I explain how the concept of profit maximization and its link with elasticity can be done without recourse to calculus for the benefit of students with non-mathematical backgrounds. In the time of the ongoing pandemic, I tried teaching methods that bring the advantages of off-line teaching to online mode, namely extensive use of blackboard, the use of WhatsApp for receiving solutions of students in class, and the use of an extra monitor for students to view, not only the instructor but also the person asking questions or simply putting a view.
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DhawanS.2020, Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology System. 10.1177%2F0047239520934018
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GieslerM. (2020). Delivering an engaging virtual classroom experience with Ecamm Live!https://www.youtube.com/watch?v=kF4aZB3Cgq4
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IslamS., & ManaloorV. (2012). Teaching introductory economics to students of different majors: Challenges and opportunities. Journal of Higher Education, Theory and Practice, 12(1), 56–65.
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MardanovR., & KhasanovaA. (2014). Current issues of teaching Mathematics in economic faculties of universities. Procedia—Social and Behavioral Sciences. http://dx.doi.org/10.1016/j.sbspro.2014.09.275
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NurdiantiR. R. S. (2020). Disruption in economics learning, through WhatsApp group during the pandemic. Atlantis Press.
