Doggett, A. M. (2013, June), Engineering Technology Management Graduate Student Online Learning Preferences  Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--19537

\bibitem{asee_peer_19537}
  Doggett, A. M. (2013, June), \emph{Engineering Technology Management Graduate Student Online Learning Preferences}
  Paper presented at 2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia.
  10.18260/1-2--19537

A. Mark Doggett.  "Engineering Technology Management Graduate Student Online Learning Preferences".  2013 ASEE Annual Conference & Exposition, Atlanta, Georgia, 2013, June.  ASEE Conferences, 2013.  https://peer.asee.org/19537 Internet.  05 Jul, 2024

\bibitem{asee_peer_19537}
  A. Mark Doggett.
  "Engineering Technology Management Graduate Student Online Learning Preferences".
  \emph{2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia, 2013, June}.
  ASEE Conferences, 2013.
  https://peer.asee.org/19537 Internet.  05 Jul, 2024

@INPROCEEDINGS{asee_peer_19537
author = "A. Mark Doggett"
title = "Engineering Technology Management Graduate Student Online Learning Preferences"
booktitle = "2013 ASEE Annual Conference \& Exposition"
year = "2013"
month = "June"
address = "Atlanta, Georgia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/19537}
number = {10.18260/1-2--19537}
}

TY  - CPAPER
AB  -         Engineering Technology Management Graduate Student Online                           Learning PreferencesAs online graduate programs continue to grow, so does the development of advanced learningmediums and delivery tools. Faculty and students are increasingly using web-based means ofcommunication such as blogs, wikis, discussion boards, and collaborative tools in addition totraditional readings, lecture notes, homework, writing exercises, and examinations. There havealways been multiple methods available to instructors for delivery of content and the assessmentof learning, but now there are more varieties of instructional technologies from which to choose.Given the choice, are there certain online approaches or methods that engineering technologymanagement graduate students prefer?The purpose of the study was to assess student preferences regarding instructional technologymediums for delivery of course content and the means of communication. An additional purposewas to determine commonalities in student preferences for receiving distance learning contentand the effectiveness of these technologies. The scope of the study was limited to an onlinegraduate program in Engineering Technology Management at a comprehensive pubic universitywith asynchronous distance learning technologies. Students were asked their preferences andperceptions regarding online course content and the various communication modes within thedegree coursework. Both qualitative and quantitative responses were gathered.The research found that most students use and are familiar with online mediums such as blogs,projects, presentations, U-tube, or Google docs along with heavy use of social media. Studentspreferred online discussion forums and individual work submitted solely to the instructor.Students liked exams that allow multiple attempts, but disliked timed exams with forcedcompletion. There was a slight preference for the use of electronic or web-based textbooks.Students indicated a slight preference for assignment checklists as an additional resource, butthese students appreciate all resources, regardless of use.
AU  - A. Mark Doggett
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - Engineering Technology Management Graduate Student Online Learning Preferences
UR  - https://peer.asee.org/19537
DO  - 10.18260/1-2--19537
ER  -