An Investigation Of The Effect Of Network Latency On Pedagogic Efficacy: A Comparison Of Disciplines
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Keywords
academic disciplines, e-learning, enjoyment, feedback delay, latency, learning styles, network delay, objective comprehension, pedagogical efficacy, self-reported comprehension
Abstract
E-learning has become a mainstream educational opportunity, as noted in U.S. News & World Report. Further, differences among college students have been documented in various disciplines. An experiment was conducted to determine the effects of network latency on pedagogical efficacy based on the students who were classified as in either humanities programs or engineering and science programs. The findings indicate that tolerances to screen update latencies are discipline-dependent and that students in engineering and science have a lower tolerance for screen update latency than students in the humanities.