Using an Audiovisual-Tutorial Process in Macroeconomics

Abstract

The audiovisual-tutorial (AVT) technique developed at the State University College of New York in Geneseo' was designed to help instructors to cope with such teaching problems the trade-off between comprehensive coverage of historical, institutional and theoretical knowledge and the application of economic analysis to current problems. The AVT system permits the student to bear part of the teaching responsibilities, freeing instructor time for explaining the applications of economic principles to real-world situations. An audiotape cassette and 35-mm. slides are used in conjunction with a student workbook containing a glossary, problems for self-instruction, a review of the subject matter, and a self-instructional test made up of multiple-choice items and problems requiring economic analysis. The typical sequence is for the student to take a diagnostic pretest, to review the unit in the workbook, to use an audiotape cassette with accompanying slides, to repeat sections found to be difficult, to take the self-instructional test, and finally to take a test for credit. There are five learning units keyed to current textbooks in common use. These cover Supply, Demand and Equilibrium Price; Macroeconomic Equilibrium; the Investment Multiplier; the Equalities of Savings and Investment; and the Creation of Money. Of course, alternative applications are possible. A survey of other colleges using our AVT units showed that some used them entirely for individual self-study, independent of scheduled classroom use. Several use the slides and tapes with groups of students, followed by class discussions. One used the AVT materials as an introductory review for intermediate economics. Another used them to complement course lectures. One college scheduled their use with groups of 40 students, but also permitted individuals to use them for make-up work. These are but a few of the many reported variations. At Geneseo in the spring of 1972 we relied entirely upon self-study of the AVT materials to teach the basic theoretical tools of macroeconomics, although this was preceded by a three-week period devoted to the historical and philosophical roots of modern macroeconomics. The students completed the equivalent of a standard basic macro course in eight weeks, thus allowing five weeks for discussion of current problems (such the international monetary crisis). In the fall of 1972 we divided the class into three