Make lectures match how we learn: The nonlinear teaching approach to economics

Zhou, Peng ORCID: https://orcid.org/0000-0002-4310-9474 2024. Make lectures match how we learn: The nonlinear teaching approach to economics. Education Sciences 14 (5) , 509. 10.3390/educsci14050509

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Abstract

This paper proposes a nonlinear teaching approach, based on learning theories in cognitive psychology, with a special focus on large-cohort economics modules. The fundamental rationale is to match the features of teaching with the nature of learning. This approach was implemented in an undergraduate economics module, which received qualitative feedback and quantitative evaluation. Formal econometric models with both binary and continuous treatment effects were developed and estimated to quantify the effects of the proposed approach. Evidence shows that the nonlinear teaching approach significantly improves the effectiveness and efficiency of the learning-teaching process but does not promote student attendance.

Item Type:	Article
Date Type:	Published Online
Status:	Published
Schools:	Business (Including Economics)
Publisher:	MDPI
ISSN:	2227-7102
Funders:	Open Access Support Team, Cardiff University
Date of First Compliant Deposit:	10 May 2024
Date of Acceptance:	7 May 2024
Last Modified:	31 May 2024 10:45
URI:	https://orca.cardiff.ac.uk/id/eprint/168842

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