This study examines the relationship between high-speed broadband Internet access and student achievement in an online course environment. In this particular case study, one 3-credit graduate course comprised of 34 students, located within 3 hours of the offering University was examined. No face-to-face contact was required in this course and professor immediacy was available via digital interaction only. Digital interaction was achieved through the use of discussion groups, virtual chats, and email exchanges. Bandwidth and participation levels were compared and contrasted in relation to final grades. This paper seeks to support the contention that increased Internet speed encourages higher levels of participation, information-access and exchange, thereby increasing overall student achievement as measured by a traditional grading system. Although the data set examined is comprised of degree seeking distance education students, growing expectations in relation to Internet access for on-campus students makes this study relevant to general education. Current Internet and broadband access rates are reviewed. Further, appropriate instructional design models to bridge instructional design models to bridge the gap between students with dial-up and high-speed access are also reviewed.
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