Making Large Classes Small(er): Assessing the Effectiveness Of a Hybrid Teaching Technology

Abstract

This paper examines learning outcomes in a one-semester introductory microeconomics course where contact time with the instructor was reduced by two-thirds and students were expected to view pre-recorded lectures on-line and come to class prepared to engage in discussion. Students were pre-and post-tested using the Test of Understanding in College Economics (TUCE - 4). Learning outcomes as measured by the change in test scores are found to be as good as or better than calibrating data for groups assessed using the TUCE - 4. In addition to being a more enjoyable course for the instructor, the course design can be part of a more self-directed curriculum that uses available resources more efficiently to achieve similar learning objectives to a lecture-based introductory course.active learning, assessment, computer-assisted instruction, introductory microeconomics