Abstract
This article assesses the impact of introducing change to the method of teaching a 12-week introductory economics module within an interdisciplinary undergraduate program at a United Kingdom higher education institution. The primary aim of the change in teaching methods was to encourage a more active involvement by students in the learning process and to give less emphasis to the traditional lecture/tutorial format that had been employed previously. It was hoped that the new approach would promote greater satisfaction among students and generally enrich the learning experience for both teachers and students.
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Forsythe, F.P. (2002). The Role of Problem Based Learning and Technology Support in a ‘Spoon-Fed’ Undergraduate Environment. In: Johannessen, T.A., Pedersen, A., Petersen, K. (eds) Educational Innovation in Economics and Business VI. Educational Innovation in Economics and Business, vol 6. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-1390-0_10
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DOI: https://doi.org/10.1007/978-94-017-1390-0_10
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