Presentation Schedule
Scaling Active Learning: Co-Creation and Collaborative Pedagogy in Large University-Level Economics Classes (95055)
Session Chair: Karen Chung-chien Chang
Friday, 13 June 2025 09:55
Session: Session 1
Room: Room 107 (1F)
Presentation Type:Oral Presentation
This proposal presents an innovative approach to active learning in large-enrollment undergraduate Economics courses through a collaborative workbook project. Implemented in classes with 300-500 students per semester, this initiative is grounded in Constructivist pedagogy and aims to enhance engagement, teamwork, and communication skills by involving students in the co-creation of study materials. Using digital tools such as Canva, Perusall, and Peerceptiv, students synthesized existing content, integrated original elements, and engaged in structured peer review. To evaluate the impact of this intervention, a Learning Experience Network Analysis (LENA) approach was applied, mapping the interdependencies between student struggles, successes, and engagement levels. Survey data from two semesters were coded using MAXQDA, and correlational matrices were generated to identify key leverage points. These matrices were visualized using social network analysis (SNA) in UCINet and NetDraw, revealing clusters of student interactions and highlighting central nodes that influenced both positive and negative experiences. The analysis of negative reflections informed assignment redesigns in subsequent semesters to improve collaboration dynamics and assessment logistics. Meanwhile, the analysis of positive outcomes provided actionable insights into the role of peer interactions and project-based learning in fostering engagement. This presentation will discuss the scalability of co-creation practices in large classrooms, the impact of assignment design changes based on survey and network analysis, and student reflections on how project-based learning and small-group collaboration shaped their engagement and academic experience. Findings suggest that the project significantly improved student participation, a sense of belonging, and the development of analytical and communication skills.
Authors:
Natalia Pakhotina, Texas A&M University, United States
Mahjabin Chowdhury, Texas A&M University, United States
Madeleine Arth, Texas A&M University, United States
About the Presenter(s)
Dr Natalia Pakhotina is a University Associate Professor/Senior Lecturer at Texas A&M University in United States
Connect on Linkedin
https://www.linkedin.com/in/nataliya-pakhotina
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