This paper reports on the development of an asynchronous learning environment for the teaching of introductory macroeconomics to approximately 200 distance education students. The research supports evidence in the current literature that computer mediated communication and in particular, collaborative learning, can make a positive difference to the educational experience of some students. These findings are based on both quantitative and qualitative data gained from student evaluations, participation levels, staff interviews and an analysis of the online communication. The discussion centres on the extent of collaboration, the role of assessment, adaptation of curriculum and pedagogy and the students' attitudes to economics.
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