Online Delivery of Ed.D Research Courses: Pros and Cons
Dr. Michael L. Cunningham and Keith A. Butcher
Marshall University
100 Angus E. Payton Dr.
South Charleston, WV 25303
Abstract
Marshall University’s Doctoral program, in an effort to be more accessible to students in
rural West Virginia, instituted a cohort group that meets via a hybrid instructional
delivery model. This hybrid model utilizes the Blackboard course delivery platform to
supplement monthly face-to-face meetings. Cohort doctoral students complete two
courses each semester. Although the group has completed several courses, none have
been more challenging to deliver than those in the research core. This paper reports on a
study of student perceptions of course quality. Data were collected and analyzed from Ed.
D. students in both cohort and traditional campus sections of Marshall University course
LS 703, Research Design.
Introduction
In 2006, approximately one in six higher education students completed an online course (Pope,
2006). This enrollment represents an annual increase of almost 40 percent. Pope reported that
many universities were increasing online learning offerings in an effort to expand their service
area and offer courses that could be more economical than traditional classes. Online learning
has become an established part of most “brick and mortar” institutions, while at the same time,
many new online institutions have been established that offer undergraduate through doctoral
level degree programs. Allen and Seaman (2007) report that enrollment in online courses has
grown at a rate faster than the overall enrollment in higher education.
Marshall University has embraced the use of online education at the undergraduate and master’s
degree levels, but has largely avoided the use of online course delivery at the doctoral level. In
2007, Marshall University Graduate School of Education and Professional Development
established a doctoral cohort in the geographic center of West Virginia, 75 miles from the nearest
Marshall campus. The doctoral cohort group meets face-to-face one time per month during the
term. The remaining 80 percent of course requirements are completed online via a Blackboard
online course delivery platform. In addition to the cohort doctoral program, Marshall University
continues to offer doctoral coursework in the traditional on-campus delivery model
While much has been studied regarding the trend toward online learning, Werner (2005) argues
that one major stakeholder group has not been the focus of research – the students themselves.
This study was completed to determine what differences, if any, exist between the perceptions of
students completing a course in the traditional (face-to-face) and the perceptions of students completing
the same course in an online hybrid setting.
Method
For this study, a survey developed by Werner (2005) was adapted to measure student perceptions
of their learning experiences in the traditional and online hybrid setting. All Marshall University
students completing an identified doctoral level research course (Leadership Studies 703,
Research Design) from 2007 to 2009 were included in the sample group. Both the tradition and
online settings of Leadership Studies (LS) 703, Research Design, utilized the same course
syllabus and textbook. Respondents were provided information concerning the purpose of the
study as well as the URL where the inline survey could be completed.
The survey consisted of 17 items and respondents were asked to rate their perceptions of
pedagogical characteristics using a five-point scale: 1= strongly agree, 2= agree, 3 = neutral, 4 =
disagree, 5= strongly disagree. Survey items were as follows. 1. Instructor(s) cared about my
success in this course. 2. Adequate course resources were provided. 3. Instructor(s) provided
timely feedback concerning my progress in this course. 4. Instructor(s) considered different
learning styles when teaching this course. 5. Course instructor(s) were competent. 6. Course
instructor(s) were available to provide assistance. 7. Course instructor(s) met my individual
learning needs. 8. The quality of instruction during this course was excellent. 9. Course
assignments were given in a timely manner. 10. Feedback concerning course assignments was
provided in a timely manner. 11. Interaction between students in this course was excellent. 12. I
am satisfied with grades earned in this course. 13. I am satisfied with the knowledge and skills I
learned in this course. 14. I prefer taking courses in the traditional (face-to-face) setting. 15. I
prefer taking online courses. 16. I learn best by completing coursework in the traditional
classroom. 17. I learn best by completing coursework online.
Respondents
A total of 33 students from the traditional course setting completed the survey and six students
from the cohort online group completed the survey. Data were analyzed by course setting for
both age group and sex. For the traditional course setting, the average student was female (83%)
and, with an age range of 31 to 65, the average age was 46. For the online hybrid course setting
the average student was female (73%) and, with an age range of 31 to 60, the average age was
48.
Results
In comparing the responses of the traditional course takers to the cohort group, there were few
significant differences. The cohort hybrid setting students were less positive concerning course
assignments given in a timely manner and feedback concerning assignments given in a timely
manner.
When male and female responses were compared for all respondents, male students gave
significantly less positive responses in four areas: individual learning needs met, course
assignments given in a timely manner, feedback concerning assignments provided in a timely
manner, and interaction between students in the course.
When examining only the responses of the cohort group, male students scored gave significantly
less positive responses in three areas, instructor consideration of learning styles, individual
learning needs met, and feedback concerning assignments provided in a timely manner.
Differences between males and females in the traditional setting group are significant in two
areas, competency of course instructor and interaction between students. Again, female students
responded more positively than male students on those two survey items.
For all respondents, a significant correlation, significant at the 0.01 level (2-tailed), was found
between age of the respondents and two survey items: the ability of the instruction to meet the
individual learning needs of the students and course assignments given in a timely manner. That
is to say, as the age of the respondent increased the response on those two survey items was less
positive.
For the cohort group, no significant correlation was noted between the age of the respondents
and their rating of the course survey items. For the students completing the course in the
traditional setting, correlations between the age of the respondents and responses on four survey
items were significant. Correlation was significant at the 0.05 level between age of the
respondent and the ability of the instructor to consider the learning styles of the learners and the
ability of the course instructor to meet the individual learning needs of the respondent.
Correlation was significant at the 0.01 level between age of the respondent and course resources
provided, and assignments given in a timely manner. That is to say, as the age of the respondents
increased, their responses on those items were less positive.
Discussion
What is notable in this study is that while the survey included students completing the same
research course in two different settings, traditional and hybrid online, there were few significant
differences in the perceptions of learners. There were no noted differences in student satisfaction
of grades earned or in knowledge and skills learned. Differences were noted in instructional
components such as course resources, timeliness of assignments, timeliness of feedback, and the
ability of the instructor to consider different learning styles and meet individual learner needs.
Additional research in both student achievement and student perceptions of the learning
experience can further guide online course developers and facilitators toward making the
changes needed to better meet individual learner needs.
References
Allen, E. & Seaman, J. (2007). Online nation, Five years of growth in online learning. Needham,
MA: Sloan Consortium.
Pope, J (2006, November). Sharp increase in online-course enrollment. MSN Technology &
Science. Retrieved on August 26, 2009 from http://www.msnbc.msn.com/id/15625558/
Werner, G, (2005). A comparison of student perceptions regarding online courses and traditional
courses: A case study. Dissertation, MI: Wayne State University.
Contact Information
Dr. Michael L. Cunningham, Marshall University, mcunningham@marshall.edu
Keith A. Butcher, Marshall University, butcher51@marshall.edu