COVID-19 forced many instructors to migrate their practice online and created a need to develop a new online teaching model. This article proposes an online asynchronous model specifically designed for an economics course. This teaching model was designed with three objectives: consistency, structure, and flexibility. It builds on the capability of learning management systems (LMSs) to create a straightforward learning path for students. The model delivers theoretical and practical knowledge and, although asynchronous, describes the instructor’s key role. It embraces strategies to reduce social isolation arising from online, asynchronous teaching models.

Aucejo, E. M., J. French, M. P. U. Araya, and B. Zafar. 2020. “The impact of COVID-19 on student experiences and expectations:  Evidence from a survey.” Journal of Public Economics 191:104271. https://doi.org/10.1016/j.jpubeco.2020.104271.

Aguilera-Hermida, A. P. 2020. “College students’ use and acceptance of emergency online learning due to Covid-19.” International Journal of Educational Research Open 1:100011. https://doi.org/10.1016/j.ijedro.2020.100011.

Alawamleh, M. 2020. “COVID-19 and higher education economics.” Journal of Economics and Economic Education Research 21(2):1–2. https://www.abacademies.org/articles/covid-19-and-higher-education-economics-1533-3604-21-2-e001.pdf.

Aristovnik, A., D. Keržič, D. Ravšelj, N. Tomaževič, and L. Umek. 2020. “Impacts of the COVID-19 pandemic on life of higher education students: A global perspective.” Sustainability 12(20):8438. https://doi.org/10.3390/su12208438.

Bliss, C. A., and B. Lawrence. 2009. “Is the whole greater than the sum of its parts? A comparison of small group and whole class discussion board activity in online courses.” Journal of Asynchronous Learning Networks 13(4). https://pdfs.semanticscholar.org/763e/839887a55e7fabfd2f08ffa4de2223bb73e4.pdf.

Boardman, A. E., D. H. Greenberg, A. R. Vining, and D. L. Weimer. 2017. Cost-Benefit Analysis: Concepts and Practice. Cambridge University Press.

Briguglio, M., C. J. Acchiardo, D. Mateer, and W. Geerling. 2020. “Behavioral economics in film: Insights for educators.” Journal of Behavioral Economics for Policy 4(1):17–28. https://sabeconomics.org/wordpress/wp-content/uploads/JBEP-4-1-2.pdf.

Brown, R., S. Buck, M. Kibler, J. Penn, and N. Zuo. 2021. “Course-related student anxiety during COVID-19: A problem and some solutions.” Applied Economics Teaching Resources 3(1):1–36. https://www.aaea.org/UserFiles/file/AETR_2020_032RRFinal.pdf.

Conley, Q., H. S. Lutz, and A. J. Padgitt. 2017. “Creating participatory online learning environments: A social learning approach revisited.” Journal of Interactive Learning Research 28(1):5–27.

Davies, W. M. 2009. “Groupwork as a form of assessment: Common problems and recommended solutions.” Higher Education 58(4):563–584. https://doi.org/10.1007/s10734-009-9216-y.

Geri, N., A. Winer, and B. Zaks. 2017. “Challenging the six-minute myth of online video lectures: Can interactivity expand the attention span of learners?” Online Journal of Applied Knowledge Management 5(1):101–111. DOI:10.36965/OJAKM.2017.5(1)101-111.

Guo, P. J., J. Kim, and R. Rubin. 2014. “How video production affects student engagement: An empirical study of MOOC videos.” In Proceedings of the First ACM Conference on Learning@ Scale Conference, pages 41–50. DOI:10.1145/2556325.2566239.

Hansen, W. L. 2001. “Expected proficiencies for undergraduate economics majors.” The Journal of Economic Education 32(3):231–242. https://doi.org/10.2307/1183381.

Hardt, D., M. Nagler, and J. Rincke. 2020. “Can peer mentoring improve online teaching effectiveness? An RCT during the COVID-19 pandemic.” CESifo Working Paper No. 8671. https://www.cesifo.org/en/publikationen/2020/working-paper/can-peer-mentoring-improve-online-teaching-effectiveness-rct.

