Internet tools in teaching quantitative economics: why gaps between potential and reality?

Yingqi Wei, Jill Johnes

Research output: Contribution to journalComment/debatepeer-review

11 Citations (Scopus)


The use of Internet tools in economic pedagogy is growing. This paper attempts to investigate the impact of Internet tools, as a supplement to traditional teaching methods, on teaching and learning and attempts to answer the question why there are gaps between potential and reality of using Internet tools in economics education, based on our experience of integrating e-learning into courses at Lancaster University. Responses to student questionnaires suggest that the practical features of e-learning which are most successful at enhancing the learning experience are: the noticeboard, discussion space, multiple-choice questions and freedom of expression anonymously. Moreover, the degree of the impact of these e-learning features is affected by network access, residence off campus and student gender. In spite of the enormous potential of the Internet tools in higher education, it is found that much of it is not fully realized due to the problems encountered by lecturers/tutors and students and technical difficulties. It is important to note the many challenges associated with e-learning which are yet to be debated and resolved.

Original languageEnglish
Pages (from-to)125-141
Number of pages17
JournalJournal of Further and Higher Education
Issue number2
Publication statusPublished - May 2005
Externally publishedYes


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