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dc.contributor.authorGuest, Ross
dc.date.accessioned2007-06-07
dc.date.accessioned2014-06-23T03:59:50Z
dc.date.accessioned2017-03-02T01:01:52Z
dc.date.available2017-03-02T01:01:52Z
dc.date.issued2001
dc.date.modified2014-06-23T03:59:50Z
dc.identifier.issn0964-5292
dc.identifier.doi10.1080/09645290110086162
dc.identifier.urihttp://hdl.handle.net/10072/60836
dc.description.abstractThis paper presents a model for determining the lecturer's optimal mix of teaching methods. The optimal mix balances the greater time cost of more active teaching methods against the increase in the quality of the learning outcomes that result. In the case of two students in a class, one active learner and one passive learner, the optimal teaching mix and the time that each student chooses to spend learning are jointly determined. The paper also shows that the response of the optimal teaching mix to changes in the learning technology depends on the instructor's (or the university's) utility function. A Benthemite utility function implies equal weighting for additional learning outcomes of 'academic' and 'non-academic' students. A Rawlsian utility function implies a higher weighting of additional learning outcomes of 'non-academic' students. These and other utility functions imply different optimal teaching mixes.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.publisherTaylor and Francis
dc.publisher.placeUnited Kingdom
dc.relation.ispartofpagefrom313
dc.relation.ispartofpageto326
dc.relation.ispartofissue3
dc.relation.ispartofjournalEducation economics
dc.relation.ispartofvolume9
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchApplied Economics
dc.subject.fieldofresearchcode1303
dc.subject.fieldofresearchcode1402
dc.titleThe instructor's optimal mix of teaching methods
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codec1a
gro.facultyGriffith Business School
gro.hasfulltextNo Full Text
gro.griffith.authorGuest, Ross


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