Hew, K. F. 2016. “Promoting engagement in online courses: What strategies can we learn from three highly rated MOOCS.” British Journal of Educational Technology 47(2):320–341. DOI:10.1111/BJET.12235.

Hogan, K., B. K. Nastasi, and M. Pressley. 1999. “Discourse patterns and collaborative scientific reasoning in peer- and teacher-guided discussions.” Cognition and Instruction 17(4):379–432. https://doi.org/10.1207/S1532690XCI1704_2.

Kofoed, M., L. Gebhart, D. Gilmore, and R. Moschitto. 2021. “Zooming to Class? Experimental Evidence on College Students’ Online Learning During Covid-19”. IZA Discussion Paper No. 14356. http://ftp.iza.org/dp14356.pdf.

Lemay, D. J., T. Doleck, and P. Bazelais. 2021. “Transition to online teaching during the COVID-19 pandemic.” Interactive Learning Environments 1(12). https://doi.org/10.1080/10494820.2021.1871633.

Mateer, G. D., and L. Coppock. 2020. “COVID-19 teaching modules for principles of economics.” Journal of Economics Teaching 5(2):15–21. http://downloads.journalofeconomicsteaching.org/5/2/2-2.pdf.

Niess, M., and H. Gillow-Wiles. 2013. “Developing asynchronous online courses: Key instructional strategies in a social metacognitive constructivist learning trajectory.” Journal of E-Learning and Distance Education 27(1):1–23. http://www.ijede.ca/index.php/jde/article/view/831/1473.

Orlov, G., D. McKee, J. Berry, A. Boyle, T. DiCiccio, T. Ransom, A. Rees-Jones, and J. Stoye. 2021. “Learning during the Covid-19 pandemic: It is not who you teach, but how you teach.” Economics Letters 202:109812. https://doi.org/10.1016/j.econlet.2021.109812.

Picault, J. 2019. “The economics instructor’s toolbox.” International Review of Economics Education 30: 100154. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3435224.

Picault, J. 2021a. “Don’t just read the news, write the news! A course about writing economics for the media.” The Journal of Economic Education 52(2): 114–127. DOI: 10.1080/00220485.2021.1887030.

Picault, J. 2021b. “Looking for innovative pedagogy? An online economics instructor’s toolbox.” The Journal of Economic Education 52 (2):174. https://doi.org/10.1080/00220485.2021.1887024.

Roux, J., M. Lefort, M. Bertin, C. Padilla, J. Mueller, R. Garlantézec, M. Pivette, A. Le Tertre, and P. Crepey. 2021. “Impact de la crise sanitaire de la COVID-19 sur la santé mentale des étudiants à Rennes, France.” HAL Working Paper No. 03172226. https://www.ehesp.fr/wp-content/uploads/2021/02/Rapport-Impact-Psy-Covid-20210225.pdf.

Swan, K. 2001. “Virtual interaction: Design factors affecting student satisfaction and perceived learning in asynchronous online courses.” Distance Education 22(2):306–331. https://www.american.edu/library/technology/blackboard/upload/swan-article.pdf.

Watkins, R. 2004. “Groupwork and assessment.” Handbook for Economics Lecturers. Kingston University.

Wooten, J. 2018. “Economics media library.” The Journal of Economic Education 49(4):364–365. https://doi.org/10.1080/00220485.2018.1500962.

Wooten, J., and A. A. Al-Bahrani. 2020. “Economics in a crisis: A cautious approach to being relevant.” Journal of Economic Teaching 5(4):142–151. http://dx.doi.org/10.2139/ssrn.3703337.

Wooten, J, W. Geerling, and N. Thomas. 2020. “Facilitating student connections and study partners during periods of remote and online learning.” Journal of Economics Teaching 5(2): 1–14. http://downloads.journalofeconomicsteaching.org/5/2/2-1.pdf.

Yuan, J., and C. Kim. 2014. “Guidelines for facilitating the development of learning communities in online courses.” Journal of Computer Assisted Learning 30(3): 220–232. DOI:10.1111/jcal.12042.

Zhang, C., and J. Ramse. 2020. “Teaching economics behind the global COVID-19 pandemic.” International Review of Economics Education 36: 100206. https://doi.org/10.1016/j.iree.2020.100206.