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Using MyEconLab: Results, Motivations, and Potential Pitfalls PowerPoint PPT Presentation

Using MyEconLab: Results, Motivations, and Potential Pitfalls J. Brauer, Professor of Economics James M. Hull College of Business Augusta State University Augusta, GA 30904 USA www.aug.edu/~sbajmb Presentation to the MyEconLab Teaching Forum Dallas, TX 31 March 2007 1 Outline

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Using MyEconLab: Results, Motivations, and Potential Pitfalls

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Using myeconlab results motivations and potential pitfalls l.jpg

Using MyEconLab: Results, Motivations, and Potential Pitfalls

J. Brauer, Professor of Economics

James M. Hull College of Business

Augusta State University

Augusta, GA 30904 USA

www.aug.edu/~sbajmb

Presentation to the

MyEconLab Teaching Forum

Dallas, TX

31 March 2007

1


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Outline

  • The bottom line up front: what are the results?

  • Motivations, potential pitfalls

  • What next?

  • Q & A

2


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Bottom line: some results

  • Institutional background

    • No econ minor or major; only intro micro/macro service courses in b-school plus 1 pre-MBA and 1 MBA courses

    • Non-residential campus; state university

    • Almost all students are FT/PT employed and have families

    • Increasing class sizes (20 => 60)

      • => no more papers; now exam driven

    • ECON2106 (micro) is prereq for ECON2105 (macro)

3


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Bottom line: ECON4999 (economics for managers)

  • ECON4999 (pre-MBA): average term grades

    • 1998 Fall 87.3 [portfolio]2002 Fall 83.5 [4x]

    • 1999 Fall 89.0 [portfolio]2003 Fall 83.3 [5x]

    • 2000 Spr 84.2 [2x; 2p]2004 Spr 81.3 [4x]

    • 2000 Fall 84.8 [2x; 1p]2004 Fall 88.2 [4x]

    • 2001 Spr 78.4 [2x; 1p]2005 Spr 77.7 [4x]

    • 2001 Fall 85.4 [4x]2005 Fall 86.3 [4x]

    • 2002 Spr 79.8 [4x]

      X = exam; P = paper

      MyEconLab

    • 2006 Spr 89.52007 Spr 88.3 [as of 3/25/07]

      DISCUSS.

4


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Bottom line: ECON4999 (economics for managers)

  • ECON4999 (pre-MBA): average term grades

    • 1998 Fall 87.32002 Fall 83.5

    • 1999 Fall 89.02003 Fall 83.3

    • 2000 Spr 84.22004 Spr 81.3

    • 2000 Fall 84.82004 Fall 88.2

    • 2001 Spr 78.42005 Spr 77.7

    • 2001 Fall 85.42005 Fall 86.3

    • 2002 Spr 79.8

      MyEconLab

    • 2006 Spr 89.52007 Spr 88.3

      [as of 3/25/07]

Results are slightly better with MyEconLab but I am not in the classroom anymore. The College gains flexibility in scheduling my time to teach another class; the students gain flexibility in doing the work on their own schedule. Moreover, the MyEconLab exam questions are MUCH more complex and difficult than exam questions I was able to give in the past with in-class exams.

5


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Bottom line: ECON4999 (economics for managers)

  • Designed as a self-study course with Internet-based study/learning materials (MyEconLab) and tutorial support by the professor (the “inverted” classroom)

  • The students cover 30 chapters (2 per week)

  • Each week they do an online graded quiz (4 attempts) and an online graded test (2 attempts) on either one of the 2 chapters they read that week

  • Quizzes/tests taken from in-chapter and end-of-chapter exercises (no solutions in text); other questions (e.g., testbank questions could be added but I have not done that yet)

  • Prior to that, they obviously read the text AND (optionally) work with the MyEconLab StudyPlan – an online tutorial

  • If they have questions, they email me a/o stop by the office for one-on-one tutoring (but only if they have done the StudyPlan!)

6


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Bottom line: ECON4999 (economics for managers)

  • The StudyPlan is an online tutorial that provides study hints and requires students to try an exercise over again before it “spills the beans” (gives the answer)

  • Exercises are T/F, M/C, fill-in-the-blank, numerical, and graphical

21 students + 1 student with zero hours

Qualitative, not quantitative data?

7


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Bottom line: ECON4999 (economics for managers)

  • StudyPlan usage:

    • 597 hrs/22 students = 27.14 hrs/student

  • Lecture time saved:

    • 10 weeks @ 2 x 1:15 hrs lecture time

    • = 1500 min = 25 hrs

  • Tutorial time spent:

    • Don’t know but far <25 hrs

  • Student evaluation:

    • Don’t know but last semester (Fall 2006) very happy students; informal feedback this semester (Spring 2007) also very good

  • Pattern:

    • Similar pattern for ECON2105 and ECON2106 [less StudyPlan usage; same lecture time saved; more tutorial time (but <25 hrs); and equal or better course evaluations]

8


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Bottom line: ECON2106 (microeconomics)

  • ECON2106 (microeconomics): average term grades

    • 1998 Fall 80.1 [14X]

    • 1999 Spr 72.8 [3/4X; 1P]X = exam

    • 1999 Fall 74.8 [5X]P = paper

    • 2000 Fall 70.2 [3/4X; A]A = attendance

    • 2001 Fall 79.1 [4X]

    • 2002 Fall 68.2 [4X; A]

    • 2004 Spr 71.1 [4X]

      MyEconLab

    • 2005 Spr 74.1 [4X; 11T; A]T = online test

    • 2006 Spr 80.1 [15Q; 15T; 5D][mandatory A]Q = online quiz

    • 2006 Fall 76.6 [13Q; 13T][voluntary A]D = drops

    • 2007 Spr 80.1 [10Q; 10T; 1 midterm][self-study class]

      [as of 3/25/07]

  • DISCUSS.

