A Comparison between Differences in the Effects of Longitudinal Effects of Network Latency on STEM and non-STEM Students
The gaps in learning styles and academic disciplines need to be identified as enrollment in online courses grows faster than the total enrollment in higher education. In addition, in the past decade, the emphasis on the market for students who pursue degrees in science, technology , engineering and mathematics (STEM) has gained prominence. An experiment was performed to research the relationship of objective learning and subjective learning, objective learning and enjoyment, and subjective learning and enjoyment with students identified as STEM majors or non-STEM majors (humanities and social sciences) on the longitudinal effects of network latency. The results show that by the time students advanced to their senior year in terms of their learning styles and sensitivity to network delays, students from various majors reacted differently than they did when they were freshmen. The study indicates that the accumulation of experience and the selection of major factors are essential factors in mitigating the impact on learning of network delays. Although the “Network latency problem” was actively involved, and the students were given the opportunity to contemplate their actions and make an intellectual decision, they were not given the chance to articulate these actions in their own words. And although simulations were taken into account by this experimental leaning model, it does not extend to all various learning forms, such as memorization. And this may have a significant influence on the outcomes of STEM versus non-STEM majors. In order to enhance decisions about its implementation and its growth, the use of online education must be properly understood.
H. Francis Bush
School of Business and Economics, Lynchburg College, Lynchburg, VA 24501-3113, USA.
Dr. Jay Sullivan
Department of Mechanical Engineering, The Virginia Military Institute, Lexington, VA 24450-0304, USA.
Department of Electrical Engineering, The Virginia Military Institute, Lexington, VA 24450-0304, USA.
Department of Applied Mathematics, The Virginia Military Institute, Lexington, VA 24450-0304, USA.
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