Teaching Economics With Case-Based Learning and Problem-Based Learning

Abstract

We explore the impact of two active learning methods – case-based learning (CBL) and problem-based learning (PBL) – and summarize our experiences using these methods in an applied managerial economics course. Our empirical analysis evaluates cognitive, affective, and behavioral dimensions of learning. In the cognitive category, analysis of student exam performance on topics covered by either CBL or PBL demonstrates improvements compared to topics covered only in traditional lectures. In the affective category, which focuses on student satisfaction, and the behavioral category, which concerns student skills, survey evidence demonstrates a positive impact of active learning.