Is Interactive/Active Learning Superior to Traditional Lecturing in Economics Courses?

Abstract

The main purpose of this paper is to show how by using very simple concepts and techniques, which I have learned during my training at the Program for Excellence in Teaching (PET) at the University of Missouri‐Columbia and teaching experience at the same university for six years, the classroom atmosphere can be improved and become more interesting and through which students can learn more. It is not to say that there is no need for new teaching theories and concepts, but I believe we are more in need of knowing how to apply what we already know. The lack of sufficient empirical test is another reason for writing this paper. In this paper I conduct five different statistical tests to show how interactive learning, in which students have active role in developing new/unknown concepts, is more effective than traditional teaching (lecturing), in which students have passive role in learning new materials.

Citation

Dorestani, A. (2005), "Is Interactive/Active Learning Superior to Traditional Lecturing in Economics Courses?", Humanomics, Vol. 21 No. 1, pp. 1-20. https://doi.org/10.1108/eb018897