Abstract
COMPUTERIZED TEACHING involves transforming the three traditional aspects of teaching: lectures, homeworks, and office hours/communications.Chalk-and-blackboard lectures are replaced with multimedia presentations.Work-it-out-and-hand-it-in homeworks are replaced with electronic homeworks with instant grading and detailed explanations.Traditional-office-hours are replaced by e-mail and listserv’s and, more recently, by live computer screen interactions (live TV) between student and professor. The following discussion looks at these aspects of computerized teaching in the context of teaching an undergraduate statistics course.
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ABOUT THE AUTHOR
Lawrence Marsh is associate professor of Economics at the University of Notre Dame. He has both a Master’s degree and a Ph.D. degree in Economics from Michigan State University. He has authored over sixty published professional articles and has given over one hundred presentations at professional meetings. He has served on over seventy-five Ph.D. dissertation committees in Economics. His research focuses on econometric methods and economic theory.
Karin Wells earned her Master’s and Ph.D. degree in Economics from the University of Notre Dame where she specialized in econometric methods and public policy. Her doctoral dissertation used event history analysis methods to evaluate the impact of the change from cooperative federalism to competitive federalism on the public sector employment durations of black men, black women, white men, and white women. She has two published professional articles and has given several professional presentations. As a graduate student teacher, she taught statistics at Notre Dame.
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Marsh, L.C., Wells, K.L. Key aspects of a computerized statistics course. J. Comput. High. Educ. 8, 72–93 (1997). https://doi.org/10.1007/BF02948603
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DOI: https://doi.org/10.1007/BF02948603