The economics instructor’s toolbox

Accepted Manuscript Title: The Economics Instructor’s Toolbox Author: Julien Picault PII: DOI: Reference:

S1477-3880(18)30089-6 https://doi.org/10.1016/j.iree.2019.01.001 IREE 154

To appear in: Received date: Revised date: Accepted date:

14 September 2018 29 November 2018 3 January 2019

Please cite this article as: Picault J, The Economics Instructor’s Toolbox, International Review of Economics Education (2019), https://doi.org/10.1016/j.iree.2019.01.001 This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain.

The Economics Instructor’s Toolbox Julien Picault1,2

SC RI PT

UBC Okanagan

1

The University of British Columbia—Okanagan, 3333 University Way, Kelowna, BC, Canada, V1V 1V7. Tel: (+1) 250-807-9227; E-mail: [email protected] 2

N

U

I am grateful to seminar participants at the University of British Columbia (Okanagan campus) and to conference participants at the 22nd European Economics Education Conference for many encouragements and valuable comments.

A

Abstract:

M

Although seminal literature indicates that “chalk and talk” is still the predominant lecture method (Watts & Becker (2008), Watts & Schaur (2011) and Ongeri (2017)), research more specific to

D

millennials (Carrasco-Gallego (2017), Leinberger (2015), Litzenberg (2010) and Morreale &

TE

Staley (2016)) indicates multiple challenges for economics instructors who are teaching

EP

millennials; it suggests instructors need to adapt their teaching methods. They especially point out that millennials have a different skillset than previous student cohorts. Recently, multiple

CC

new teaching methods have been proposed in the economics literature. This paper reviews and discusses the most effective teaching methods specifically targeting millennials. New teaching

A

methods clearly focus on the inclusion of popular culture and media, which are already a salient part of the day-to-day life of students. Improving students’ engagement appears to be a paramount objective in the recent literature. Examples of methods reviewed in this papers are flipped classroom, student-crafted economics experiments, and the use of social media as a medium of instruction. 1

Keywords: Teaching; economics education; classroom experiment; flipped classroom; Social Media.

SC RI PT

JEL classifications: A22.

Introduction

Seminal literature indicates that “chalk and talk” is still the predominant lecture method.1

Traditionally, a majority of economics instructors have had a tendency to limit class time to

U

lectures and written exercises. In a survey by Goffe & Kauper (2014), only one third of

N

instructors report either that students learn best from lecture, yet another third declared lecturing

A

because it is a cost-effective method, even though it is not best for students. Because they mostly

M

teach in a traditional lecture set-up, most economics instructors focus on providing conceptual knowledge and rely on the students’ own ability to integrate this knowledge into practice. It

D

appears, however, that many students are unable to make this leap on their own.2 This often

TE

leaves students feeling that the lessons have no practical application. Supporting students to

EP

make this link is critical to fostering student interest and motivation. Therefore, instructors are responsible for addressing this learning gap. It is extremely challenging to teach both the

CC

conceptualization of economic theories and to provide the practical relevance of these theories to

A

students.

Also, the millennial generation is considered different from the earlier cohorts of college students. Carrasco-Gallego (2017), Leinberger (2015), Litzenberg (2010) and Morreale & Staley

1

See Watts & Becker (2008), Watts & Schaur (2011) and Ongeri (2017). Employers also notice that economics graduate are not particularly good at applying knowledge to any real-world application (O’Doherty, et al., 2007). 2

2

(2016) notice that millennial students entering college have a different skillset than previous generations and therefore conclude that millennials must be taught differently from prior generations. Not all instructors have equal experiences, it is not unusual to see graduate students or assistant

SC RI PT

professor without prior training being assign classes. Teaching is challenging and time

consuming, especially for those who have restraints on their time especially when trying to

complete their Ph.D. or to get tenured. These individuals should not be expected to invest their scarce resources in researching which teaching methods exist and whether they are effective

U

without proper guidance.

N

Fortunately, economics instructors have developed multiple strategies to create an easier learning

A

environment for students. Becker & Watts (1995) were the first to review and catalogue some

M

alternative instruction methods. Allgood, et al. (2015), succinctly discusses alternative teaching

D

methods and practices, while Sheridan, et al. (2014) provides strong advice for somebody starting out in the classroom. The goal of this paper is to update and catalogue some of the most

TE

interesting contributions and to become a ‘go to’ reference for instructors that don’t necessarily

EP

have the knowledge of the economics education literature nor the time to widely explore the

CC

alternative teaching methods available. Typically, alternative teaching methods promote active learning and student participation. There

A

are multiple existing solutions for instructors searching for such teaching tools. Most of the teaching methods listed in this paper are innovations developed in the last 10 years. These innovations are divided, following the historical trends of the field, into three broad categories:

3

illustration tools, instructor-crafted methods and student-crafted methods.3 Instructor-crafted methods refer to methods and add-ons used and/or conducted by the instructor to directly or indirectly teach students economics concepts. Student-crafted methods refer to assignments that require students to produce a final output which can then be shared or used in some other

SC RI PT

context, and from which they will learn economic concepts in more depth. Since at least the 1980s, researchers in economics education seem to have focused first on developing illustration tools to help students connect the material with their own day-to-day life and their learning styles. In the last 10 years, we have observed multiple significant contributions in terms of

illustration tools. Then, researchers have developed instructor-crafted methods, activities and

U

exercises that can be conducted by the instructors in and out the classroom. Student-crafted

N

methods, mostly since 2015, now provides students with more control over what they produce.

A

These last methods typically lead to a final output that could potentially be used beyond the

D

A Transversal Trend: Using Popular Culture

TE

I.

M

classroom.

Before presenting different instruction tools, it is important to recognize a strong current trend in

EP

the development of new instruction methods. Many newer methods try to effectively teach students, and rely more heavily on students’ interests in order to foster motivation and

CC

engagement. Instructors create exercises and sometimes courses around popular themes. As example of these, one can refer to Collins & Hoffer (2016) who created an exercise using fantasy

A

football, Lang (2013) who proposes an exercise using box office revenues and Monaco (2018) who describes a course using online dating as a main focus.

3

The three research trends are still progressing. They are now overlapping and more innovation is expected for each of these trends in the future.

4

However, as Al-Bahrani, et al. (2016) explain, popular culture evolves quickly and therefore requires constant innovation to keep teaching tools relevant according to students’ trends. Embracing the inclusion of popular culture movement requires additional time investments and more frequent and substantial content updates by instructors.

Illustration Tools

SC RI PT

II.

Introducing external elements in the instruction of economics can be helpful to students’

learning. Technology now allows more interactive add-ons than the classical newspaper articles. This section encompass various illustration tools that can be used in the slides or during a

U

lecture.

N

a. Press articles

A

For a long time, press articles have been the primary resource for an instructor willing to

M

illustrate economic concepts. However, as Kelley (1983) reports, simply asking students to read

D

the articles is not a very effective method. Students need to be directed in the analysis of press

TE

articles. To do so, Kelley (1983) proposes that instructors create “your own newspaper”.4 He recommend selecting four or five articles every weeks in which the instructor underlines key

EP

economics terms.5 Each article should be accompanied by one or two questions that student

CC

would answer based on the article. As regular readers of press articles, we could argue that journalists tend to make obvious

A

mistakes when reporting economic news. Wood (1985) expressed doubts about the use of press

Kelley (1983)’s newspaper was called ‘Macronews’ Alan V. Deardorff, a professor at the University of Michigan offers on his website a collection of articles about trade and international economics. He posts new references almost daily. It is a very useful resources for an instructor willing to create its own newspaper. http://www-personal.umich.edu/~alandear/news/TradeNews.html http://wwwpersonal.umich.edu/~alandear/news/IntlEconNews.html 4 5

5

articles in the economic teachings. He especially recommends educating students about “the shortcomings in news coverage of economics”. Today, students tend to read less and less press articles and favour other media. The next few sections describe other media source to populate economics courses. However, in my experience,

SC RI PT

press articles remain an effective way to illustrate economic concepts.

b. Creative Arts

Davis (2015) advocates, based on results in the cognitive and neuroscience literature and

experiments conducted in economics classes, for increased use of creative arts in the teaching of

U

economics. Multiples forms of arts are available to the economics instructor, from historical

N

novels to Haiku poetry and from children’s books to music. Davis (2015) gives three main

A

arguments to justify the use of creative arts during instruction: 1. It is a more memorable

M

experience for a student, 2. It engages students, especially otherwise disinterested ones, and 3. It facilitates economic literacy. An interesting point in her demonstration is that the use of creative

D

arts favors logic over the rote memorization typically observed with traditional ‘chalk and talk’

TE

lectures. Table 1 summarizes examples of creative arts used in economics classrooms. It

EP

reproduces and updates the table in Davis (2015).6 However, instructors must be careful when asking students to use an existing piece of art as a

CC

main element of demonstration in a graded exercise. Vidagañ & de Arriba (2016) gave the opportunity to students to include an already-existing art piece as a main component of a

A

presentation aiming at answering an economic research question. However, they report that only 26.6% of the students voluntary opted for using the artistic resources in their presentations.

