Teaching economics in the 21st century

Article Abstract:

There are some topics that are not covered in textbooks such as differences between real and nominal interest rates, purchasing power parity, and the impact of technological changes on economic growth. There are also differences of opinion as to the framework for teaching macroeconomics. Microeconomics often deals with hypothetical rather than observable phenomena. There is a new emphasis on teaching in economics. Students can learn actively through games and through the internet. Students' evaluations are imperfect ways of assessing teachers, and other ways of evaluating teachers need to be used, such as measuring the performance of students, and looking at drop-out rates.

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Classroom games: a market for lemons

Article Abstract:

Students may find understanding economics difficult if it is presented as abstract topics, and classroom exercises which allow students to interact and take decisions can make the subject more accessible. One such exercise examines the impact of competition and asymmetric information on product quality. This exercise can help students to find solutions to the problem of asymmetric information, and can provide insights into dilemmas faced by regulators.

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Teaching statistics and econometrics to undergraduates

Article Abstract:

Issues concerning the use of computer technology in teaching quantitative methods are discussed. It is argued that the key tasks for teachers of statistics and econometrics courses is to clarify the significant issues that are suitable for quantitative analyses and then assist students in gaining an insight into the correct key concepts for these analyses.

Econometrics

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