9


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Bottom line: ECON2106 (microeconomics)

  • Spring 2007

  • Fall 2006

Items on horizontal axis are textbook

chapters covered during the course.

n = 36 students

600 hrs/36 = 16.67 hrs/student

10


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Bottom line: ECON2105 (macroeconomics)

  • ECON2105 (macroeconomics): average term grades

    • 1998 Fall 79.9 [14X]2002 Fall 79.7 [4X]

    • 1999 Spr 76.0 [3/4X; 1P]2003 Fall 69.6 [3/4X]

    • 1999 Fall 69.5 [4X]2004 Spr 76.2 [4X]

    • 1999 Fall 69.3 [4X]2004 Fall 73.9 [3/4X]

    • 2000 Spr 82.3 [4X; A]2004 Fall 76.8 [3/4X]

    • 2000 Fall 67.5 [4X]2004 Fall 78.6 [3/4X]

    • 2001 Fall 79.9 [3/4X]2005 Fall 73.9 [4X; plus 1 retest]

      MyEconLab

    • 2005 Spr 77.0 [4X; 13T; A][mandatory attendance]

    • 2006 Spr 77.9 [14Q; 14T; 2D][mandatory attendance]

    • 2006 Fall 78.6 [14Q; 14T] [voluntary attendance]

    • 2006 Fall 82.0 [14Q; 14T] [voluntary attendance]

    • 2007 Spr 82.5 [10Q; 10T; 1 midterm][self-study class]

      [as of 3/25/07]

  • DISCUSS.

11


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Bottom line: ECON2105 (macroeconomics)

Spring 2007; n = 48 students

622 hrs/48 students = 12.96 hrs/student

12


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ECON2105/2106 grade distribution

  • Spring 2007 outcomes (3/25/07)

    ECON2106 (microecon)

    Grade distribution

    (after 10 quizzes/tests + midterm)

    GradeNumberPercent

    A11 30.56%

    B11 30.56%

    C 5 13.89%

    D 6 16.67%

    F 3 8.33%

    Sum36100.00%

  • Spring 2007 outcomes (3/25/07)

    ECON2105 (macroecon)

    Grade distribution

    (after 10 quizzes/tests + midterm)

    GradeNumberPercent

    A13 27.08%

    B17 35.42%

    C13 27.08%

    D 4 8.33%

    F 1 2.08%

    Sum48100.00%

Both distributions will improve. For example: 0 + 80 + 80 + 80 = 240 points

Divided by 4, that’s 60% or a “D” grade, even though the student clearly is a “B” caliber student. The more quizzes/tests are given as the semester progresses, the smaller is the weight of the one missed quiz/test.

13


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Course evaluation (excerpt)

  • Categorical response questions [1: worst; 5: best]Mean

    • 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

      [Response rate about 1/3]

14


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Grades improve … but why?

  • My favorite explanation: “practice makes the master”

  • Internet-based testing makes high-frequency testing possible without “stealing” class time

  • [It’s possible to require test-completion of a chapter before lecturing about the chapter]

  • Learning-by-doing

  • Learning-without-punishment

  • Demonstrating mastery AFTER mastery has been gained

  • Thus, the very low correlation coefficient [0.02 to 0.19 (for Spring 2007 as of 3/25/07)] between grades and StudyPlan usage is irrelevant; in fact the correlation SHOULD be about zero [only students who need to use StudyPlan to achieve a desired grade will use it, and only up to the hours they need it]

15


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Motivations

  • The tired student at 5:30pm; flexibility for the student

  • The variety of students; the hedgehog and the hare (the learning plateau)

  • The professor becomes the tutor; individualized treatment of students

  • Bring lectures to students instead of students to lectures

16


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Motivations

  • Frees up professor time to teach other classes (reduces admin resource constraints)

  • Learning without punishment

  • Much 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!)

17


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Potential pitfalls

  • Infrastructure

  • Publisher materials

  • Students

  • Professor

  • Administration

18


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Potential pitfalls (infrastructure)

  • Need wide and well-functioning campus infrastructure of support

  • College/department administration

  • Computing requirements

  • ITS folks

  • Bookstore

  • Publisher’s support team

19


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Potential 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?

20


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Potential pitfalls(students)

  • Self-study involves a lot of work (“online” does not mean it’s easy); students need to be disciplined, methodical, alert, honest to themselves [but students DO respond to the challenge!]

  • Getting started can be tough

    • 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?

21


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Potential pitfalls(professor)

  • The empty classroom

  • Asynchronous learning makes the professor jump around!

  • Tutor, tutor, tutor

  • Just how much time does it take? [anything < 7-1/2 hours class time + prep time + office hours is good]

  • The importance of day one

22


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Potential pitfalls(administration)

  • Is a self-study, “online” class with 100 students the “same” as a traditional class with 40?

  • Teacher/course evaluations need rewriting and they won’t fit the standard mold

  • If you go up for T&P, how will the campus committees/individuals react?

  • How does this tie in with ETS field scores or other externally validated tests?

  • [… points need not be belabored]

23


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What next?

  • Spring 2007

    • Post explanations/solutions to particularly difficult concepts a/o excercises as pdf files online

  • Fall 2007

    • The importance of day one

    • Reduce quiz attempts (4=>3) and use average rather than highest quiz grade; keep test attempts (=2)

    • Increase weight on proctored midterm/final exams (15%=>30%)

    • Perhaps begin posting videos/podcasts

  • Spring 2008

    • Teaching with MyEconLab (nearly) perfected

    • Offer intermediate level classes

  • Fall 2008

    • Teaching with MyEconLab routine

    • Offer advanced level classes

24


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Using MyEconLab

  • Questions/comments?

25


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