Distance Learning Survey of Texas Tech University’s
Fall 2009 Distance and Off-Campus Students
(5th administration)
Administrative Report
November 2010
Office of Planning and Assessment
Introduction
The distance programs offered at Texas Tech University are especially
relevant for study given that the geographical breadth of its immediate service area
is 131,000 square miles “which exceeds the area served by the educational system
of any state other than California, Alaska, and Texas” (Paton, 2006, p. 26). This
study consists of a fifth administration of the Distance Learning Survey for students
enrolled in courses delivered at a distance during the Fall 2009 semester.
Texas Tech faculty members are innovative and entrepreneurial in serving
the teaching and learning needs of their students on campus and at a distance.
Faculty members utilize many different resources in the electronic delivery of
instruction, including online instructional software, Tech video conferencing
networks, asynchronous instructional materials (DVD’s, streaming videos, audio
recordings, etc.), and communication tools that are readily available to students
with internet access (e-mail, chat, blogs, wikis, etc.). This partnership between
faculty and students generates learning interactions and environments that demand
investigation. This survey was conducted in order to gather data about 1) the
demographic characteristics of Texas Tech students who enrolled in a Fall 2009
course section that was 50% or more electronically delivered, 2) students’
educational history, 3) students’ satisfaction with the program including preferred
interaction tools, and 4) students’ sense of community and satisfaction with online
course communications and collaboration. In addition, beginning with the Fall 2007
survey, questions were added regarding students’ self-regulation in online learning.
We anticipate that this information will (1) be useful to faculty and
administrators as they plan future courses and offerings, and (2) ensure that these
future learning opportunities meet the needs of Texas Tech distance students.
Valerie Osland Paton, Ph.D.
Vice Provost for Planning and Assessment
valerie.paton@ttu.edu
Executive Summary
Response Rate
1895 unduplicated students were surveyed with e-mail addresses for students enrolled
in: off-campus, online and hybrid courses in the Fall 2009.
483 respondents completed the survey.
25.5% response rate.Respondent Demographics
The sample consists of 1895 unduplicated students with active (deliverable) e-mail
addresses enrolled in off-campus, online and hybrid courses at a large, public university
located in the Southwestern United States. 483 of these students self-selected to complete
the survey online by responding to a recruitment e-mail message. Participants were
informed as to the voluntary nature of the study and were assured as to the confidentiality
of their responses. 64.8% of the participants identified themselves as female (n = 313).
72.5% identified themselves as European American or White (n = 345). The mean age of
the participants was 33.2. 68.9% percent of the participants (n = 333) were at the graduate
level (e.g., certificate, master’s or doctoral programs). Respondents included students
from a total of 23 degree and certificate programs delivered in off-campus, online or
hybrid formats.
Demographic Characteristics
The rate of 64.8% female respondents is consistent with the Fall 2005 administration
(64% female). This gender distribution may be considered typical for nationwide trends
in enrollment in distance programs (Kramarae, 2001).
56.7% reported that they were employed full-time and 23.3% reported part-time
employment.
66.2% of the respondents indicated that they had individuals under the age of 18 living in
their home.
51.9% strongly disagreed or disagreed with the statement that “relocation to attend oncampus classes is an option for my education.”
36.0% reported that they were eligible for Pell Grants or Stafford Loans, 34.8% reported
that they were not eligible, and 32.2% reported that they did not apply.
38.7% of the respondents preferred to take 6 credit hours or fewer per semester.
Educational History
31.1% of the respondents reported their status as undergraduate, 44.9% masters, 15.7%
doctoral, and 8.3% certificate students.
34.0% reported “career change or advancement” and 34.0% reported “degree
completion” as the primary reason for enrolling in their current degree program. 15.3%
reported “job-related training or preparation.”
Program Satisfaction
53.5% reported that they were “very satisfied” with their experience in their current TTU
degree or certificate program. 34.8% reported that they were “somewhat satisfied.” 6.4%
reported that they were neutral and 5.3% reported that they were somewhat dissatisfied or
not satisfied.
Respondents reported the highest level of satisfaction, “very satisfied,” with online
courses (42.4%), followed by print-based courses (35.6%) and IVC courses (21.7%).
Perceptions of Online Course Communications and Collaboration
The survey included 7 questions pertaining to online course communication and
collaboration. Of these questions, respondents indicated most agreement with “Online
communications with my instructor helped with the learning process in my online
courses”: 33.4% strongly agreed and 40.1% agreed.