6

It is not exactly identical because elements of the table are used later in this paper and a few resources have been added to the table.

6

Which shows that students typically would not naturally refer to arts. For students to use arts as a component in a demonstration they would need to be properly guided or instructed on how to do

Type

Application to the economics classroom

General literature

Comprehensive reading list of literary

Discusses the use of historical novels to

The Great Books

M

teach economics

A

Historical Novels

N

relating it to economic concepts

Authors

Bohanon & Vachris (2012) Watts & Smith (1989)

U

texts with excerpts and commentary

SC RI PT

it as it is not natural for them.

Readings, discussions, written

Watts (2003) Considine (2006) Cotti & Johnson (2012) Hartley (2001)

D

assignments, and exams relating the

TE

Great Books to introductory economic concepts

Describes use of a series of American

EP

American Novels

Vachris & Bohanon (2012)

CC

novels to teach labor market economics

A

Short stories

Readings, discussions, written assignments, and exams relating modern short stories to introductory economic concepts

7

Ruder (2010)

Children's books

Readings and discussions relating Dr.

Dighe (2007)

Seuss books/passages and Wizard of Oz

Miller & Watts (2011)

to economic concepts

Haiku poetry

Reading comic books related to

O'Roark (2017)

economic concepts

O'Roark & Grant (2018)

Writing and reading haiku related to economic concepts

Shakespeare

Readings, discussions, written

Kish-Goodling (1998)

A

N

economics

M

Essay projects and reference list relating

Krasnozhon (2013) Lawson, et al. (2008)

concepts

Tinari & Khandke (2000)

TE

D

song lyrics to introductory economic

EP

CC A

U

Merchant of Venice to monetary

Movies

Bohanon (2012) Ziliak (2009)

assignments, and exams relating The

Music

SC RI PT

Comic Books

Rousu (2016)7 Van Horn & Van Horn (2013)

Viewings and discussions relating

Burke, et al. (2018)

classic films and documentaries to

Carrasco-Gallego (2017)

introductory economic concepts

Leet & Houser (2003) Mateer, et al. (2016) Mateer & Stephenson (2011)

7

Rousu (2016) announced a website listing musical theatre songs portraying economics concepts http://broadwayeconomics.com/

8

Sexton (2006) General art

Viewings and discussions relating visual

Watts & Chineze (2012)

art themes to introductory economic concepts Describes use of and discussions about video games to teach economics and financial literacy Table 1: Example of creative arts integration

c. Effective PowerPoint presentations

Ferrarini (2012)

SC RI PT

Video Games

U

The use of PowerPoint presentations is a complement to “chalk and talk” lectures. Instructors

N

rely on the dynamic medium to help student follow the lecture. Clark (2008) shows that lecturing

A

with PowerPoint presentations is more effective than lecturing without since they create a more

M

stimulating and accessible learning environment for students. However, PowerPoint presentation

D

are not substitutes for a lecture or an instructor; they are a complementary tool increasing the

TE

effectiveness of the learning environment. Grabe (2005), Grabe, et al. (2005) and Chen & Lin (2008) demonstrate that PowerPoint presentations are most effective when students can

EP

download them before the lecture. Providing PowerPoint presentations has a positive effect on the performance of students who have less than a perfect attendance (Harmon, et al., 2015). In

CC

other words, providing PowerPoint presentations can reduce the consequence of an absence.

A

However, there are still doubts in the literature (Debevec, et al., 2006) (Frank, et al., 2008); because providing PowerPoint presentations may have negative impacts on class attendance. For instance, Grabe, et al. (2005) reports that “Many students claimed that access to online notes played a “Very Significant” role in their voluntary absences”. Weatherly, et al. (2003) also found similar negative attendance effects.

9

Vazquez & Chiang (2014) show that PowerPoints should be designed carefully to be effective teaching and learning tools. Slides’ design may be an element to explain why some do not find positive effect for the use of PowerPoint presentations. Vazquez & Chiang (2014) show how the visual appearance of slides is important to properly convey a message to students. Their analysis

SC RI PT

and recommendations are based on findings from cognitive and brain science. They make very pertinent recommendation on how to choose a picture, design a slide and the use of text on a

slide. For instance, they recommend the removal of all unnecessary information to make more

place for full-pages images with text reduced to most important information. Figure 1 and Figure

EP

TE

D

M

A

N

U

2 shows contrast of slides they consider less classical (left) and recommended (right) practices.

Figure 1: The non-use and use of image bleeding

A

CC

Source: Vazquez & Chiang (2014)

10

SC RI PT

Figure 2: Text-intensive vs. visual slide conveying the concept of supply

U

Source: Vazquez & Chiang (2014)

N

d. Videos

A

Videos are a very interesting way to engage students (Calhoun & Mateer, 2012). Vazquez &

M

Chiang (2015) show that the vast majority of students they surveyed considered videos as their favorite media for learning. In addition, Sexton (2006) mentions that well-selected videos can

TE

D

provide a more concrete framework, improving concept retention among students. Multiple videos are available for illustrating economics concepts. Some aim at directly

EP

illustrating the concepts such as Murray & Nunley (2018). In addition, a growing base of literature recommends the use of videos from various TV sources to illustrate economic

CC

concepts. Table 2 provides examples of articles cataloguing these videos and clips.

A

Type of videos

Clips from popular movies

Authors Carrasco-Gallego (2017) Leet & Houser (2003) Mateer & Stephenson (2011) Sexton (2006)

11

Clips from ‘Mad Max: Fury Road’

Mateer & Vachris (2017)

Episodes of ‘The Simpsons’

Luccasen & Thomas (2010)

Clips from ‘Breaking Bad’

Duncan, et al. (2016)

Clips from ‘The Big Bang Theory’

Geerling, et al. (2018)

SC RI PT

Tierney, et al. (2016)8 Clips from ‘Seinfeld’

Ghent, et al. (2011)9

Clips from ‘The Office’

Kuester, et al. (2014)10

Clips from ‘Park and Recreation’

Conaway & Clark (2015)

Wooten & Staub (2018)11

N

U

Clips from various TV shows and other media Mateer, et al. (2011)12 Wooten (2018)

A

sources

Al‐ Bahrani & Patel (2015)

M

Sports Clips from ESPN 30 for 30

e. Podcasts

D

Table 2: Articles cataloguing videos for economic instruction.

TE

Moryl (2013) suggests the use of podcasts in economics instruction. She uses professionallyproduced podcast to illustrate economics concepts. A collection of podcast discussing various

EP

economic concepts can be found on http://www.audioecon.com Moryl (2014). This website contains mostly podcasts under 10 minutes. An instructor willing to find longer podcasts can

A

CC

refer to the Freakonomics archives: http://freakonomics.com/archive/. Moryl (2013) reports that

8

Tierney, et al. (2016) announced a website listing clips from The Big Bang Theory suitable for economics instruction - http://www.bazinganomics.com/ 9 Ghent, et al. (2011) announced a website listing clips from Seinfeld suitable for economics instruction http://yadayadayadaecon.com/ 10 Kuester, et al. (2014) announced a website listing clips from The Office suitable for economics instruction http://economicsoftheoffice.com/ 11 Wooten & Staub (2018) announced a website listing clips from Park and Recreation suitable for economics instruction - https://economicsofparksandrec.com/ 12 Mateer, et al. (2011) announced a website listing clips from various TV shows suitable for economics instruction http://tvforecon.blogspot.ca/

12

more than 90% of the students she surveyed declared listening to the podcasts and that the podcasts improved their understanding.

III.

