The author advocates the application of experiential learning in economics courses at the tertiary level. The author evaluates a range of learning methods, both passive and active, in a student survey that provides data on undergraduate attitudes to various class activities. The results indicate a clear student preference for learning activities in economics that can be described as experiential. Analysis of reported student preferences also detects differences according to gender and day or evening class attendance.
|Number of pages||10|
|Journal||Journal of Economic Education|
|Publication status||Published - Mar 2007|