Abstract

This exploratory study centered its investigation in the participants' responses provided in 2 different instructional teaching delivery methods (traditional and online) that utilized active-like teaching learning techniques (case studies, group projects, threaded discussions, class discussions, office hours, lectures, computerized assignments, computer games and assimilations, media presentations, and question-and-answer sections) for the delivery of material and ignition of the learning and knowledge-building processes in macroeconomics classes. The overall results indicated participants found these active-like teaching/learning techniques to be important for their knowledge-building and skills acquisition processes.

Citation

Rivas, R.R. A comparison of online and traditional instructional delivery methods on learning in college macroeconomics courses. Ph.D. thesis, Capella University. Retrieved January 21, 2020 from https://www.learntechlib.org/p/122004/.

This record was imported from ProQuest on October 23, 2013. [Original Record]

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Keywords

• General Economics
• higher education
• Social Sciences Education
• Technology of Education