Instructor-Crafted Methods

SC RI PT

Instructor-crafted methods refer to methods and add-ons used and/or conducted by the instructor to directly or indirectly teach students economics concepts. Economics instructors have developed multiple resources which can be introduced in the lecture plan.

a. Think–Pair–Share

Think-pair-share was one of the first successful attempts to move away from traditional chalk

U

and talk lecture. Maier & Keenan (1994) Becker (1997) and Roach (2014) describe its very

N

simple implementation. The instructor simply poses a question to the class, then each students is

A

supposed to think about the question for a few seconds or minutes, then students pair with one or

M

multiple other students to discuss the question, and finally some students share their

D

reasoning/answer with the rest of the class. Roach (2014) also mentioned that it is an interesting

TE

strategy for more timid students as not everybody will share to the class, but timid students would normally have thought about the problem, shared their reasoning to one or a couple of

EP

classmates, and been exposed to the idea of others without having to speak in front of a large audience. Maier & Keenan (1994) also discusses the implementation cost of such a teaching tool.

CC

This implementation cost is very low as it requires only short breaks during the lecture in which

A

students think and discuss about a simple question. Ghosh & Renna (2009) report how technology can be also use in the sharing step of the thinkpair-share. For instance, in addition to asking students to share in class, instructors can ask student to answer the questions using an electronic personal response system such as a “clicker”.

13

It allows students to receive a direct feedback on whether their thinking and discussion has led to the correct answer.

b. Classroom Role-Playing and Experiments

SC RI PT

Economics experiments are probably the most common strategy used in economics classrooms. Economics instructors have created multiple experiments representing many different economic concepts. Table 3 shows examples of economics experiments that can be used for teaching various economic concepts. A very interesting resource for an instructor, without previous

knowledge on classroom experiments, who is willing to implement experiments in the classroom

U

is Holt (2007) as it catalogues multiple classroom experiments and provides all the necessary

N

background and instructions for implementation.

A

The economics literature extensively questions the efficiency of using experiments in the

M

classroom, the majority of the evidence seems to identify positive results when using

D

experiments, however, there is no strong consensus. For instance, Frank (1997), Emerson &

TE

Taylor (2004), Ball, et al. (2006), Dickie (2006), Durham, et al. (2007), Emerson & Taylor (2007), Emerson & English (2016), and Grol, et al. (2017) found that using classroom

EP

experiments had positive results on their students’ achievements, while Yandell (1999), Mitchell (2008), Dufwenberg & Swarthout (2009), Ebbers, et al. (2012), and Eisenkopf & Sulser (2016)

CC

found more mitigated results.

A

The efficacy of using an experiment may not depend solely on whether or not the experiment has been performed, but also on implementation and integration into the lecture plan. For instance, Cartwright & Stepanova (2012) shows that to maximize benefits of a classroom experiment, it needs to be accompanied with some form of assessment or homework, such as writing a report about the experiment. 14

Research in experimental economics emphasizes the need for creating an incentive system that typically is monetary payment for right behavior. However, in the classroom, it is usually not advised to play for real money. Therefore, virtually all classroom experiment do not involve monetary incentives. Following Holt (1999)‘s advice, monetary incentives are often considered

SC RI PT

unnecessary by instructors. However, Rousu, et al. (2015) show that students perform better when monetary incentives are present.13

Typically, classroom experiments are designed to be performed within one lecture. They can

take anywhere from a few minutes to a full lecture depending on the experiment and the extent

U

of the discussion that the instructor intends to have about the experiment. Experiments also

N

require a bit of preparation. One potential disadvantages of using classroom experiments is the

A

substantial time that may be required to prepare the experiment prior to conducting it in class. In

M

my experience, a lecture-long experiment requires a similar preparation time ton a regular lecture. However, some experiments require a longer preparation time especially those with more

D

specific resources. More and more authors of classroom experiments make an effort to reduce

TE

the required preparation time when they design experiments; as a result more recent experiment

Course

EP

tend to be less time consuming in their preparation phase.

A

CC

Industrial Organization

Topic of the Experiment

Authors

Adverse Selection

Grogan (2018) Hodgson (2014) Mellor (2005)

Advertising

Freeborn & Hulbert (2011)

Rousu, et al. (2015) also lists the literature describing the various incentives’ mechanisms used for classroom experiments. 13

15

Collusion and Cartels

Correa, et al. (2016) Picault (2015)

Duopolies

Beckman (2003) Giles & Voola (2006)

SC RI PT

Meister (1999) Picault (2015)

Hotelling Model

Anderson, et al. (2010)

Lerner Index

Rojas (2011)

Oxoby (2001)

U

Monopoly

N

Rojas (2011)

A

Price Discrimination

M

Vertical Integration

Holt (1996)

Utility Maximization

Raboy (2017)

TE

General Equilibrium

Labor Market

Boháček (2002) Johnson (2010) Garces-Ozanne & Esplin (2010)

Prisoner’s Dilemma

Holt & Capra (2000)

Macroeconomics

Exchange Rate

Hazlett & Ganje (1999)

A

CC

EP

Badasyan, et al. (2009)

Supply and Demand

D

Microeconomics

Aguiló, et al. (2016)

(Haupert, 1996)

Mitchell, et al. (2009) Money Demand

Chen (2018) Ewing, et al. (2004)

16

Benson & Stegner (1997)

Production-Possibility

Carson & Tsigaris (2011)

Frontier

Neral & Ray (1995)

Floor Trading

Holt (1996)

Speculative Bubbles

Ball & Holt (1998)

SC RI PT

Finance

Aggregate Demand

Moinas & Pouget (2016)

Risk Political Economics

Ewing, et al. (2004)

Distributive Justice

Alden (2000)

Roush & Johnson (2018)

U

Rent Seeking

N

Strow & Strow (2006)

Coase Theorem

M

Environmental Economics

A

Voting

Production

Corrigan (2011)

D

Carson & Tsigaris (2011)

TE EP

CC A Trade

Gourley (2018)

Negative Externality from

Public Good Provision

Money and Banking

Holt & Anderson (1999)

Hoyt, et al. (1999) Holt & Laury (1997) Lamb & Tsigaris (2011)

Bank Equity Requirements

Hazlett (2016)

Bank Runs

Balkenborg, et al. (2011)

Role of Banks

Kassis, et al. (2012)

Role of Central Banks

Hoffer (2015)

Comparative Advantage and

Anderson, et al. (2008)

Gains from Trade

Chiang (2007) Haupert (1996)

17

Tariffs

Winchester (2006)

Trade Barriers

Hazlett (2014)

New Trade Theory

Yamarik (2018)

Table 3: Economics experiments

SC RI PT

c. Flipped Classroom

Flipped classrooms are a commonly proposed method to implement active learning in the

classroom. They involve asking students to study the course material in-depth prior to coming to class and devote class time to activities such as exercises, discussions, experiments, etc. (Lage, et

U

al. (2000)). Flipped classrooms have been proposed for all class size even extremely large. For

N

instance, the literature describes experiences from relatively low enrollment (Caviglia-Harris

A

(2016)) to a very large enrolment of 900+ students (Vazquez & Chiang (2015)). Roach (2014)

M

surveyed participating students and reports that they typically react positively to the method. 76% reported that flipped classroom helped them learn and 94% appreciated the increased

D

interactivity.

TE

There are multiple ways to implement such methodology. Some propose to implement it for only

EP

part of the courses, called a partially-flipped or blended classroom (Caviglia-Harris (2016), Olitsky & Cosgrove (2014), Olitsky & Cosgrove (2016), Roach (2014)) ; or the whole course

CC

(i.e. 20% or less “chalk and talk”) known as a flipped classroom (Asarta & Schmidt (2017), Balaban, et al. (2016), Calimeris & Sauer (2015), (Caviglia-Harris, 2016), Olitsky & Cosgrove

A

(2016), Vazquez & Chiang (2015)). Students are usually provided with a variety of resources, including textbook, lecture slides and videos, to be studied prior to lecture time. Vazquez & Chiang (2015) reported that student plebiscite (92%) the use of videos over any other resource; in their survey, Calimeris & Sauer (2015) also reported strong students support for using videos (76%). 18

Engaging in flipped classroom should not be a way to reduce contact time between the students and the instructors. Lecture time is essential to student learning; under a flipped classroom regime, the time is just used differently. Interestingly, Joyce, et al. (2015) and Rivkin & Schiman (2015) show that reducing students-professors contact time has a negative effect on student

SC RI PT

performance even when they are provided with appropriate resources, including videos. Economic education literature reports various level of effectiveness for blended and flipped

classroom. The effectiveness is a current debate in the literature. When assessed at the class

level, some reported increased student performance (Balaban, et al. (2016), Calimeris & Sauer

U

(2015), Caviglia-Harris (2016), Olitsky & Cosgrove (2016)), while some reported non-

N

significance (Asarta & Schmidt (2017), (Olitsky & Cosgrove (2014), Roach (2014)). However,

A

Asarta & Schmidt (2017) extended the data analysis further to show that not all students are

M

affected the same way by the use of flipped methodologies. Weaker students perform better with “chalk and talk”, average students perform similarly under both methods and good students

D

perform better in a flipped classroom environment. Balaban, et al. (2016) found similar results

TE

with the stronger students performing better. However, in Balaban, et al. (2016), all categories of

EP

students improved their performance. This suggests that the success of flipped classroom may be dependent on the ability of the students.

