Economics in the Cyberclassroom
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.
Volume (Year): 14 (2000)
Issue (Month): 2 (Spring)
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- A. W. Coats, 1996. "Introduction," History of Political Economy, Duke University Press, vol. 28(5), pages 3-11, Supplemen.