Teaching Economics at the Start of the 21st Century: Still Chalk-and-Talk

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Teaching and Assessment Methods in Undergraduate Economics: A Fourth National Quinquennial Survey (2011, background): “Georg Schaur is an assistant professor of economics at the University of Tennessee–Knoxville (e-mail: gschaur@utk.edu). five-year intervals, so that comparisons are provided with results from 1995, 2000, and 2005, as reported in Becker and Watts (1996, 2001a, 2001b) and Watts and Becker (2008).”
"No Significant Distance" between Face-to-Face and Online Instruction: Evidence from Principles of Economics (2004, background): “According to Becker and Watts (2001), Becker (1997) and Siegfried, Saunders, Stinar and Zhang (1996), most economists prefer the “chalk and talk” mode of instruction.”
Scholarship, Research, and Creative Work at Bryn Mawr College Scholarship, Research, and Creative Work at Bryn Mawr College (background): “The format, without footnotes or specific references in the main text, is in keeping with this wider scope.”
Does Cooperative Learning Improve Student Learning Outcomes? (2007, background): “Similarly, in a 2000 survey of economic instruction, the median time devoted to student discussion in the economics classroom was just over 5 percent (Becker and Watts 2001a; 2001b).”