Chiara Lombardini | University of Helsinki (original) (raw)
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This study uses a quasi-experimental, non-equivalent group design to analyze the outcomes in term... more This study uses a quasi-experimental, non-equivalent group design to analyze the outcomes in terms of students’ learning and satisfaction of the redesign of a first-year, principles of microeconomics course from a lecture-based course using active learning techniques in 2013 to a partial flipped classroom in 2014 and a full flipped classroom in 2015.
Students perceived a higher degree of achievement of the learning goals in both flipped courses compared to the non-flipped active learning course. Moreover, participating in the partial or full flipped classroom decreased the odds of a D or F grade or of withdraw. However, only the partial flip was associated with overall better learning outcomes in the final exam, while there was no statistically significant difference between the non-flipped active learning course and the full flip. Age was negatively associated with learning outcomes and increased the odds of a D or F grade or of withdraw. Gender had no statistically significant impact on learning outcomes. Students were least satisfied with the full flip and equally satisfied with the non-flipped active learning course and the partial flip. Lower satisfaction appears to be due to increased workload, which students evaluated to be highest in the full flip, as well as to elements of group work design. In the flipped classroom design, the pre-class multiple choice tests on Moodle emerged as a clear favorite in students’ teaching evaluations.
JEL classification: A22
Keywords: Flipped classroom, Flipped teaching, Inverted classroom, Regression analysis, Binary logit, Non-parametric statistics
Journal of Consumer Policy, 2013
Environmental & Resource Economics, 2005
This paper studies the socially optimal emission and commodity tax policy when consumers are will... more This paper studies the socially optimal emission and commodity tax policy when consumers are willing to pay a price-premium for environmentally friendlier variants of a commodity vertically differentiated in environmental quality. The first-best levels of quality can be obtained by a combination of a uniform ad valorem tax and an emission tax (or a subsidy for buying green products). The first-best emission tax is higher than the social valuation of the positive externality associated with average environmental quality. Regardless of environmentally conscious consumers, if only one instrument is available, the second-best emission tax is equal to the social valuation of the positive externality associated with average environmental quality. A uniform ad valorem tax increases welfare only if the social valuation of the positive externality associated with average environmental quality is low enough.
hgu.gu.se
This paper analyzes to what degree undergraduate microeconomics textbooks incorporate the key con... more This paper analyzes to what degree undergraduate microeconomics textbooks incorporate the key contributions from behavioral economics and experimental economics, two branches of economics that have received increasing academic recognition in the last years.
This study uses a quasi-experimental, non-equivalent group design to analyze the outcomes in term... more This study uses a quasi-experimental, non-equivalent group design to analyze the outcomes in terms of students’ learning and satisfaction of the redesign of a first-year, principles of microeconomics course from a lecture-based course using active learning techniques in 2013 to a partial flipped classroom in 2014 and a full flipped classroom in 2015.
Students perceived a higher degree of achievement of the learning goals in both flipped courses compared to the non-flipped active learning course. Moreover, participating in the partial or full flipped classroom decreased the odds of a D or F grade or of withdraw. However, only the partial flip was associated with overall better learning outcomes in the final exam, while there was no statistically significant difference between the non-flipped active learning course and the full flip. Age was negatively associated with learning outcomes and increased the odds of a D or F grade or of withdraw. Gender had no statistically significant impact on learning outcomes. Students were least satisfied with the full flip and equally satisfied with the non-flipped active learning course and the partial flip. Lower satisfaction appears to be due to increased workload, which students evaluated to be highest in the full flip, as well as to elements of group work design. In the flipped classroom design, the pre-class multiple choice tests on Moodle emerged as a clear favorite in students’ teaching evaluations.
JEL classification: A22
Keywords: Flipped classroom, Flipped teaching, Inverted classroom, Regression analysis, Binary logit, Non-parametric statistics
Journal of Consumer Policy, 2013
Environmental & Resource Economics, 2005
This paper studies the socially optimal emission and commodity tax policy when consumers are will... more This paper studies the socially optimal emission and commodity tax policy when consumers are willing to pay a price-premium for environmentally friendlier variants of a commodity vertically differentiated in environmental quality. The first-best levels of quality can be obtained by a combination of a uniform ad valorem tax and an emission tax (or a subsidy for buying green products). The first-best emission tax is higher than the social valuation of the positive externality associated with average environmental quality. Regardless of environmentally conscious consumers, if only one instrument is available, the second-best emission tax is equal to the social valuation of the positive externality associated with average environmental quality. A uniform ad valorem tax increases welfare only if the social valuation of the positive externality associated with average environmental quality is low enough.
hgu.gu.se
This paper analyzes to what degree undergraduate microeconomics textbooks incorporate the key con... more This paper analyzes to what degree undergraduate microeconomics textbooks incorporate the key contributions from behavioral economics and experimental economics, two branches of economics that have received increasing academic recognition in the last years.