CC

Vo, et al. (2017) performed an across-discipline meta-analysis, based on 51 studies, to determine the effectiveness of flipped methodologies. They concluded that these methodologies moderately

A

improved students’ results; however, the magnitude strongly depended on the technicality of the field of study. Stronger effectiveness is observed in STEM disciplines, while effectiveness is significantly lower, but still positive, in non-STEM disciplines. In this study, economics was categorized in the non-STEM disciplines along with business and management.

19

While the results of flipping the classroom may be considered positive, it cannot be done without a cost. Vazquez & Chiang (2015) reported that converting from traditional lecture to a flipped classroom required a substantial time investment from the instructor. They evaluated that to create all the necessary material for one course takes between 6 and 12 months of full-time work.

SC RI PT

Calimeris & Sauer (2015) also reported that the upfront cost of implementing the flipped classroom was high, but did not provide additional details on the time they devoted to creating and implementing it.

d. The Box Office Game

U

Lang (2013) presents a semester-long exercise where students interact in a future market.

N

Students are instructed to build a portfolio of movies from a list provided by the instructor. The

A

listed movies have not yet been released, so students must form their movie portfolio based on

M

their educated box office predictions.14 Students must respect a budget and can buy or sell

D

movies all along the semester based on box office numbers and on daily updated prices.

TE

Students’ performance is not only based on the performance of their portfolio. While it does make up part of the grade, the majority of the grade is determine by a 10-page group report in

EP

which students must explain their transactions as well as the reasoning behind their predictions. In short, the grading is mostly based on the capacity of students to show appropriate reasoning

CC

and documentation, which strongly attenuates the impact of students being lucky when

A

composing their portfolio. The report is also useful to verify whether students have learned from the exercises. The author reports that by the end of the exercise all teams developed enough knowledge to understand what was needed to win the game. This exercise appears to encourage

14

In this game, the performance of a movie is based on the box office numbers during the first two weekends it is released.

20

significant engagement among the students to the point that about three quarter of them were willing to participate in the next session even though they would not be enrolled in the course. As reported by the author, this semester-long exercise requires “more than a trivial amount of work” from the instructor as it is necessary to provide students with a list of movies and to act as

SC RI PT

the moderator of the game.

e. Social Media

Social media plays a significant role in our day-to-day life, and this is even more true for our

students. While we may consider social media a distraction, some instructors have developed

U

ways to use social media to support learning. Table 4 lists the few reports available from

A

N

economics instructors in the economic education literature.

M

In the current era of students fighting against tuitions and expensive textbooks, a clear advantage of the use of social media is that it is free and virtually every student (Al-Bahrani, et al., 2015)

D

and instructor (Al-Bahrani, et al., 2017) has access to it through multiple mediums such as their

Twitter

CC

Instagram

Type of use

EP

Social Media

TE

cell phones, tablets and computers.

Communication with

Results15

Authors

N/A

Al-Bahrani & Patel

students

(2015)

Facebook

A

Twitter

15

Communication with

No change in

Al-Bahrani, et al.

students

performance

(2017)

Results considered here are limited to measured changes in student performance. N/A means that such statistics are not reported.

21

Periscope

Assignment: creating

N/A

Dowell & Duncan

a Real GDP index16 Facebook

(2016)

Discussion Platform

Significant

Harmon, et al. (2014)

improvement of

performance Twitter

Discussion Platform

N/A

SC RI PT

students’ final exam

Jones & Baltzersen (2017)

Twitter

10 assignments

N/A

D

Table 4: Examples of how to use social media.

M

comment/question.

N

a reflective

A

resource and tweeting

U

involving reading a

Kassens (2014)

TE

I cannot conclude the effectiveness of using social media for the instruction in economics since there are very limited results currently available (Table 4). However, current literature seems to

EP

be positive as it reports that using social media as a communication tool instead of emails and

CC

learning management systems does not negatively affect student performance (Al-Bahrani, et al., 2017); and that using social media as a discussion platform promotes student participation,

A

engagement (Al-Bahrani, et al. (2015), Jones & Baltzersen (2017)) while improving students’ final exam performance (Harmon, et al., 2014).

16

Students asks broadcasters from a different country questions investigating their living standard. An example of question could be ‘Could you tell me if you have a washing machine in your house? Positive answers are assigned a value of 1, while negative answers are assigned a value of 0. By aggregating the dummy variables, an index is created.

22

Which social media should an instructor use? Al-Bahrani & Patel (2015) suggest that Twitter is a better communication tool than Instagram or Facebook. Another social media of interest is YouTube. Al-Bahrani, et al. (2015) show that student rank YouTube as their fourth favourite social media. Typically, YouTube is used by instructors to

SC RI PT

share their own or already existing instructional videos with students. Instructors wanting to use YouTube videos should consider shorter videos as Mesenguer-Martinez, et al. (2017) explain

that students tend to prefer shorter videos. They also notice that students prefer videos recorded by female teachers. Carrasco-Gallego (2017) exposes precisely how to integrate YouTube videos

U

in a course plan. He also mentions that the projection of short YouTube clips is an easy and low-

N

cost method as he is recommending the use of videos that are on average of 3 minutes long.

A

However, as noticed by York & Norwood (2013), the quality of existing instructional videos can

f. Fantasy Football

M

vary – some may be inaccurate – so the instructor should carefully screen instructional videos.

D

Collins & Hoffer (2016) propose using fantasy football as a teaching tool. They report that

TE

fantasy football is a useful tool to teach various economic concepts including: opportunity cost,

EP

supply and demand shocks and market interventions. In addition to managing their team, students are required to regularly answer question testing their understanding of economic

CC

concepts. The authors report that the use of fantasy football increased student motivation and appreciation of economic concepts.

A

Implementing fantasy football leagues has a very limited cost for instructors. The leagues are organized on already existing and free third-party platforms, and the activity does not use much class time since it is operated almost exclusively outside of the class. The authors suggest that such assignment could be replicated with any other fantasy sport, so an instructor in a country

23

where American football is not popular could use ice hockey, football (soccer), rugby or any other collective sport for which a fantasy simulation exists. Prior to implementing the assignments, they had a concern that the female students would not be as interested and therefore would score less. Their concern did not manifest as female students

SC RI PT

actually outperformed the male students and the females won the three leagues they implemented.

IV.

Student-Crafted Methods

U

Typically, student-crafted methods are assignments requiring students to produce an output that

N

can be shared or used in some other context, from which they will learn economics concepts in

A

more depth.

M

a. Music Videos

Holder, et al. (2015) and Al-Bahrani, et al. (2017) used creation of music videos by students to

D

elicit a deeper understanding of economic concepts during the instruction of economics

TE

principles. Students are asked to choose a popular song, to rewrite the lyrics and record their own

EP

version of the music video. The lyrics have to portrait economic or personal finance concepts. The two approaches, i.e. Rockonomix (Holder, et al., 2015) and Econ Beats (Al-Bahrani, et al.,

CC

2017) invite instructors to participate in a contest involving students of multiple universities, primarily based in the United States. The main difference between the two approaches is that

A

Rockonomix is supposed to be included in an already existing economics course, while Econ Beats proposes an interdisciplinary assignment that merges economics, media, music and communication by requiring students from economics to work with media students for a semester. The two competition platforms can be found on https://www.rockonomix.com/ and https://www.econbeats.com/. 24

There is very little costs for the instructor when implementing Rockonomix or Econ Beats. The websites host all details required for the assignments, and they do not require students to use lecture time, as students will create the videos outside the classroom.

b. Student-Crafted Experiments

SC RI PT

Bosley (2016) proposes a different approach to experiments. Instead of participating in experiments, undergraduate students are instructed to design their own experiment. Proceeding this way promotes student engagement by offering students more control over the experiment

(i.e. its design, its implementation and its data analysis). It provides students with the experience of constructing an experiment “from the ground up” and developing a skill that is potentially

