DEE Extended Abstracts & Slides

Full conference handbook

• Download the programme and all extended abstracts here

Thursday 2 September, 9am BST

Room 1, Marking and feedback

• Specialisation or total excellence: a study of of the UK and Continental Europe marking scales (Piotr Jaworski)

Room 2, Diverse students and curricula

• Breaking down the language barrier: using pop culture from across the globe to teach microeconomics (Wayne Geering and Jadrian Wooten) - slides
• Pluralism in teaching economics to post-graduate students: emancipation vs. “business as usual” (Kuat Akizhanov)

Room 3, Employability

• Work placement and graduate employment: new insights (Panagiotis Arsenis, Miguel Flores)
• The value of virtual internships as authentic assessment in developing the future generation of economists (Sara Gorgoni, Katherine Leopold)

Thursday 2 September, 10.10am BST

Room 1, Workshop: R-markdown for interactive learning

• Interactive Learning with R-Markdown and R-Shiny Apps: Statistics for Economics and Business (Pascal Stiefenhofer) - slides

Room 2, Workshop: Flipping

• ‘Catch you on the flip side’: Translating online learning into hybrid delivery (Paul Cowell) - slides & video on teaching with OneNote

Thursday 2 September, 11.30am BST

Room 1, Online teaching

• The effect of online education on the academic performance of students during COVID-19 pandemic (Saule Kemelbayeva, Arman Yelesh)
• Studying without distractions? The effect of a digital blackout on academic performance (Francesca Garbin)
• To block or not to block: Does teaching delivery method affect students’ performance and learning experience? (Erkal Ersoy, Morteza Haghighat) - slides

Room 2, Teaching technical subjects

• Embedding coding and project management skills into the economics curriculum - reflections from a Python for Economics course (Dimitra Petropoulou, Antonio Mele, Rahat Siddique) - slides
• What’s wrong with how we teach (and then practice) econometrics? What can we do about it? (Mark Schaffer, Arnab Bhattacharjee) - slides

Room 3, Financial literacy & socio-economic influences

• Acquiring actionable student feedback in real time through graded questionnaires (Tobias Amadeus Brevik)
• On the effectiveness of behavioural-based course materials to improve financial literacy and reduce the myopic bias in insurance and investment decisions (Francisco Pitthan, Kristof De Witte)
• A critical review of the socio/economic influences on attendance patterns within a H4 economics cohort (Chris Carbery)

Thursday 2 September, 2.10pm BST

Room 1, Workshop: Experiments

• Experiencing economics: Using experiments in teaching economics (Humberto Llavador) - slides

Room 2, Workshop: Simulations

• Storytelling with simulations: Interactive ideas for teaching economic models (Eileen Tipoe)

Thursday 2 September, 3pm BST

Room 1, Student engagement

• Which learning resources do students perceive as most valuable and does usage contribute to student module success (Caroline Elliott, Lory Barile, Michael McCann) - slides
• Online lecture recordings during the Covid pandemic (Marion Prat, Edmund Cannon)
• Student engagement with online learning (Mike Reynolds) - slides

Room 2, Co-creation & collective learning

• The long-term behavioural implications of co-creation in economics education (Mario Pezzino, Karol Tolpa)
• Goal setting and implementation intentions to improve educational outcomes (Paul Cowell)
• Public feedback for collective learning (Isleide Zissimos) - slides

Room 3, Assessment & inclusion

• Negative marking, guessing and academic performance (Stefania Simion, Ghazala Azmat, Maia Guell)
• Do we have the right metrics to assess the ethnicity gaps in education? (Gabriella Cagliesi, Denise Hawkes) - slides
• Who addresses diversity, inclusion, and gender issues in undergraduate introductory economics in 2020? (Cynthia Harter, Carlos Asarta, Rebecca Chambers)

Friday 3 September, 9.10am BST

Room 1, Teaching with games

• Lego serious play for economics lessons (Prashan Karunaratne) - slides
• Mental wellbeing of first-year economics students: The effect of a game-based orientation day (Lize Vanderstraeten, Evelien Opdecam, Patricia Everaert) - slides
• The use of robotic players in online games (Matthew Olczak, Jon Guest, Robert Riegler) - slides

Room 2, Student performance & engagement

• The CORE pedagogy: is there a difference in student performance and engagement? (Martha Anyango Omolo)
• Exploring student study habits in a large, online, macroeconomics module in order to design effective interventions (Tad Gwiazdowski)

Room 3, Teaching online

• What do business students value in the emerging virtualisation of learning and teaching that is accelerated by COVID-19? A pilot (Lu Liu, Victoria Opara, Inna Pomorina, Anna Walker)
• ‘I have been kicked out of the class!’ COVID-19 move to webinars in higher education: a process evaluation (Rabeya Khatoon, Steven Proud) - slides
• Intimate, intimidating or interminable? Lecture chat culture versus live Q&A (Annika Johnson, Danielle Guizzo, Christian Spielmann)

Friday 3 September, 11.10am BST

Room 1, Workshop: Teaching with data

• Teaching using ‘Measuring the Economy’ (Georgia Tasker-Davies and Sumit Dey Chowdhury) - slides

Room 2, Economics education during the pandemic

• Economics Education in the Covid-19 Pandemic: what was done and what should be done? (Fabio Arico, Paul Latreille, Adam Cox, Paul Cowell) - slides

Friday 3 September, 12.00pm BST

Room 1, NSS & perceptions of economics education

• Analysing the determinants of student satisfaction in the NSS (Steven Proud, Guglielmo Volpe) - slides
• Attitudes towards Economic Education in Saudi Arabia (Sarah Najm)

Room 2, IREE Best paper presentation

• The economics instructor's toolbox (Julien Picault) - slides

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