Internet as a Teaching Tool

Document Address	http://www.mtsu.edu/~rlhannah/Netteach.html
Richard L. Hannah	RLHANNAH@frank.mtsu.edu
Homepage http://www.mtsu.edu/~rlhannah 

	The information in this file presents recent ideas and examples 
of Internet applications in the teaching of economics.  The primary 
source of ideas is a comprehensive review of electronic archives of 
discussion lists.  These lists include those related specifically to 
economic education, and those dedicated to economic subfields with which 
the author is most familiar.  Also, private communications by the author 
with colleagues on the net have provided very illuminating insights. 
	The examples of web pages cited are only intended to provide some 
insights of the potential of this medium. The explosion of web pages 
beginning in 1994 continues to outpace the development of a comprehensive 
and current cataloging effort.  Still, the profession is fortunate to have a 
few dedicated individuals who offer endless hours for such tasks.  The 
quality and creativity of economic education is better for it.

Ideas and Practices from Discussion List Exchanges
Quick List of Ideas and Practices
Abstracts of Ideas and Practices Related to 
	Internet Applications for Teaching Economics
Topics You Have Missed If You're Not Subscribed: 
	List of Subjects from TCH-ECON
Hypermail Archive of Tch-Econ by Bob Parks
Examples of Instruction Related Web Pages
Dick Stratton's Page: Syllabus, Lectures, 
	Homework, and Internet Resources
Bob Parks' Page: Includes examples 
	of Student Web Pages Developed for Econ Classes
Frederica Shockley's Page: Course--Economics on the Internet
John Solow's Page: Course--Introduction to Microeconomics
Doug Moeser's Page on the International Business Classroom
Richard Hannah's Page for Industrial Relations and Human Resources
Richard Hannah's Page for Employee Benefits
Examples of Resource Related Web Pages
Chronicle of Higher Education: Academe This Week
Technologial Horizons in Higher Education Journal
Kim Sosin's Resource Page
EBEA Resource Page
List of Business Schools with a Web Presence
Journal of Economic Education
Resources for the Distance Learning Context of Internet
The Centre for University Teaching and Learning
The National Distance Learning Center
Research and Discussion Lists
Educom: Transforming Education through Information Technology
Yale Center for Advanced Instructional Media 

Concluding Thoughts

	
	Though there is much to be said and done in the application of 
the Internet to the teaching of economics, a relatively small  
percentage of the profession is active in this effort.  Most are probably at 
this conference, and perhaps in this room.  Two reasons are apparent--the 
very significant time required to gain skills allowing a confidence of 
application, and the lack of incentives to do so.  A third obstacle, the 
necessary critical mass of faculty and students to transform Internet into a 
learning catalyst, is diminishing at the national and international levels.  
However, I dare say for most of us, there is nowhere near a critical 
mass within our own institutions.
	The ideas and practices expressed in the first link given above speak 
eloquently to the possibilities.  My concluding observations will merely 
attempt to fill in some gaps in the public electronic exchanges.  
	First, library science is also being revolutionized by the electronic 
recording and transmission of knowledge and data.  There would seem to be a 
natural tie to these changes in the integration of Internet tools into our 
instruction.  
	Second, the importance of this linkage is doubly important 
for teachers and students involved in distance learning or teaching at 
remote sites.  Internet becomes a powerful supplement to learning by 
enhancing faculty-student communications and electronic provision of 
library services traditionally available only on campus.
	A third area is the potential of custom publishing.  The "book" 
is a long way from dead.  But the potential to customize the contents of 
texts is remarkable, and this carries the added convenience of the inclusion 
of instructor provided materials--a good opportunity to insert Internet 
instructions and sources for the novice students.
	Finally, there are a number of other important implications and 
opportunities to consider.  Personally, I have found quite rewarding the 
continued contact with former students via e-mail long after the course 
has ended.  Broader curriculum issues, such as the benefits and costs of 
using the electronic medium to integrate the different departmental 
disciplines of a college into a framework intelligible to the student, 
should not escape our interest either.