U

transferable to their future careers. Bosley (2016) reports that students were demonstrating strong

N

motivation, stronger work attitudes and clearly appreciated the applicability to “real world” of

M

A

the course. A course with such project offers students a significant learning experience. Bosley (2016) provides all that is necessary to implement experiments in an-already existing

D

economics course. For instance, she provides a week-by-week schedule of the experiment

TE

activities which allow almost direct use for any instructor interested in implementing this

EP

strategy. Implementing such an activity is time consuming. The author reports that the course schedule was modified to include the design of the experiments, and 10% of class time was

CC

dedicated to the group experiment. Some monetary costs also exists, as participants were hired to participate in the experiments. In the context of Bosley (2016), the funding was provided by

A

dean’s office as well as the implementation a $15 student fee.

c. ECONSelfie

ECONSelfie is an assignment that can be incorporated in an existing economics course. It requires students to take a picture of themselves which illustrates an economic concept. Al-

25

Bahrani, et al. (2016) In addition, students are required to explain the concept of their choice. Figure 3 shows two examples of ECONSelfies found on twitter. ECONSelfie provides students with an opportunity to think how about economic concepts apply to their own lives and to understand more in depth these concepts as they are forced to relate

SC RI PT

economic concepts to the world around them.

Authors report that the resources required for instructors to implement the ECONSelfie

assignment are minimal. They provide multiple implementation strategies as the different co-

CC

EP

TE

D

M

A

N

U

authors have explored different techniques.

A

Figure 3: Examples of ECONSelfies

d. Video Scrapbooking

Another method is to propose students to create video scrapbooks. According the creators of this assignment, Al-Bahrani, et al. (2016), a video scrapbook is a multimedia presentation that streams images, articles, and photographs while playing audio clips of music, sound bites, or

26

voice recordings.17 Such assignment requires virtually no lecture time investment as students are producing video scrapbooks outside the classroom. Students are assigned to create a video with screenshots, pictures of news articles and EconSelfies. Similarly to ECONSelfies, students are required to write an explanation for each of

SC RI PT

the resources included in the video. Benefits of video scrapbooking are similar to those of ECONSelfies. It requires a longer work commitment from students and can be used as an additional assignment if students respond favourably to the production of ECONSelfies.

e. Podcasts

U

Moryl (2016) describes an assignment where student are required to produce their own podcasts

N

to demonstrate their understanding of economic concepts. The assignment has to be executed as

A

a group of 3 to 4 students. The maximum duration of the podcast is 10 minutes and the instructor

M

should make clear who the target audience is (general public, students, economists, etc.). Moryl

D

(2016) recommends the use of a free software for the assignment.

TE

She reports that the students’ response was very favourable. The majority agreed that the assignments help them develop communications skills as well as improved their understanding

EP

of economics concepts. Students also reported that they spent between two and five hours to

CC

complete the assignment. While the assessment of podcasts may take a few hours (2.5 hours for 10 groups), the author mentions that it represents less time than what is typically required to

A

assess oral communication skills or medium to long written assignments.

17

An example of Video Scrapbooking can be found on YouTube: https://youtu.be/-3W8DxtmJgA.

27

V.

Conclusion

Lecturing is still the predominant teaching style. However, contrary to previous generations of instructors, we now have access to a rapidly growing body of pedagogical innovations to supplement or replace traditional lectures. One interesting trend found in the literature reviewed

SC RI PT

is the inclusion of popular culture and media to improve engagement from students.

The literature shows that the material presented to students should be carefully designed and that illustrating economic concepts can help students. Useful resources are available to improve the

visual effectiveness of PowerPoint slides and to select meaningful media to accompany the slides

N

A

audio and video) is recommended in the literature.

U

or complement the course materials. For instance, the use of creative arts and media (paper,

M

Beyond the course material, economics instructors have developed teaching exercises and activities to benefit students in and out of the classroom. The most traditional approaches

D

encompass classroom experiments and ‘think-pair-share’ which allow students to discuss and

TE

explore in depth economic concepts in the classroom. To create more time for in-class activities, some instructors recommend reorganizing the lectures by implementing a flipped classroom

EP

approach. This allows more contact time for such activities. For instructors wanting to

CC

implement activities managed mostly out of lecture time, there are multiple options, such as the box office game or the use of fantasy sports, to provide some applied training to economics

A

students.

At times, students question the significance of the work they perform. Therefore a recent trend of activities has emerged requiring students to produce an outcome not only meaningful for the course, but also meaningful beyond the course. Instructors have developed exercises leading to

28

the production of media content or experiments that students can further share with their friends, family, community and potentially future employers. Implementing pedagogical innovations in our classroom cannot be done without some cost. The cost of implementation is different depending on the method. Some are more time consuming

SC RI PT

than others. It is important to mention that not every method can be beneficial for each and every instructor. We all have our own teaching style and natural connection with the different teaching methods. That is why, it is the instructor’s responsibility to correctly evaluate whether the

pedagogical benefits are worth the implementation costs, as the benefits differ significantly from

A

CC

EP

TE

D

M

A

N

U

instructor to instructor.

29

References Aguiló, P., Sard, M. & Tugores, M., 2016. Price discrimination: A classroom experiment. The Journal of Economic Education, 47(2), pp. 132-139. Al-Bahrani, A., Dowell, C. T. & Patel, D., 2016. Video Scrapbooking: An Art Form Revived in the Economics Curriculum. Journal of Economics and Economic Education Research, 17(1), pp. 7-15.

SC RI PT

Al-Bahrani, A. et al., 2016. Putting yourself in the picture with an ‘ECONSelfie’: Using studentgenerated photos to enhance introductory economics courses. International Review of Economics Education, Volume 22, pp. 16-22. Al-Bahrani, A., Holder, K., Patel, D. & Sheridan, B. J., 2016. The Great Digital Divide: Using Popular Media to Teach Economics. Journal of Economics and Economic Education Research, 17(2), pp. 105-111.

N

U

Al-Bahrani, A., Libis, B., Drabik, S. & Gibson, J., 2017. Econ Beats: A Semester Long, Interdisciplinary, Project-Based Learning Assignment. Journal of Economics and Finance Education, 16(3), pp. 1-11.

M

A

Al-Bahrani, A. & Patel, D., 2015. Incorporating Twitter, Instagram, and Facebook in. The Journal of Economic Education, 46(1), pp. 56-67. Al‐ Bahrani, A. & Patel, D., 2015. Using ESPN 30 for 30 to teach economics. Southern Economic Journal, 81(3), pp. 829-842.

TE

D

Al-Bahrani, A., Patel, D. & Sheridan, B., 2015. Engaging students using social media: The students’. International Review of Economics Education, Volume 19, pp. 36-50.

EP

Al-Bahrani, A., Patel, D. & Sheridan, B. J., 2017. Evaluating Twitter and its impact on student learning in principles of economics courses. The Journal of Economic Education, 48(4), pp. 243253.

CC

Al-Bahrani, A., Patel, D. & Sheridan, B. J., 2017. Have economic educators embraced social media. The Journal of Economic Education, 48(1), pp. 45-50. Alden, L., 2000. The Distributive Justice Game. Classroom Expernomics, Volume 9, pp. 11-15.

A

Allgood, S., Walstad, W. B. & Siegrfried, J. J., 2015. Research on Teaching Economics to Undergraduates. Journal of Economic Literature, 53(2), pp. 285-325. Anderson, L. R. et al., 2008. Production and gains from trade. Perspectives on Economic Education Research, 4(1), pp. 2-22. Anderson, L. R. et al., 2010. Location, Location, Location! A Classroom Demonstration of the Hotelling Model. Perspectives on Economic Education Research, 6(1), pp. 48-71. 30

Asarta, C. J. & Schmidt, J. R., 2017. Comparing student performance in blended and traditional courses: Does prior academic achievement matter?. The Internet and Higher Education, Volume 32, pp. 29-38. Badasyan, N. et al., 2009. Vertical Integration of Successive Monopolists: A Classroom Experiment. Perspectives on Economic Education Research, 5(1), pp. 61-78.

SC RI PT

Balaban, R. A., Gilleskie, D. B. & Tran, U., 2016. A quantitative evaluation of the flipped classroom. The Journal of Economic Education, 47(4), pp. 269-287.

