Hyperlecturing and Linkages

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.