Abstract
Limited classroom instruction time is a binding constraint for professors teaching economics. Time requirements necessary to learn economics also impose similar constraints on students. The topic of this paper is the presentation of an environment that can both increase the economic content delivered during classroom instruction and increase the potential for students' learning economics outside the classroom. The methodology is two fold: HyperLecturing, a classroom presentation style where computer resources serve as instructional aides; and Linkages, an emphasis on interdisciplinary connections to other course material in a student's repertoire. The specific setting in this paper is Intermediate Macroeconomic Theory, but the methodology generalizes to any course in economics.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
