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Full-Text Articles in Operations Research, Systems Engineering and Industrial Engineering

Online Graduate Degree Recruiting: Is It Different?, Mark Doggett, Stan Lightner Sep 2010

Online Graduate Degree Recruiting: Is It Different?, Mark Doggett, Stan Lightner

Mark Doggett

A survey of the faculty via the Engineering Technology List Serve and an online technical graduate program was conducted to gather recruiting strategy data. The questions assessed if and how recruiting for online graduate programs is different from face-to-face programs. Qualitative and quantitative data was gathered from current students and alumni of the online Technology Management Master of Science program at Western Kentucky University to ascertain any commonalities in their decision to enroll in an online program.


Learning Styles And Entrance Requirements For Online Master’S Programs, Stan Lightner, Mark Doggett, Vesta Whisler Dec 2009

Learning Styles And Entrance Requirements For Online Master’S Programs, Stan Lightner, Mark Doggett, Vesta Whisler

Mark Doggett

As more online graduate programs are created and traditional programs shift to an online format, the need to identify and understand skill sets necessary for students’ success becomes more apparent. Typically, graduate programs rely on entrance requirements such as the GRE, undergraduate GPA, and a writing sample to evaluate an applicant’s potential success. Is it reasonable to expect that other entrance requirements might be needed for student success in online graduate degree programs?

Research comparing learning and personality styles of online learners exists; however, application of this information as part of the admissions process for online graduate programs is ...


The Videoconferencing Classroom: What Do Students Think?, Mark Doggett Dec 2007

The Videoconferencing Classroom: What Do Students Think?, Mark Doggett

Mark Doggett

The advantages of video conferencing in educational institutions are well documented. Scholarly literature has indicated that videoconferencing technology reduces time and costs between remote locations, fill gaps in teaching services, increases training productivity, enables meetings that would not be possible due to prohibitive travel costs, and improves access to learning (Martin, 2005; Rose, Furner, Hall, Montgomery, Katsavras, & Clarke, 2000; Townes-Young & Ewing, 2005; West, 1999). However, there are few studies that analyze the effectiveness of videoconferencing from the student’s perspective. Videoconferencing technology is often touted as a method to connect with previously inaccessible student populations, but does it adequately serve the needs of the ...