Authors: Eleni Tsami
Addresses: Department of Statistics and Insurance Science, University of Piraeus, 80 Karaoli and Dimitriou st, 18534 Piraeus, Greece
Abstract: The present paper is the second part of a research and presents the use of new technologies in teaching Economics in Greek universities. The study is an innovation in Greek education and it was conducted at the University of Piraeus, Department of Statistics and Insurance Science during winter and spring semester, 2006-2007. The basic hypothesis to be investigated is that student learning and retention is not influenced by the use of computers in the teaching of economic modules. The students were taught Microeconomics during winter semester, and Macroeconomics during spring semester. A part of the students participated in the computer-based lesson and the other part attended lessons at a lecture hall without the implementation of technology. The objective of the study is to assess if the use of new technologies has a positive impact on teaching Economics. Students enjoyed being taught according to their personal style. Students prefer computer-based lessons over traditional lessons to a very high percentage, but they don|t learn more. Teaching with the use of computers was not more effective than traditional teaching.
Keywords: higher education; macroeconomics; microeconomics; new technologies; universities; economics; Greece; University of Piraeus; statistics; insurance science; student learning; student retention; computers; economic modules; semesters; computer-based lessons; lecture halls; lectures; traditional teaching; effectiveness; internet; world wide web; e-learning; electronic learning; innovation; challenges.
International Journal of Innovation and Learning, 2011 Vol.9 No.3, pp.273 - 285
Available online: 31 Mar 2011Full-text access for editors Access for subscribers Purchase this article Comment on this article