Open Course Review: Introduction to Economics

Carnegie Mellon University Open Learning Initiative – Web Site

Overview

This open course serves three different purposes. First, it provides an online study guide and virtual experiments for students enrolled in the instructor led course at Carnegie Mellon. Second, it provides a set of online resources for instructors teaching the subject matter at another accredited institution. Third, it provides a distance learning opportunity for those looking to study the topic without getting course credits. My purpose is to examine the third scenario. That is, evaluating the course a stand alone, distance learning experience.
The open course includes seven online workbooks created with synthetic experiment data. This gives the learner the opportunity to create online graphs in order to observe the interrelationships between economic forces. In addition, there are online multiple choice questions to check for understanding as the learner progresses through each workbook.

Is this course planned for distance learning?

Yes, these course materials were planned with the distance learner in mind. Each online workbook contains lessons with clearly defined objectives and a check for understanding. For example, click here to view a lesson on supply and demand curves. Note the navigation frame on the left hand side of the page for easy navigation within and between workbooks. Also note the icon

which brings up a window for an exercise. Also, the icon will bring up short, multiple choice quizzes. In both cases, the learner gets to check their answers. In addition, there is a Flash animation

showing an example of how to create supply and demand curves.

Does this course following the recommendations outlined in the Simonson textbook?

This course succeeds in following the guidelines in some areas, while failing in a few others. First, this course is an example of linear-design instruction. That is, modules of instruction are divided into topics. Each topic has a learning event followed by some kind of assessment (Simonson, p. 143). Where the course succeeds in following the guidelines in that the learning is activity based (the inclusion of exercises and quizzes as mentioned above). Where it fails is that there is no opportunity to engage in dialogue with the instructor or with other learners. Also, it fails to address the leaner's life experience (Simonson p. 148).

Do the course activities maximize active learning?

While there are activities to engage the learner (experiments and quizzes), the variety of activities are not enough to maximize the potential for active learning. The inability to ask questions of the instructor or engage in dialog with the other learners is a significant shortfall.

Overall evaluation

These online workbooks are well designed self study materials. However, they fall short as a stand-alone distance learning course. The workbooks would make excellent references in the context of a complete distance learning program for this topic.

References:

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson. P. 143-148.