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Abstract
Until the late 1980’s, the primary educational delivery model for collegiate professorial staff was essentially the traditional lecture. Student populations consisted of single, residential 18-23 year olds although working, non-traditional students had begun to increase dramatically. As we approach the year 2000, the student population has continued to change to married, employed, and non-residential students [1]. Due to new technologies, knowledge delivery modules have also changed to include on-line (education access through the Internet) and distance education (interactive learning). Often these new educational technologies are implemented without fully understanding their impact. Based on a study done at a medium sized state university, we have found that distance learning and on-line learning technologies are perceived by students as having some benefits although they are not necessarily knowledge related.
Introduction
The traditional delivery system for higher education has been a classroom setting with a professor giving a lecture and students listening and writing notes. Interaction between the professor and student has been viewed as an essential learning element within this arrangement. However, innovations in educational delivery mechanisms have challenged this paradigm. Advances in information technology (IT) are enabling little used educational delivery methods such as distance learning (DL) to gain new life. In addition, the advances in IT have ushered in a new paradigm, on-line learning (OL).
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