Balkenborg, D., Kaplan, T. & Miller, T., 2011. Teaching bank runs with classroom experiments. The Journal of Economic Education, 42(3), pp. 224-242. Ball, S. B., Eckel, C. & Rojas, C., 2006. Technology Improves Learning in Large Principles of Economics Classes: Using Our WITS. The American Economic Review, 96(2), pp. 442-446.

U

Ball, S. B. & Holt, C. A., 1998. Classroom games: Speculation and bubbles in an asset market. Journal of Economic Perspectives, 12(1), pp. 207-218.

A

N

Becker, W. E., 1997. Teaching Economics to Undergraduates. Journal of Economic Literature, 35(3), pp. 1347-1373.

M

Becker, W. E. & Watts, M., 1995. Teaching tools: Teaching methods in undergraduate economics. Economic Inquiry, 33(4), pp. 692-700.

D

Beckman, S. R., 2003. Cournot and Bertrand games. The Journal of Economic Education, 34(1), pp. 27-35.

TE

Benson, C. S. & Stegner, T., 1997. An Aggregate Demand Driven Macroeconomic Equilibrium Experiment. Classroom Expernomics, 6(2), pp. 5-8.

EP

Boháček, R., 2002. A market-clearing classroom experiment. Southern Economic Journal, Volume 69, pp. 189-194.

CC

Bohanon, C. E., 2012. Haiku, art and economics: a pedagogical exercise. International Journal of Pluralism and Economics Education, 3(4), pp. 424-436.

A

Bohanon, C. E. & Vachris, M. A., 2012. Economics and literature: the gains from trade. International Handbook on Teaching and Learning Economics, p. 223. Bosley, S., 2016. Student-crafted experiments “from the ground up”. International Review of Economics Education, Volume 22, pp. 1-7. Burke, S., Robak, P. & Stumph, C. F., 2018. Beyond Buttered Popcorn: A Project Using Movies to Teach Game Theory in Introductory Economics. ournal of Economics Teaching, 3(1), pp. 153-161. 31

Calhoun, J. & Mateer, D., 2012. Incorporating Media and Response Systems in the Economics Classroom. In: G. M. H. a. K. McGoldrick, ed. International handbook on teaching and learning economics. s.l.:Edward Elgar Publishing, pp. 149-159. Calimeris, L. & Sauer, K. M., 2015. Flipping out about the flip: All hype or is there hope?. International Review of Economics Education, Volume 20, pp. 13-28.

SC RI PT

Carrasco-Gallego, J. A., 2017. Introducing economics to millennials. International Review of Economics Education, Volume 26, pp. 19-29.

Carson, N. & Tsigaris, P., 2011. Illustrating Environmental Issues by Using the. The Journal of Economic Education, 42(3), pp. 243-254. Cartwright, E. & Stepanova, A., 2012. What do Students Learn from a Classroom. The Journal of Economic Education, 43(1), pp. 48-57.

U

Caviglia-Harris, J., 2016. Flipping the undergraduate economics classroom: Using online videos to enhance teaching and learning. Southern Economic Journal, 83(1), pp. 321-331.

A

N

Chen, J. & Lin, T.-F., 2008. Does downloading PowerPoint slides before the lecture lead to better student achievement?. International Review of Economics Education, 7(2), pp. 9-18.

M

Chen, X., 2018. A Simple Classroom Experiment on Money Demand. Journal of the Scholarship of Teaching and Learning, 18(1), pp. 115-135.

D

Chiang, E. P., 2007. Asymmetric information, bargaining, and comparative advantage in trade relationships: An interactive game. Southern Economic Journal, 74(2), pp. 601-608.

TE

Clark, J., 2008. PowerPoint and pedagogy: Maintaining student interest in university lectures. College teaching, 56(1), pp. 39-44.

EP

Collins, K. & Hoffer, A., 2016. Teaching Economics Using Fantasy Football. Perspectives on Economic Education Research, 10(1), pp. 94-114.

CC

Conaway, L. B. & Clark, C., 2015. Swansonomics: Using “Parks and Recreation” to Teach Economic. Journal of Economics and Finance Education, 14(1), pp. 41-68.

A

Considine, J., 2006. The Simpsons: Public choice in the tradition of Swift and Orwell. The Journal of Economic Education, 37(2), pp. 217-228. Correa, M., García-Quero, F. & Ortega-Ortega, M., 2016. A role-play to explain cartel behavior: Discussing the. International Review of Economics Education, Volume 22, pp. 8-15. Corrigan, J. R., 2011. The pollution game: A classroom game demonstrating the relative effectiveness of emissions taxes and tradable permits. Journal of Economic Education, 42(1), pp. 70-78. 32

Cotti, C. & Johnson, M., 2012. Teaching Economics Using Historical Novels: Jonathan Harr's The Lost Painting. The Journal of Economic Education, 43(3), pp. 269-281. Davis, M. E., 2015. Bringing imagination back to the classroom: A model for creative arts in economics. International Review of Economics Education, Volume 19, pp. 1-12.

SC RI PT

Debevec, K., Shih, M.-Y. & Kashyap, V., 2006. Learning strategies and performance in a technology integrated classroom. Journal of Research on Technology in Education, 38(3), pp. 293-307.

Dickie, M., 2006. Do classroom experiments increase learning in introductory microeconomics?. The Journal of Economic Education, 37(3), pp. 267-288. Dighe, R. S., 2007. The fable of the allegory: The Wizard of Oz in economics: Comment. The Journal of Economic Education, 38(3), pp. 318-324.

U

Dowell, C. T. & Duncan, D. F., 2016. Periscoping economics through someone else’s eyes: A real world (Twitter) app. International Review of Economics Education, Volume 23, pp. 34-39.

A

N

Dufwenberg, M. & Swarthout, J. T., 2009. Play to learn? An experiment. Working Paper. Atlanta, GA: Georgia State University, Department of Economics.

M

Duncan, D., Muchiri, S. & Paraschiv, M., 2016. The Economics of Breaking Bad: A Concept Guide. Working Paper.

D

Durham, Y., McKinnon, T. & Schulman, C., 2007. Classroom experiments: Not just fun and games. Economic Inquiry, 45(1), pp. 162-178.

TE

Ebbers, I., Macha, K., Schlösser, H.-J. & Schuhen, M., 2012. On the effectiveness of economic experiments as a method of teaching undergraduates. In: G. W. M. R. (. Van den Bossche P., ed. Learning at the Crossroads of Theory and Practice. Dordrecht: Springer, pp. 129-139.

CC

EP

Eisenkopf, G. & Sulser, P. A., 2016. Randomized controlled trial of teaching methods: Do classroom experiments improve economic education in high schools?. The Journal of Economic Education, 47(3), pp. 211-225.

A

Emerson, T. L. & English, L. K., 2016. Classroom experiments: Teaching specific topics or promoting the economic way of thinking?. The Journal of Economic Education, 47(4), pp. 288299. Emerson, T. L. & Taylor, B. A., 2004. Comparing student achievement across experimental and lecture-oriented sections of a principles of microeconomics course. Southern Economic Journal, 70(3), pp. 672-693. Emerson, T. L. & Taylor, B. A., 2007. Interactions between personality type and the experimental methods. The Journal of Economic Education, 38(1), pp. 18-35. 33

Ewing, B. T., Kruse, J. B. & Thompson, M. A., 2004. Money demand and risk: A classroom experiment. The Journal of Economic Education, 35(3), p. 243250. Ferrarini, T. H., 2012. Economics in the Media: Cool Tools for Teaching Economics. Social Studies Research and Practice, 7(1), pp. 19-28.

SC RI PT

Frank, B., 1997. The impact of classroom experiments on the learning of economics: An empirical investigation. Economic Inquiry, 35(4), pp. 763-769. Frank, J., Shaw, L. & Wilson, E., 2008. The impact of providing web-based PowerPoint slides as study guides in undergraduate business classes. Journal of Educational Technology Systems, 37(2), pp. 217-229. Freeborn, B. A. & Hulbert, J. P., 2011. Persuasive and Informative Advertising: A Classroom Experiment. The Journal of Economic Education, 42(1), pp. 51-59.

N

U

Garces-Ozanne, A. & Esplin, P., 2010. To Work or Not to Work… That is the Question: Labour Market Decisions in the Classroom. International Review of Economics Education, 9(2), pp. 8498.

A

Geerling, W. et al., 2018. Lesson Plans for Teaching Economics with The Big Bang Theory. Journal of Economics Teaching, 3(1), pp. 162-184.

M

Ghent, L. S., Grant, A. & Lesica, G., 2011. The economics of Seinfeld. The Journal of Economic Education, 42(3), pp. 317-318.

