The Essential Elements of Active
Learning Techniques In Economics
Courses
O.Wieland, PhD
University of Minnesota Crookston
Business Department
2900 University Ave. Crookston, MN 56716-5001
Wiel0057@umn.edu
Challenges

Conceptual Difficulty of the Subject

The Nature of the Courses

The Student population

The Students’ Background and Preparation

Time Constraints (constant feedback)

Technology Availability (access to technology)

Class Size

Delivery Mode – In Class or Online?
Purpose of Research

Analyze synthesis of learning activities for teaching Economics.

Develop a theoretical approach for analyzing instructional design

Planning

Implementation

Reflection
An Approach to Good Pedagogy

Duckworth(1992)

“Students...allowed to do their own learning”

Presenting the LEARNING BY TEACHING

Inquiry and Problem Solving Focused Instruction

Controversy Element & Critical Thinking

Knowledge Application/Skill Building

Varied and Continuous Assessment


Student Progress
Teacher Effectiveness
An Approach to Good Pedagogy
• Data from over 400 course IDEA course evaluations
• IDEA diagnostic Form
• Includes evaluation of 20 effective teaching methods (
based on Chickering's research)
•Regression analysis to see which of the 20 teaching
methods predict Excellent Course rating
IDEAS
Category
Action Result
Stimulated students intellectual efforts beyond what is
Stimulate Student Interest
required by most courses
Demonstrated the importance and significant of the
subject matter
Formed teams or discussion groups to facilitate
Foster Student Collaboration learning
Instructor displayed a personal interest in students and
Establishing Rapport
their learning
Encourage Involvement
Structuring Classroom
Excperiences
% Positive Student
Response
88%
96%
44%
96%
Related course material to real life situations
92%
Made it clear how each subject fit into the course
Gave test projects and discovered the most important
points of the course
Scheduled course work(class activities, tests, projects)
in ways which encourage students to stay up to date on
their work
92%
Provided timely and frequent feedback on tests reports
92%
84%
Active Learning Methods
Knowledge and
Concept
Formation
Brain Storming
Think
-pairShare
Reaction to
Video
Short Written
Exercise
Experiments
Discussion
Class-Game
Developing
Skills
Collaborative
Learning
Groups
Application
Debates
Case
Studies
Learning
By
Teaching
Learning Environment as Part of
Instructional Design

..in which the student:
•
•
Experiments, manipulates, seeks own answers
•
Reconciles learning with others
•
Is presented with content relevant and is asked to provide
feedback
..in which the instructor:
•
Establishes a rapport with the students
•
Encourages student involvements and collaboration
•
Stimulates intellectual efforts
•
Provides frequent feedback
Principles of Instructional Design

Cooperative learning methods

Goal oriented

Informed learning outcome

Accountability

Measurable impact

Student centered learning activities

Motivational component as a foundation of student success
Element I: Cooperative
Learning/Student Centered

Ensure cooperative learning mode

Align curriculum with leaning outcome

Include student facilitation process through classroom discussion

Instructional environment is student centered

Diversified mode of information delivery
Element II: Real-life Application
• Knowing/understanding Economics theory, concepts
• Real life examples
• Using learning outcome as a basis for instructional planning
• Using best active learning practices
• Exposure to professionals in the field
• Visual emphasis on information delivery
Element III: Active Learning
Strategies
• Develop/provide instructional support materials that challenge students
to examine diverse views of the content being studied
• Establish leadership roles and student discussion facilitators
• Provide the foundation for active engagement and student involvement
in the learning process
• Reinforce the learning material and enhance student comprehension
Element IV: Feedback
• Multiple approaches to assessment
• Timely feedback is essential to student performance improvement
• Identify and eliminate misconceptions
• Provide a path for student/teacher interaction
Bibliography
1. Serife KARAKOC, Nurettin SIMSEK. (May 2004) The effect of teaching strategies on the
usage of learning strategies. Educational Sciences: Theory& Practice 4(1) 116-121
2. Walter D.Davis, Neal Mero, Joseph M. Goodman. (2007) The interactive effects of goal
orientation and accountability on task performance. Human Performance ,20(1), 1-21
3. Crystal Kuykendall. (1992) From rage to hope: Strategies for reclaiming Black& Hispanic
students. 1992. 1(2)
4. Richard C. Overbaugh, Shin Yi Lin. (2006) Student characteristics, sense of community, and
cognitive achievement in web-based and lab-based learning environments. Journal of research
on technology in education, 39(2),205-2223
5. Sharon D. Harsh and Eric Kincaid. (Winter 2007) Global education strategies: developing
macrostructures for understanding complex information. The Delta Kappa Gamma bulletin
6. Daniel R. Smith, David F. Ayers. (2006) Culturally responsive pedagogy and online learning:
Implications for the globalized community college. Community college journal of research and
practices, 30: 401-415
Bibliography
7. M. David Merrill. (2007) A task-centered instructional strategy. Journal of research on
technology in education, 40(1), 5-22
8. Charles Henderson, Andrea Beach, and Michael Famiano. (2007) Diffusion of educational
innovations via Co-teaching. American Institute of physics
9. David Wickens. (1973) Piagetian theory as a model for open systems of education. Piaget in the
classroom. Basic Books Inc., Ch.8 , 179-1981. Henderson C., Beach A, and Famiano M..
(2007) Diffusion of educational innovations via Co-teaching. American Institute of physics