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Abstract

Developments in communication technology have created new opportunities in higher education, but they have also created new challenges. As the focus shifts from providing quality teaching to providing quality learning environments, faculty and administrators need to acquire a better understanding of student perceptions of these new technologies in order to intelligently plan academic programs. This research summarizes student perceptions of electronic delivery methods in selected agricultural economics courses at Louisiana State University during the 2002-03 and 2004-05 academic years. Preliminary results suggest that the "traditional" chalkboard classroom is rapidly disappearing across all curriculums and that students favor this change even though they do not necessarily think the new approaches increase educational quality.

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