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Economics in the Cyberclassroom

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  • Peter Navarro

Abstract

The 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.

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File URL: http://www.aeaweb.org/articles.php?doi=10.1257/jep.14.2.119
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Bibliographic Info

Article provided by American Economic Association in its journal Journal of Economic Perspectives.

Volume (Year): 14 (2000)
Issue (Month): 2 (Spring)
Pages: 119-132

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Handle: RePEc:aea:jecper:v:14:y:2000:i:2:p:119-132

Note: DOI: 10.1257/jep.14.2.119
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  1. A. W. Coats, 1996. "Introduction," History of Political Economy, Duke University Press, vol. 28(5), pages 3-11, Supplemen.
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Cited by:
  1. Elsa Galarza & Marianne Johnson, 2007. "Internationalizing Intermediate Microeconomics: Collaborative Case Studies and Web-based learning," Working Papers, Departamento de Economía, Universidad del Pacífico 07-16, Departamento de Economía, Universidad del Pacífico, revised Jul 2007.
  2. Oskar R. Harmon & James Lambrinos, 2006. "Online Format vs. Live Mode of Instruction: Do Human Capital Differences or Differences in Returns to Human Capital Explain the Differences in Outcomes?," Working papers, University of Connecticut, Department of Economics 2006-07, University of Connecticut, Department of Economics.
  3. Oskar R. Harmon & James Lambrinos, 2006. "Are Online Exams an Invitation to Cheat?," Working papers, University of Connecticut, Department of Economics 2006-08, University of Connecticut, Department of Economics, revised Feb 2007.
  4. Rienties,Bart & Woltjer,Geert, 2004. "Regular Online Assessment, Motivation and Learning," Research Memorandum 031, Maastricht University, Maastricht Research School of Economics of Technology and Organization (METEOR).
  5. Coates, Dennis & Humphreys, Brad R. & Kane, John & Vachris, Michelle A., 2004. ""No significant distance" between face-to-face and online instruction: evidence from principles of economics," Economics of Education Review, Elsevier, Elsevier, vol. 23(5), pages 533-546, October.

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