Clickenomics: using a classroom response system to increase student engagement in a large-enrollment principles of economics course

One of the most important challenges facing college instructors of economics is helping students engage. Engagement is particularly important in a large-enrollment Principles of Economics course, where it can help students achieve a long-lived understanding of how economists use basic economic ideas...

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Bibliographic Details
Published in:The Journal of economic education 2009-10, Vol.40 (4), p.385-404
Main Author: Salemi, Michael K
Format: Article
Language:English
Subjects:
Auctions
classroom response system
Classroom response systems
clickers
Course Content
Curricula
Didaktik
Economic Instruction
Economics
Economics Education
Educational Environment
Educational Games
Educational Practices
Educational Strategies
Educational technology
Feedback (Response)
Funktechnik
Interactive computer systems
Interactive learning
interactive teaching
Introductory Courses
Kosten-Nutzen-Analyse
Large Group Instruction
Learner Engagement
Learning
Learning Processes
Lectures
North Carolina
Opportunity costs
Pedagogy
Peer Teaching
Physics
Science education
Simulation
Student Attitudes
Student costs
student engagement
Student participation
Student Surveys
Studies
Studium
T shirts
Teachers
Teaching
Teaching Methods
Technology Uses in Education
Undergraduate Students
USA
Wirtschaftswissenschaft
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Description
Summary:One of the most important challenges facing college instructors of economics is helping students engage. Engagement is particularly important in a large-enrollment Principles of Economics course, where it can help students achieve a long-lived understanding of how economists use basic economic ideas to look at the world. The author reports how instructors can use Classroom Response Systems (clickers) to promote engagement in the Principles course. He draws heavily on his own experience in teaching a one semester Principles course at the University of North Carolina at Chapel Hill but also reports on how others have used clickers to promote engagement. He concludes with evidence that students find clickers very beneficial and with an assessment of the costs and benefits of adopting a clicker system.
ISSN:0022-0485
2152-4068
DOI:10.1080/00220480903237950