Abstract In this paper we discuss the contribution of computer-assisted learning to the teaching of economics in the U.K. Current evidence suggests that, whilst there is a significant investment in computing resources within departments, in the majority of cases their use by students is limited to quantitative methods, econometrics and IT skills training. Few departments have yet to make the computer an integral part of the students' learning experience across the range of topics taught at undergraduate level. There are, however, a number of departments placing an increasing emphasis on the use of computer-assisted learning and a number of groups exist within the discipline promoting computer-based methods. We argue that, in part, the relative paucity of computer-assisted learning in economics is explained by the priority accorded to the development of econometric modelling packages and the absence of an agreed content for undergraduate teaching.
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