Journal article
Changing the tutorial experience in introductory economics
New Zealand Economic Papers, Vol.37(1), pp.269-283
2003
Abstract
It had been apparent to teaching staff of our department for some time that the tutorial system in place for large introductory-level classes was not functioning optimally. Tutorials were re-designed around problem solving and applications of theory, undertaken by students in small groups. Assessment was also re-designed in keeping with the changed course emphasis. In evaluating the success or otherwise of this change in approach, we used both qualitative and quantitative techniques. The qualitative responses of both students and tutors were very positive. Quantitative evidence of improved outcomes is harder to adduce, but we did find sufficient evidence to encourage colleagues to extend the changes to other large classes.
Details
- Title
- Changing the tutorial experience in introductory economics
- Authors
- William R J Alexander (Author) - University of Otago, New ZealandR Stuart McDougall (Author) - University of Otago, New Zealand
- Publication details
- New Zealand Economic Papers, Vol.37(1), pp.269-283
- Publisher
- Routledge
- Date published
- 2003
- DOI
- 10.1080/00779950309544387
- ISSN
- 0077-9954
- Organisation Unit
- School of Business and Creative Industries; Indigenous and Transcultural Research Centre; University of the Sunshine Coast, Queensland; USC Business School - Legacy
- Language
- English
- Record Identifier
- 99447755102621
- Output Type
- Journal article
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