A Comparative Analysis of Economics Graduates\u27 Learning Styles and Critical Thinking Skills

We report on the results of a two-phase survey aiming to explore the learning preferences and critical thinking skills of graduates in economics, compare the findings with graduates of other disciplines, and identify the determinant dimensions of their developed learning and thinking skills. Kolb\u27 LSIv3, Honey and Mumford\u27s LSQ-80-item, and CCTST Form B have been utilized and results show significant differences: in some dimensions of learning styles; in some scales of critical thinking skills; processing and transforming of information and experience to be the most common determinant dimension in student learning; the use of student active-learning modes to be the determinant of critical thinking skills development; the use of teaching methods to have an impact on learning but their impact on critical thinking is not documented, albeit a further exploration yields indications that need further research

A Comparative Analysis of Economics Graduates\u27 Learning Attitudes: Implications for Teaching

We report on the results of a two-phase survey aiming to explore the learning preferences of graduates in economics, compare the findings with graduates in other disciplines, and identify the determinant dimensions of their developed learning preferences. Economics graduates are compared against business administration, engineering, accounting-finance-banking, trading-maritime-marketing, maths-stats-informatics, and public administration graduates. A group of miscellaneous graduates is also included for graduates not-classifiable in the aforementioned groups. Kolb\u27s LSIv3 has been utilized in identifying student learning styles. First-phase sample consists of 288 graduates and second-phase sample consists of 496 graduates. All these graduates attended post-graduate programs classes at nine Greek major universities. Both samples are relatively balanced as regards gender participation with a small female prevalence over males. Results show assimilating types to be the prevailing group, followed by converging, diverging, and accommodating types for both phases. Economics graduates are predominantly assimilators, while significant differences are found mainly in the perceiving dimension of learning ((AC-CE) dimension in Kolb\u27s model) between them and same learning style type graduates in other disciplines. A grid presentation of individual scores for all participants reveals a higher concentration of assimilating types for the second phase sample, while accommodating types are in relative scarcity in both phases. Factor analyses reveal that processing and transforming of information and experience into knowledge ((AE-RO) dimension in Kolb\u27s model) is the most significant determinant dimension in student learning for all groups of graduates for both phases. Overall, results have implications for teaching of economics. The impact of selecting and implementing teaching strategies based on lectures is discussed and we argue in favor of active student engagement in the teaching-learning procedure. Finally, we put forward some propositions for further research

Alternatives to \u27Chalk and Talk\u27: Active Vs. Passive Learning - A Literature Review of the Debate

In this paper we review the literature about the use of the lecture teaching method and its alternatives in Economics, Finance, Accounting, and Business studies, and compare and contrast the findings upon specifically formulated hypotheses. The enrichment of teaching with technology instruments to enhance learning is tested for effectiveness by several researchers, while eminent instructors ask for change toward this direction. This literature review reveals that innovative instructors experiment on combinations of instructor - teaching methods - technology instruments - students and try to assess student performance for cognitive development, skills acquisition, and competencies development, in several course types and levels of the above mentioned disciplines, relative to respective educational objectives. Reviewed papers show that innovative instructors urge for implementation of teaching strategies that actively engage students in learning. Further research has to be carried out under standardized modus operandi so that results are corroborated and convincing