Economics in the Cyberclassroom
- (pp. 119-132)
AbstractThe coming of the cyberclassroom may change almost everything we do in teaching economics. This article discusses the size and scope of the cybereconomics market; the range and mix of instructional technologies; course design, development, and content; cyberinfrastructure and technical support; student characteristics, performance, and access; and labor issues. Some key findings include: the cybereconomics market is small but rapidly growing. Technical problems are common but can be minimized. It takes instructors significantly more time both to develop and teach a typical cybereconomics courses. Institutions, rather than instructors, are capturing a lion's share of the intellectual property rights.
CitationNavarro, Peter. 2000. "Economics in the Cyberclassroom." Journal of Economic Perspectives, 14 (2): 119-132. DOI: 10.1257/jep.14.2.119
- A20 Economic Education and Teaching of Economics: General