Department of Economics. University of Melbourne. Parkville Victoria 3052 Australia
ABSTRACT
This paper reports an experiment to introduce collaborative problem-solving approaches to teaching and learning in economics. The project began with the assumption that problem-based, collaborative learning deepens learning and develops higher order intellectual skills. Its principal aim was to facilitate collaborative learning within a context which encourages enhanced teamwork and communication skills. We compared an experimental group with a control group, both of which were drawn from students at the one university enrolled in the same subject. This permitted a direct comparison of the new approach to teaching and learning against more conventional approaches.
We conclude that collaborative problem-solving in tutorials encourages
students to attend tutorials, to prepare for tutorials and to value the
efforts of their tutors. While we found only modest gains in examination
achievement, pertaining to questions with evacuative dimensions, this effect
appeared more pronounced for females.
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