paper Econ Online

Econ ... online?!: 

Econ ... online?! J. Brauer, Professor of Economics James M. Hull College of Business Augusta State University Augusta, GA 30904 USA www.aug.edu/~sbajmb Faculty presentation, 19 January 2007 1

Econ … online?!: 

Econ … online?! What this is not Not an attempt to sing the praises of what I do Not an attempt to convert faculty Not a done deal at all (Probably) not equally workable for all courses It may not even BE online! What it is It’s experimenting 2

Econ … online?!: 

Econ … online?! Motivation The tired student at 5:30pm The variety of students The professor becomes the tutor Bring lectures to students instead of students to lectures (the 'inverted classroom') If this works, it MAY free up professor time to teach other classes (reduces admin resource constraints) or higher-leveled classes 3

Econ … online?!: 

Econ … online?! Some promises The motivations suggest some promises, e.g., flexibility for the student Learning without punishment The hedgehog and the hare (the learning plateau) More individualized 'treatment' of students More complex, involved problems for students to work through Students actually READ and STUDY the textbook and WORK the problems (Whoa! But, yep, it’s true!) 4

Econ … online?!: 

Econ … online?! Some pitfalls (infrastructure) Need wide and well-functioning infrastructure of support HCoB admin Computing requirements ITS folks Bookstore Publisher’s support team 5

Econ … online?!: 

Econ … online?! Some pitfalls (publisher materials) Not all publishers will have suitable software Even if available, it is not (yet) perfect Stand-alone software may not be available or may be only insufficiently integrated into textbook material Locked in to publisher’s offering? 6

Econ … online?!: 

Econ … online?! Some pitfalls (students) Misconception? What does 'online' mean? Getting started https://northshore.aug.edu/cp/home/displaylogin [ASU pipeline] www.aug.edu/~sbajmb [my web site] www.myeconlab.com [publisher’s web site] Some students LIKE to hear professors talk! No professor – no integration of textbook material? Cheating? 7

Econ … online?!: 

Econ … online?! Some pitfalls (professor) The empty classroom Just how much time does it take? Asynchronous learning makes the professor jump around! Tutor, tutor, tutor Promises OUTWEIGH pitfalls 8

Econ … online?!: 

Econ … online?! Some pitfalls (admin) Is an online class with 100 students the 'same' as a traditional class with 40? Teacher/course evaluations need rewriting and don’t fit the standard ASU mold If you go up for Tandamp;P, how will the campus committees/individuals react? How does this tie in with ETS field scores? [… points need not be belabored] 9

Econ … online?!: 

Econ … online?! Some results 10

Econ … online?!: 

Econ … online?! Fall 2006 outcomes ECON2106 (intro microeconomics) Grade distribution Grade No. Percent A 10 27.0 B 11 29.7 C 13 35.1 D 3 8.1 F 0 0.0 Sum 37 100.0 Average: 82.4 Similar results for ECON2105 (intro macroeconomics) Note: I usually w/d 'F' students from class. Items on horizontal axis are textbook chapters covered during the course. 11

Econ … online?!: 

Econ … online?! Comparison to some previous semesters Fall 2006: 82.4% [with MyEconLab] Spring 2006: 80.1% [with MyEconLab] Fall 2005: n/a [offered but not by me] Spring 2005: 74.1% Fall 2004: n/a [offered but not by me] Spring 2004: 71.1% Fall 2003: n/a [offered but not by me] Spring 2003: n/a [offered but not by me] Fall 2002: 68.2% Usual range for my classes is mid-60s to mid-70s. 12

Econ … online?!: 

Econ … online?! Categorical response questions [1: worst; 5: best] Mean 1. The main topics specified in the course syllabus were covered. 4.81 2. The instructor was accessible during regularly-scheduled office hours. 4.88 3. Course materials were explained clearly. 4.50 4. Course content was well-prepared and organized. 4.75 5. I had opportunities to discuss course materials with the instructor. 4.81 6. Course materials and delivery encouraged intellectual effort. 4.81 7. Course content and materials applied to real, practical situations. 4.81 8. Course instructor and content built enthusiasm about the subject matter. 4.44 9. Examinations and assignments required critical thinking, problem solving, and decision making. 4.81 13

Econ … online?!: 

Econ … online?! Categorical response questions [1: worst; 5: best] Mean 10. Examinations and assignments were graded fairly and impartially. 4.88 11. The course was a valuable learning experience for me. 4.81 12. I regularly read the textbook chapters. 4.86 13. I regularly worked the chapter section problems and exercises prior to the Quiz/Test. 4.27 14. I regularly worked the end-of-chapter problems and exercises prior to the Quiz/Test. 4.33 15. I regularly used the online Study Plan. 4.63 16. I regularly used other online study tools (e-Text, Flashcards, Glossary, etc.) 3.60 17. I regularly completed the online Quiz well before the deadline. 4.63 18. I regularly completed the online Test well before the deadline. 4.63 14

Econ … online?!: 

Econ … online?! Where to next? Spring 2006: hybrid class (mandatory attendance) Fall 2006: hybrid class (voluntary attendance) Spring 2007: purely 'online' Fall 2007: back to the classroom? Certainly need ONE meeting, first day of class Once a week voluntary in-class tutorial? Or one voluntary in-class tutorial meeting every other week prior to 'heavier' (2 chapter) quiz/test? To 'forestall' this (since this negates some advantages) … I am putting worked problems online (pdf files) sort of like a Qandamp;A section by textbook chapter I have also begun (in Fall 2006) to experiment with video-taping entire lectures or lecture-segments 15

Econ … online?!: 

Econ … online?! Questions/comments? I am happy to demo MyEconLab now or at another brown bag later in the semester or early next semester 16