TE

D

Ghosh, S. & Renna, F., 2009. Using electronic response systems in economics classes. Journal of Economic Education, 40(4), pp. 354-365. Giles, M. & Voola, J., 2006. The Shrimp Game: Engaging Students in the Classroom. Australasian Journal of Economics Education, 3(1/2), pp. 73-89.

EP

Goffe, W. L. & Kauper, D., 2014. A Survey of Principles Instructors: Why Lecture Prevails. The Journal of Economic Education , 45(4), pp. 360-375.

CC

Gourley, P., 2018. Farmer Brown v. Rancher Wyatt: Teaching the Coase Theorem. The Journal of Economic Education, 49(2), pp. 194-199.

A

Grabe, M., 2005. Voluntary use of online lecture notes: Correlates of note use and note use as an alternative to class attendance. Computers & Education, 44(4), pp. 409-421. Grabe, M., Christopherson, K. & Douglas, J., 2005. Providing introductory psychology students access to online lecture notes: The relationship of note use to performance and class attendance. Journal of Educational Technology Systems, 33(3), pp. 295-308. Grogan, K., 2018. The great American health care debate: A classroom game to explore risk and insurance. The Journal of Economic Education, Volume Forthcoming. 34

Grol, R., Sent, E.-M. & de Vries, B., 2017. Participate or observe? Effects of economic classroom experiments on students’ economic literacy. European Journal of Psychology of Education, 32(2), pp. 289-310. Harmon, O., Alpert, W., Banik, A. & Lambrinos, J., 2015. Class Absence, Instructor Lecture Notes, Intellectual Styles, and Learning Outcomes. Atlantic Economic Journal, 43(3), pp. 349361.

SC RI PT

Harmon, O. R., Alpert, W. T. & Histen, J., 2014. Online discussion and learning outcomes. International Advances in Economic Research, 20(1), pp. 33-44.

Hartley, J. E., 2001. The great books and economics. The Journal of Economic Education, 32(2), pp. 147-159. Haupert, M. J., 1996. An experiment in comparative advantage. The Journal of Economic Education, 27(1), pp. 37-44.

N

U

Haupert, M. J., 1996. Labor market experiment. The Journal of Economic Education, 27(4), pp. 300-308.

A

Hazlett, D., 2014. A Classroom Experiment on International Trade. Perspectives on Economic Education Research, 9(1), pp. 67-72.

M

Hazlett, D., 2016. A classroom experiment with bank equity, deposit insurance, and bailouts. The Journal of Economic Education, 47(4), pp. 317-323.

TE

D

Hazlett, D. & Ganje, J., 1999. An experiment with official and parallel foreign exchange markets in a developing country. The Journal of Economic Education, 30(4), pp. 392-401. Hodgson, A., 2014. Adverse Selection in Health Insurance Markets: A Classroom Experiment. The Journal of Economic Education, 45(2), pp. 90-100.

EP

Hoffer, A., 2015. A classroom game to teach the principles of money and banking. Cogent Economics & Finance, 3(1).

CC

Holder, K., Hoffer, A., Al-Bahrani, A. & Lindahl, S., 2015. Rockonomix. The Journal of Economic Education, 46(4), p. 443.

A

Holt, C. A., 1996. Classroom games: Trading in a pit market.. Journal of Economic Perspectives, 10(1), pp. 193-203. Holt, C. A., 1999. Teaching Economics with Classroom Experiments. Southern Economic Journal, 65(3), pp. 603-610. Holt, C. A., 2007. Markets, games, & strategic behavior. Boston, MA: Pearson Addison Wesley. Grogan, K., 2018. The great American health care debate: A classroom game to explore risk and insurance. The Journal of Economic Education, Volume Forthcoming. 35

Grol, R., Sent, E.-M. & de Vries, B., 2017. Participate or observe? Effects of economic classroom experiments on students’ economic literacy. European Journal of Psychology of Education, 32(2), pp. 289-310. Harmon, O., Alpert, W., Banik, A. & Lambrinos, J., 2015. Class Absence, Instructor Lecture Notes, Intellectual Styles, and Learning Outcomes. Atlantic Economic Journal, 43(3), pp. 349361.

SC RI PT

Harmon, O. R., Alpert, W. T. & Histen, J., 2014. Online discussion and learning outcomes. International Advances in Economic Research, 20(1), pp. 33-44.

Hartley, J. E., 2001. The great books and economics. The Journal of Economic Education, 32(2), pp. 147-159. Haupert, M. J., 1996. An experiment in comparative advantage. The Journal of Economic Education, 27(1), pp. 37-44.

N

U

Haupert, M. J., 1996. Labor market experiment. The Journal of Economic Education, 27(4), pp. 300-308.

A

Hazlett, D., 2014. A Classroom Experiment on International Trade. Perspectives on Economic Education Research, 9(1), pp. 67-72.

M

Hazlett, D., 2016. A classroom experiment with bank equity, deposit insurance, and bailouts. The Journal of Economic Education, 47(4), pp. 317-323.

TE

D

Hazlett, D. & Ganje, J., 1999. An experiment with official and parallel foreign exchange markets in a developing country. The Journal of Economic Education, 30(4), pp. 392-401. Hodgson, A., 2014. Adverse Selection in Health Insurance Markets: A Classroom Experiment. The Journal of Economic Education, 45(2), pp. 90-100.

EP

Hoffer, A., 2015. A classroom game to teach the principles of money and banking. Cogent Economics & Finance, 3(1).

CC

Holder, K., Hoffer, A., Al-Bahrani, A. & Lindahl, S., 2015. Rockonomix. The Journal of Economic Education, 46(4), p. 443.

A

Holt, C. A., 1996. Classroom games: Trading in a pit market.. Journal of Economic Perspectives, 10(1), pp. 193-203. Holt, C. A., 1999. Teaching Economics with Classroom Experiments. Southern Economic Journal, 65(3), pp. 603-610. Holt, C. A., 2007. Markets, games, & strategic behavior. Boston, MA: Pearson Addison Wesley. Lawson, R., Hall, J. & Mateer, G. D., 2008. From ABBA to Zeppelin, Led: Using music to teach economics. The Journal of Economic Education, 39(1), pp. 107-107. 36

Leet, D. & Houser, S., 2003. Leet, Don, and Scott Houser. "Economics goes to Hollywood: Using classic films and documentaries to create an undergraduate economics course. The Journal of Economic Education, 34(4), pp. 326-332. Leinberger, G., 2015. Teaching Millennials: Time for a Change in Tactics. Journal of Higher Education Theory and Practice, 15(1), p. 123.

SC RI PT

Litzenberg, K. K., 2010. Great teaching: Undergraduate agricultural economics millennial students. Journal of Agricultural & Applied Economics, 42(3), pp. 407-418.

Luccasen, R. A. & Thomas, M. K., 2010. Simpsonomics: Teaching economics using episodes of The Simpsons. The Journal of Economic Education, 41(2), pp. 136-149. Maier, M. H. & Keenan, D., 1994. Teaching tools: Cooperative learning in economics. Economic Inquiry, 32(2), pp. 358-361.

U

Mateer, D. G. & Stephenson, E. F., 2011. Using film clips to teach public choice economics. Journal of Economics and Finance Education, 10(1), pp. 28-36.

A

N

Mateer, G. D., Ghent, L. S. & Stone, M., 2011. TV for Economics. The Journal of Economic Education , 42(2), p. 207.

M

Mateer, G. D., O'Roark, B. & Holder, K., 2016. The 10 greatest films for teaching economics. The American Economist, 61(2), pp. 204-216.

D

Mateer, G. D. & Vachris, M. A., 2017. Mad Max: travelling the fury road to learn economics. International Journal of Pluralism and Economics Education, 8(1), pp. 68-79.

TE

Meister, J. P., 1999. Oligopoly—An in-class economic game. The Journal of Economic Education, 30(4), pp. 383-391.

EP

Mellor, J. M., 2005. Illustrating Adverse Selection in Health Insurance Markets with a Classroom Game. Southern Economic Journal, 72(2), pp. 502-515.

CC

Mesenguer-Martinez, A., Ros-Galvez, A. & Rosa-Garcia, A., 2017. Satisfaction with online teaching videos: A quantitative approach. Innovations in Education and Teaching International, 1(62-67), p. 54.

