Economics in the Cyberclassroom

Peter Navarro

Journal of Economic Perspectives, 2000, vol. 14, issue 2, 119-132

Abstract: 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.

JEL-codes: A20 (search for similar items in EconPapers)
Date: 2000
Note: DOI: 10.1257/jep.14.2.119
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Citations: View citations in EconPapers (10)

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