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Abstract
Most undergraduate programs in agribusiness and applied economics include courses on data analysis, spreadsheet modeling, and other topics that are inherently computer-based. It is typical in these courses for students to have access to computers either during lecture or in lab sessions. In fact, students in some agribusiness and applied economics programs may spend a majority of their total in-class time with access to their own laptop or a desktop computer in a university lab. In this context it becomes crucially important for educators to understand how students consume and interact with course materials, including spoken lectures, while they simultaneously engage with technology. Previous research on the use of computers in the classroom show that there exists the potential for technology access to help students follow along and strengthen their understanding of course concepts during a lecture, but also that there is a risk that students are distracted by the available technology and end up falling behind. This study analyzes the effect of restricted internet access during lab-based class meetings on student learning outcomes, and provides guidance on instructor policies around technology use in the classroom.