Writing-to-Learn: Strategies to Promote Engagement, Peer-to-Peer Learning, and Active Listening in Economics Courses

Autor/inn/en	Ayadi, M. Femi; Onodipe, Grace
Titel	Writing-to-Learn: Strategies to Promote Engagement, Peer-to-Peer Learning, and Active Listening in Economics Courses
Quelle	In: Journal of Economic Education, 54 (2023) 2, S.198-204 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ayadi, M. Femi) ORCID (Onodipe, Grace)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0485
DOI	10.1080/00220485.2022.2160398
Schlagwörter	Learning Strategies; Learner Engagement; Peer Teaching; Economics Education; Content Area Writing; Writing Assignments; COVID-19; Pandemics; Graduate Students; Undergraduate Students; Electronic Learning; Listening Skills; Public Colleges + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Peer group teaching; Peer Group Teaching; Wirtschaftskunde; Schriftliche Übung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	Incorporating writing into an economics course is a beneficial goal of economic educators. The potential benefits of using writing to enhance learning among economics students have been emphasized in the literature. Writing to Learn (WTL) is an act of using writing activities to help students think through key concepts presented in a course. The authors' objective in this article is to describe WTL activities that promote engagement, peer-to-peer learning, and active listening. This WTL strategy was born out of a desire to help students focus and learn in an online format during a particularly stressful time of the COVID-19 global pandemic. However, this strategy can be applied in all teaching formats: face-to-face, online or hybrid, and to both graduate and undergraduate students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01