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Teaching with Technology to Engage Students and Enhance Learning AgEcon
Lass, Daniel A.; Morzuch, Bernard J.; Rogers, Richard T..
Teaching technology effects on student learning in a large lecture introductory statistics course were tested. Findings show in-class personal response systems and on-line homework/quizzes significantly improve student exam scores. We infer proven small class techniques, participating in class and doing homework via technologies, can restore sound pedagogy in larger classes. The experiment was conducted using just one class, but factors usually unaccounted for in assessment research were controlled, especially the instructor and other materials. The technologies investigated here can provide learning benefits to students even in larger courses often criticized for their inability to provide students quality learning experiences.
Tipo: Working or Discussion Paper Palavras-chave: Teaching; Technology; Statistics; Active learning; Teaching/Communication/Extension/Profession; A22; C9; C21; I21.
Ano: 2007 URL: http://purl.umn.edu/14509
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PARTICIPATION IN MULTIPLE-PERIL CROP INSURANCE: RISK ASSESSMENTS AND RISK PREFERENCES OF CRANBERRY GROWERS AgEcon
Dismukes, Robert; Allen, P. Geoffrey; Morzuch, Bernard J..
To investigate the poor participation rate of cranberry growers in the multiple-peril crop insurance program, a sample of 15 Massachusetts growers was interviewed. According to their risk preferences, a much greater proportion of growers should have insured, than actually did. A possible solution is to match the distribution used by the insurer closer to that believed by the grower. Adjusting each grower's historical yield series for trend brought the historical and subjective mean yields much closer. However, an aggregate test found the effect of adjustment to be insignificant, implying that the avenue for increased participation lies elsewhere.
Tipo: Journal Article Palavras-chave: Risk and Uncertainty.
Ano: 1989 URL: http://purl.umn.edu/28868
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