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How Economics Faculty Can Survive (and Perhaps Thrive) in a Brave New Online World

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  • Peter Navarro

Abstract

The academy in which we toil is moving rapidly towards a greater role for online delivery of higher education, and both fans and skeptics offer strong reasons to believe this technological shock will have substantial disruptive effects on faculty. How can we as economic educators continue to provide sufficient value-added to justify our role in a world where much of what we now do is effectively being automated and commoditized? In this brave new online world, many successful and resilient faculty will add value (and differentiate their product) not by producing costly and elaborate multimedia lectures in which they become a superstar professor-celebrity, but rather through careful, clever, and innovative choices regarding both the adoption of the online content of other providers and the forms of online interactions they integrate into their course designs. Possible forms of faculty-to-student and student-to-student interactions run the digital gamut from discussion boards and electronic testing to peer assessments, games and simulations, and virtual office hours. This article explores basic descriptive and prescriptive questions economic educators and their administrators are likely to face as the online education tide rises. For example, how much does it cost to develop online content and how much time does it take? What are the key "ingredients" for a pedagogically sound online course? Throughout, I will draw on both the extant literature as well as my own experience at the University of California, Irvine, where the online evolution is advancing rapidly. [This article is available for download in audio (MP3) format from the journal website.]

Suggested Citation

  • Peter Navarro, 2015. "How Economics Faculty Can Survive (and Perhaps Thrive) in a Brave New Online World," Journal of Economic Perspectives, American Economic Association, vol. 29(4), pages 155-176, Fall.
    • Handle: RePEc:aea:jecper:v:29:y:2015:i:4:p:155-76
    Note: DOI: 10.1257/jep.29.4.155
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    References listed on IDEAS

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    4. David H. Autor, 2015. "Why Are There Still So Many Jobs? The History and Future of Workplace Automation," Journal of Economic Perspectives, American Economic Association, vol. 29(3), pages 3-30, Summer.
    5. Stephen J. Schmidt, 2003. "Active and Cooperative Learning Using Web-Based Simulations," The Journal of Economic Education, Taylor & Francis Journals, vol. 34(2), pages 151-167, January.
    6. Steven A. Greenlaw, 1999. "Using Groupware to Enhance Teaching and Learning in Undergraduate Economics," The Journal of Economic Education, Taylor & Francis Journals, vol. 30(1), pages 33-42, January.
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    Cited by:

    1. Carina S. González-González & Alfonso Infante-Moro & Juan C. Infante-Moro, 2020. "Implementation of E-Proctoring in Online Teaching: A Study about Motivational Factors," Sustainability, MDPI, vol. 12(8), pages 1-13, April.
    2. Reeson, Andrew & Mason, Claire & Sanderson, Todd & Bratanova, Alexandra & Hajkowicz, Stefan, 2016. "The VET era: equipping Australia’s workforce for the future digital economy," MPRA Paper 114022, University Library of Munich, Germany.
    3. Alfonso Infante-Moro & Juan C. Infante-Moro & Julia Gallardo-Pérez & Francisco J. Martínez-López, 2022. "Key Factors in the Implementation of E-Proctoring in the Spanish University System," Sustainability, MDPI, vol. 14(13), pages 1-16, July.

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    More about this item

    JEL classification:

    • A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate
    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions
    • J44 - Labor and Demographic Economics - - Particular Labor Markets - - - Professional Labor Markets and Occupations
    • L86 - Industrial Organization - - Industry Studies: Services - - - Information and Internet Services; Computer Software

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