc.identifier.citation	Innovation for Student Engagement in Economics: Proceedings of the Eleventh Australasian Teaching Economics Conference, Ed. Stephen L. Cheung, pp. 52-61	en
dc.identifier.isbn	1864877278
dc.identifier.uri	http://hdl.handle.net/2123/201
dc.description.abstract	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, learning, and skill development advantages in the collaborative approach, as against the traditional tutor-led tutorials they had experienced.	en
dc.format.extent	204292 bytes
dc.format.mimetype	application/pdf
dc.language.iso	en	en
dc.publisher	School of Economics and Political Science, The University of Sydney	en
dc.subject.lcsh	Microeconomics - Study and teaching.
dc.subject.lcsh	Motivation in education.
dc.subject.lcsh	Students - Australia - Attitudes.
dc.subject.lcsh	Motivation in education.
dc.title	Introductory microeconomics students’ perceptions of the effectiveness of a collaborative learning method	en
dc.type	Conference paper	en

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