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As one of the important stakeholders in the academic process, students and their preferences should be considered when the instructor selects the various course design features. Although students are not the only stakeholders in the academic process, their receptiveness to classroom instruction is clearly a central focus of that process. This paper examines a large sample of business student data on their preferences with respect to fourteen controllable course design features. The preferencesdoi:10.20429/ijsotl.2007.010218 fatcat:ckp3wffe35amvlcfqot3rbftdu