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Autor:innen: 
Erscheinungsjahr: 
2024
Schriftenreihe/Nr.: 
Cardiff Economics Working Papers No. E2024/12
Verlag: 
Cardiff University, Cardiff Business School, Cardiff
Zusammenfassung: 
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
Schlagwörter: 
nonlinear teaching approach
higher education
experimental action research
treatment effects
JEL: 
A22
Dokumentart: 
Working Paper

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