Technology In The Agricultural Economics Classroom: Are We On The Right Path?
This paper surveys the extent and application of Internet-enhanced course instruction in agricultural economics. We find that roughly thirty percent of agricultural economics courses have websites and that the purpose of these websites is to distribute course documents. We argue that this application substitutes readily for traditional teaching methods. According to production economics principles, introduction of an input that substitutes readily for an existing input will not increase production. Therefore, we would not expect course websites used in this manner to greatly enhance learning. We briefly discuss Internet-based tools that offer greater potential benefits than simple document distribution.
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- William E. Becker, 1997. "Teaching Economics to Undergraduates," Journal of Economic Literature, American Economic Association, vol. 35(3), pages 1347-1373, September.
- Rajshree Agarwal & A. Edward Day, 1998. "The Impact of the Internet on Economic Education," The Journal of Economic Education, Taylor & Francis Journals, vol. 29(2), pages 99-110, June.
- Becker, William E & Watts, Michael, 1996. "Chalk and Talk: A National Survey on Teaching Undergraduate Economics," American Economic Review, American Economic Association, vol. 86(2), pages 448-453, May.
- Becker, William E & Watts, Michael, 1995. "Teaching Tools: Teaching Methods in Undergraduate Economics," Economic Inquiry, Western Economic Association International, vol. 33(4), pages 692-700, October.
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