using myeconlab results motivations and potential pitfalls l.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
PowerPoint Presentation
Download Presentation

Loading in 2 Seconds...

play fullscreen
1 / 25

- PowerPoint PPT Presentation


  • 545 Views
  • Uploaded on

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

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about '' - Audrey


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
using myeconlab results motivations and potential pitfalls

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
Outline
  • The bottom line up front: what are the results?
  • Motivations, potential pitfalls
  • What next?
  • Q & A

2

bottom line some results
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

bottom line econ4999 economics for managers
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 89.5 2007 Spr 88.3 [as of 3/25/07]

DISCUSS.

4

bottom line econ4999 economics for managers5
Bottom line: ECON4999 (economics for managers)
  • ECON4999 (pre-MBA): average term grades
    • 1998 Fall 87.3 2002 Fall 83.5
    • 1999 Fall 89.0 2003 Fall 83.3
    • 2000 Spr 84.2 2004 Spr 81.3
    • 2000 Fall 84.8 2004 Fall 88.2
    • 2001 Spr 78.4 2005 Spr 77.7
    • 2001 Fall 85.4 2005 Fall 86.3
    • 2002 Spr 79.8

MyEconLab

    • 2006 Spr 89.5 2007 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

bottom line econ4999 economics for managers6
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

bottom line econ4999 economics for managers7
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

bottom line econ4999 economics for managers8
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

bottom line econ2106 microeconomics
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

bottom line econ2106 microeconomics10
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

bottom line econ2105 macroeconomics
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

bottom line econ2105 macroeconomics12
Bottom line: ECON2105 (macroeconomics)

Spring 2007; n = 48 students

622 hrs/48 students = 12.96 hrs/student

12

econ2105 2106 grade distribution
ECON2105/2106 grade distribution
  • Spring 2007 outcomes (3/25/07)

ECON2106 (microecon)

Grade distribution

(after 10 quizzes/tests + midterm)

GradeNumberPercent

A 11 30.56%

B 11 30.56%

C 5 13.89%

D 6 16.67%

F 3 8.33%

Sum 36 100.00%

  • Spring 2007 outcomes (3/25/07)

ECON2105 (macroecon)

Grade distribution

(after 10 quizzes/tests + midterm)

GradeNumberPercent

A 13 27.08%

B 17 35.42%

C 13 27.08%

D 4 8.33%

F 1 2.08%

Sum 48 100.00%

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

course evaluation excerpt
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

grades improve but why
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

motivations
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

motivations17
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

potential pitfalls
Potential pitfalls
  • Infrastructure
  • Publisher materials
  • Students
  • Professor
  • Administration

18

potential pitfalls infrastructure
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

potential pitfalls publisher materials
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

potential pitfalls students
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

potential pitfalls professor
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

potential pitfalls administration
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

what next
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

using myeconlab
Using MyEconLab
  • Questions/comments?

25