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Policy issues in the teaching of economics in cyberspace: research design, course design, and research results

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  • P. Navarro
  • J. Shoemaker

Abstract

More than 50 colleges, universities, and community colleges now offer economics instruction in cyberspace, and this number is growing rapidly. Despite the implications of this growth for the quality of economics instruction, only a small fraction of those institutions venturing into cyberlearning are doing so in a carefully monitor the quality and performance of their online courses. It does so within the context of reporting the course design, research design, and research results of two cyberlearning studies conducted at the University of California. Copyright 2000 Western Economic Association International.

Suggested Citation

  • P. Navarro & J. Shoemaker, 2000. "Policy issues in the teaching of economics in cyberspace: research design, course design, and research results," Contemporary Economic Policy, Western Economic Association International, vol. 18(3), pages 359-366, July.
  • Handle: RePEc:bla:coecpo:v:18:y:2000:i:3:p:359-366
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    1. Peter Navarro, 2000. "Economics in the Cyberclassroom," Journal of Economic Perspectives, American Economic Association, vol. 14(2), pages 119-132, Spring.
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    Cited by:

    1. Perri, Timothy, 2016. "Online education, signaling, and human capital," Information Economics and Policy, Elsevier, vol. 36(C), pages 69-74.
    2. Chien-Ping Chen & Yuh-Jia Chen, 2011. "Evaluation of Instructional Technologies in Cyberspace Economics Teaching: Does Hyperlink Really Matter?," Atlantic Economic Journal, Springer;International Atlantic Economic Society, vol. 39(4), pages 355-368, December.
    3. David Figlio & Mark Rush & Lu Yin, 2013. "Is It Live or Is It Internet? Experimental Estimates of the Effects of Online Instruction on Student Learning," Journal of Labor Economics, University of Chicago Press, vol. 31(4), pages 763-784.

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