A

Miller, B. & Watts, M., 2011. Oh, the economics you’ll find in Dr. Seuss!. The Journal of Economic Education, 42(2), pp. 147-167. Mitchell, D. M., 2008. An examination of the impact that classroom based experiments have on learning economic concepts. Journal of Economics, 34(1), pp. 21-34. Mitchell, D. T. et al., 2009. A classroom experiment on exchange rate determination with purchasing power parity. The Journal of Economic Education, 40(2), pp. 150-165. 37

Moinas, S. & Pouget, S., 2016. The bubble game: A classroom experiment. Southern Economic Journal, 82(4), pp. 1402-1412. Monaco, A. J., 2018. The economics of online dating: A course in economic modeling. The Journal of Economic Education , 49(1), pp. 46-58.

SC RI PT

Morreale, S. P. & Staley, C. M., 2016. Millennials, teaching and learning, and the elephant in the college classroom. Communication Education, 65(3), pp. 370-373. Moryl, R., 2013. T-shirts, moonshine, and autopsies: Using podcasts to engage undergraduate microeconomics students. International Review of Economics Education, Volume 13, pp. 67-74. Moryl, R. L., 2014. Podcasts as a Tool for Teaching Economics. The Journal of Economic Education , 45(3), pp. 284-285.

Moryl, R. L., 2016. Pod learning: Student groups create podcasts to achieve economics. The Journal of Economic Education, 47(1), pp. 64-70.

N

U

Murray, J. & Nunley, J., 2018. Econocast.net: Pencasts to supplement the undergraduate economics curriculum. The Journal of Economic Education, 49(2), p. 222.

A

Neral, J. & Ray, M., 1995. Teaching tools experiential learning in the undergraduate classroom: two exercises. Economic Inquiry, 33(1), pp. 170-173.

M

O’Doherty, R., Street, D. & Webber, C., 2007. The Skills and Knowledge of the Graduate Economist. Royal Economic Society Newsletter, October, p. 5–11.

TE

D

Olitsky, N. H. & Cosgrove, S. B., 2014. The effect of blended courses on student learning: Evidence from introductory economics courses. International Review of Economics Education, Volume 15, pp. 17-31.

EP

Olitsky, N. H. & Cosgrove, S. B., 2016. The better blend? Flipping the principles of microeconomics classroom. International Review of Economics Education, Volume 21, pp. 1-11.

CC

Ongeri, J. D., 2017. Instruction of economics at higher education: A literature review of the unchanging method of “talk and chalk”. The International Journal of Management Education, 15(2), pp. 30-35.

A

O'Roark, B., 2017. Super-Economics Man! Using Superheroes to Teach Economics. Journal of Economics Teaching, 2(1), pp. 51-67. O'Roark, B. & Grant, W., 2018. Games superheroes play: Teaching game theory. The Journal of Economic Education, 49(2), pp. 180-193. Oxoby, R. J., 2001. A monopoly classroom experiment. The Journal of Economic Education, 32(2), pp. 160-168. 38

Picault, J., 2015. Introduction to Strategic Interactions, Duopolies and Collusion: A Classroom Experiment. Australasian Journal of Economic Education, 12(2), pp. 12-29. Raboy, D. G., 2017. An introductory microeconomics in-class experiment to reinforce the marginal utility/price maximization rule and the integration of modern theory. International Review of Economics Education, Volume 24, pp. 36-49.

SC RI PT

Rivkin, S. G. & Schiman, J. C., 2015. Instruction time, classroom quality, and academic achievement. The Economic Journal, 125(588), pp. 425-448.

Roach, T., 2014. Student perceptions toward flipped learning: New methods to increase interaction and active learning in economics. International Review of Economics Education, Volume 17, pp. 74-84. Rojas, C., 2011. Market power and the Lerner index: a classroom experiment. Journal of Industrial Organization Education, 5(1), pp. 1-19.

N

U

Roush, J. R. & Johnson, B. K., 2018. A college athletics recruiting game to teach the. The Journal of Economic Education, 49(2), pp. 200-208.

A

Rousu, C. M., 2016. Broadway economics. The Journal of Economic Education, 47(3), pp. 268268.

M

Rousu, M. C. et al., 2015. Do Monetary Incentives Matter in Classroom Experiments? Effects on Course Performance. The Journal of Economic Education , 46(4), pp. 341-349.

TE

D

Ruder, P. J., 2010. Teaching economics with short stories. Australasian Journal of Economics Education, 7(1), pp. 20-30. Sexton, R. L., 2006. Using short movie and television clips in the economics principles class. The Journal of Economic Education, 37(4), pp. 406-417.

EP

Sheridan, B. J., Hoyt, G. & Imazeki, J., 2014. A primer for new teachers of economics. Southern Economic Journal, 80(3), pp. 839-854.

CC

Strow, B. K. & Strow, C. W., 2006. A rent-seeking experiment for the classroom. The Journal of Economic Education, 37(3), pp. 323-330.

A

Tierney, J. E. et al., 2016. Bazinganomics: Economics of The Big Bang Theory. The Journal of Economic Education , 47(2), p. 192. Tinari, F. D. & Khandke, K., 2000. From rhythm and blues to Broadway: Using music to teach economics. The Journal of Economic Education, 31(3), pp. 253-270. Vachris, M. A. & Bohanon, C. E., 2012. Using illustrations from American novels to teach about labor markets. The Journal of Economic Education, 43(1), pp. 72-82. 39

Van Horn, R. & Van Horn, M., 2013. What Would Adam Smith Have on His iPod? Uses of Music in Teaching the History of Economic Thought. The Journal of Economic Education, 44(1), pp. 64-73. Vazquez, J. J. & Chiang, E. P., 2014. A picture is worth a thousand words (at least): The effective use of visuals in the economics classroom. International Review of Economics Education, Volume 17, pp. 109-119.

SC RI PT

Vazquez, J. J. & Chiang, E. P., 2015. Flipping out! A case study on how to flip the principles of economics classroom. International Advances in Economic Research, 21(4), pp. 379-390. Vidagañ, M. & de Arriba, R., 2016. When Economics Meets Arts… in the Classroom. ProcediaSocial and Behavioral Sciences, Volume 228, pp. 323-328. Vo, H. M., Zhu, C. & Diep, N. A., 2017. The effect of blended learning on student performance at course-level. Studies in Educational Evaluation, Volume 53, pp. 17-28.

U

Watts, M., 2003. The Literary Book of Economics. Wilmington, Delaware: ISI Books.

A

N

Watts, M. & Becker, W. E., 2008. A little more than chalk and talk: Results from a third national survey of teaching methods in undergraduate economics courses. The Journal of Economic Education, 39(3), pp. 273-286.

M

Watts, M. & Chineze, C., 2012. Using art (paintings, drawings, and engravings) to teach economics. The Journal of Economic Education, 43(4), pp. 408-422.

TE

D

Watts, M. & Schaur, G., 2011. Teaching and assessment methods in undergraduate economics: A fourth national quinquennial survey.. The Journal of Economic Education, 42(3), pp. 294-309. Watts, M. & Smith, R. F., 1989. Economics in literature and drama. The Journal of Economic Education, 20(3), pp. 291-307.

CC

EP

Weatherly, J. N., Grabe, M. & Arthur, E. I., 2003. Providing introductory psychology students access to lecture slides via Blackboard 5: A negative impact on performance.. Journal of Educational Technology Systems, 31(4), pp. 463-474.

A

Winchester, N., 2006. Winchester, Niven. "A classroom tariff-setting game. The Journal of Economic Education, 37(4), pp. 431-441. Wood, W. C., 1985. The educational potential of news coverage of economics. The Journal of Economic Education, 16(1), pp. 27-35. Wooten, J. J., 2018. Economics media library. The Journal of Economic Education , Volume Forthcoming. Wooten, J. J. & Staub, K., 2018. Teaching Economics Using NBC’s Parks and Recreation. The Journal of Economic Education, Volume Forthcoming. 40

Yamarik, S., 2018. The automobile industry and new trade theory: A classroom experiment. The Journal of Economic Education, pp. 1-8. Yandell, D., 1999. Effects of integration and classroom experiments on student learning and satisfaction. Proceedings, Economics and the Classroom Conference, Idaho State University.

SC RI PT

York, E. A. & Norwood, M., 2013. The Quality of Economics Instructional Videos on YouTube. Available at SSRN: http://ssrn.com/abstract=2229289.

A

CC

EP

TE

D

M

A

N

U

Ziliak, S. T., 2009. Haiku economics: little teaching aids for big economic pluralists. International Journal of Pluralism and Economics Education, 1(1/2), pp. 108-129.

41