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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.
Bush et al. (Tue,) studied this question.
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