The authors describe the preparation and execution of a statistics course, an undergraduate econometrics course, and a microeconomic theory course, each of which uses Internet technology as an integral part of the delivery of the course. The authors address the pedagogical and technical issues that must be resolved to achieve Chickering and Gamson's Seven Principles of Good Teaching Practice using Internet technologies. The authors emphasize the importance of choosing a technology that will support the chosen pedagogical strategy and work well over the World Wide Web. This paper describes the preparation and execution of a statistics course, an undergraduate econometrics course, and a microeconomic theory course, each of which uses Internet technology as an integral part of the delivery of the course. We address the pedagogical and technical issues that must be resolved to achieve each of the Seven Principles using this medium.
Pedagogical issues are paramount if the goal is to achieve best teaching practice.
Of penultimate importance, however, is choosing a technology that will support the chosen pedagogical strategy and work well over the World Wide Web. Chizmar teaches undergraduate statistics and econometrics courses. It enables students to learn statistical reasoning by studying important current, economic controversies whose understanding requires a fundamental knowledge of statistical reasoning. The lab approach requires students to collect and produce data, make predictions, read about important economic controversies, discuss findings, analyze data, access the vast array of data available through the Internet, conduct simulations, and write explanations. Walbert teaches an intermediate microeconomic theory course that uses a collaborative approach in which students spend class time working in small learning teams to solve problems.