Abstract
The purpose of this paper is to explore the potential benefits of one-hour courses by examining the design and learning outcomes of an interdisciplinary course, Financial Literacy for Entrepreneurs. The course served 52 students from a variety of majors. Qualitative evidence suggests that students found the course enjoyable and useful. In addition, quantitative evidence from course pre-tests and post-tests suggests significant gains in student learning. Our findings indicate that one-hour courses represent a valuable alternative to traditional course design.
Recommended Citation
(2024)
"The Value of the 1-Hour Credit Course: Evidence from an Interdisciplinary Course on Financial Literacy,"
Journal of Economics and Finance Education: Vol. 23:
Iss.
2, Article 6.
Available at:
https://scholarship.rollins.edu/jefe/vol23/iss2/6
