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Evaluation of Instructional Technologies in Cyberspace Economics Teaching: Does Hyperlink Really Matter?

  • Chien-Ping Chen


  • Yuh-Jia Chen


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    This paper examines the impact from one of the most commonly used online instructional technologies, simulation and reference hyperlinks, on the learning outcomes over varied course assessments in MBA Economics online courses. The empirical results confirm the positive impact of effective hyperlink insertion on both overall performance and individual student’s performance over exams and discussion board. The learning pattern of voluntary hyperlink usage is also explored. For the average learning outcome improvement, a compulsory usage of hyperlinks should be designed. The evaluation of appropriate usage in the case can be of significant practice to school administrators seeking to implement a required instructional technology in a rigorous and pedagogically sound manner. Copyright International Atlantic Economic Society 2011

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    Article provided by International Atlantic Economic Society in its journal Atlantic Economic Journal.

    Volume (Year): 39 (2011)
    Issue (Month): 4 (December)
    Pages: 355-368

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    Handle: RePEc:kap:atlecj:v:39:y:2011:i:4:p:355-368
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    1. 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, 07.
    2. 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, vol. 23(5), pages 533-546, October.
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