Abstract
The initial introduction of microcomputers failed to change economics instruction because software was unable to duplicate the degree of understanding achieved through traditional methods in a cost-effective manner. The World Wide Web and complementary technologies have fundamentally altered the cost-effectiveness of different instructional methods, but learning information models of diffusion suggest that universities must adopt explicit policies to stimulate faculty Web use to overcome a learning externality associated with the new technology. Some issues of university organization related to Web technology also are discussed.
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