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dc.contributor.authorMeredith, Neil
dc.date.accessioned2020-07-15T14:49:20Z
dc.date.available2020-07-15T14:49:20Z
dc.date.issued2020-03-05
dc.identifier.urihttps://hdl.handle.net/11310/293
dc.descriptionThis chapter provides a summary of my experience, surveying of literature, and usage of relevant statistics in lieu of a traditional data collection approach.en_US
dc.description.abstractThis chapter employs eight years of experience and research to develop recommended best practices for choosing a textbook, producing videos, role-playing discussion forums and random block examinations when teaching health economics online asynchronously. Best practice recommendations include picking a textbook that has prebuilt slides, fits the student audience, provides some practice exercises, and has a relatively long shelf life. For video production, I recommend developing a high-quality, short introduction video and producing as many minimal editing videos as possible. I recommend role-playing discussion forum use to improve learning and engagement in discussion forums. I also recommend employing random block examinations with a time constraint and visibility constraint to deter academic dishonesty. I conclude with a final recommendation for other helpful resources such as the Teaching Health Economics Special Interest Group within the International Health Economics Association.en_US
dc.language.isoen_USen_US
dc.publisherWTAMU Cornette Libraryen_US
dc.titleStrategic Pedagogy: Pursuing Best Practices for Teaching Asychronous Online Health Economics Coursesen_US
dc.typePresentationen_US


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