Problem Based Learning in College Economics

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Thomas Smith & Jason Ravitz

This article assesses the impact of problem-based learning (PBL) in four sections of microeconomics course in a large, urban, public university in a course taught by two different professors. In addition to providing evidence of the effectiveness of this instructional approach this paper offers insights on design, implementation, outcomes, and teacher effects.

Note. This is the publication version of the earlier paper that was presented at AERA.

Smith, T. & Ravitz, J. (2008). Problem Based Learning in College Economics. Academic Exchange Quarterly, 12(1). 22-28.