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

Yingqi Wei, Jill Johnes

Research output: Contribution to journalComment/debate

8 Citations (Scopus)

Abstract

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.

LanguageEnglish
Pages125-141
Number of pages17
JournalJournal of Further and Higher Education
Volume29
Issue number2
DOIs
Publication statusPublished - May 2005
Externally publishedYes

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electronic learning
Internet
Teaching
economics
economic education
student
teaching method
tutor
learning
supplement
experience
university teacher
questionnaire
gender
education

Cite this

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title = "Internet tools in teaching quantitative economics: why gaps between potential and reality?",
abstract = "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.",
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Internet tools in teaching quantitative economics : why gaps between potential and reality? / Wei, Yingqi; Johnes, Jill.

In: Journal of Further and Higher Education, Vol. 29, No. 2, 05.2005, p. 125-141.

Research output: Contribution to journalComment/debate

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