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Abstract

This paper surveys the extent and application of Internet-enhanced course instruction in agricultural economics. We find that roughly thirty percent of agricultural economics courses have websites and that the purpose of these websites is to distribute course documents. We argue that this application substitutes readily for traditional teaching methods. According to production economics principles, introduction of an input that substitutes readily for an existing input will not increase production. Therefore, we would not expect course websites used in this manner to greatly enhance learning. We briefly discuss Internet-based tools that offer greater potential benefits than simple document distribution.

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