Self-Regulation
The self-regulation in online learning questions are organized into six constructs: goal
setting, environmental structuring, time management, self-evaluation, help seeking, and
task strategies. When aggregated, responses to the goal setting and environmental
structuring questions produced the highest mean response, suggesting that these
constructs represent the most commonly used self-regulation methods in online learning
for the sampled population.
Open Ended Question
Respondents were offered the opportunity to answer the following question: “Please add
any comments on this topic or about the survey that you feel are helpful.”
Responses were coded, resulting in the following categories of comments: course
communications, satisfaction, self-regulation, survey, and digital potholes. Comments are
included in this report by the respondents’ degree or certificate program. Degree program
coordinators are encouraged to review these responses.
5
Method
The survey population was generated from a Tech Report query (FFR 320b)
of Fall 2009 students who did not attend classes on-campus in Lubbock; the data
was extracted and warehoused on September 15, 2010.
The survey questions were developed from several different sources.
Demographic Questions (1-15) were developed by the researchers or were taken
from U.S. Census Bureau questions utilized in Texas in the 2000 Census, The Third
Shift Women Learning Online survey (AAUW Educational Foundation, 2001) , or
Texas Tech demographics collected for state and federal reports. Educational
History Questions (16-19) were developed by the researchers regarding primary
reason for enrollment and program degree currently pursued. Program Satisfaction
Questions (20-24) were developed by the researchers or stem from national,
longitudinal research on student satisfaction.
Perceptions of Online Course Communications and Collaboration
Questions (25-35) were piloted in Kristyn Rose’s Master’s project Building Online
Learner Communities: Survey Summary (September 2004) and were utilized here
with the researcher’s permission. This scale is an 11 item scale with a 5 point
Likert-type response format with values ranging from strongly agree (5) to strongly
disagree (1). Higher total scale scores on this scale indicate more positive
perceptions toward online course communications and collaboration while lower
total scale scores indicate less positive perceptions. This 11-item scale revealed an
acceptable internal consistency of scores obtained from the scale with α = .93.
Self-regulation in Online Learning Questions (36-59) were derived from a
short form of the Online Self-regulated Learning Questionnaire (OSLQ). The short
form of the Online Self-regulated Learning Questionnaire (OSLQ) is a 24-item
scale with a 5-point Likert-type response format having values ranging from
strongly agree (5) to strongly disagree (1). Higher scores on this scale indicate
better self-regulation in online learning by students. The short form was developed
from an 86-item long form of the instrument by examining internal consistency and
exploratory factor analysis results for data collected from the long form (Lan,
2007). In contrast to the long form of the instrument, the short form consists of six
subscale constructs including: environment structuring; goal setting; time
management; help seeking; task strategies; and self-evaluation. The internal
consistency of scores obtained for the short form of the OSLQ in this study was α =
.91.
On August 7, 2006, the Texas Tech University Institutional Review Board
for the Protection of Human Subjects approved the researchers’ original claim for
an exemption for the proposed “Distance Learning and Communication Survey.”
On July 17, 2007, the Texas Tech University Institutional Review Board approved
the researchers’ addendum to this original claim to introduce questions regarding
students’ self-regulation in online learning.
6
The survey was administered via the subscription service,
SurveyMonkey.com, an online survey software that provides an external online site
for the development and delivery of survey notifications and instrument.
Respondents return their online surveys to SurveyMonkey.com and data is
warehoused at this site. Secured access to the data is available to the researchers via
password.
Descriptive analysis of the data was conducted in the fall of 2010.
7
Demographic Characteristics
(Questions 1–15)
Question 1: What is your gender? (n=483)
Gender
70.0%
64.8%
Percent of Sample
60.0%
50.0%
40.0%
35.2%
30.0%
20.0%
10.0%
0.0%
Female
Male
Question 2: Please enter your zip code. Location of suvey respondents by zip code (n=482)1
1
This map was created using http://www.batchgeo.com
8
Question 3: What is your age? (n=468)
Age
140
Number of Participants
121
120
100
79
80
60
40
45
36
44
41
40
32
24
20
5
1
0
0
0
15
20
25
30
35
40
45
50
55
60
65
70
[Mean = 33.2, St. Dev. = 11.9, N = 468]
Question 4: Marital Status (n=479)
Marital Status
Percent of Sample
60.0%
50.0%
48.9%
41.5%
40.0%
30.0%
20.0%
10.0%
0.0%
3.5%
0.4%
5.4%
0.2%
75
9
Question 5: Are you employed? (n=480)
Employment Status
56.7%
60.0%
Percent of Sample
50.0%
40.0%
30.0%
23.3%
20.0%
15.2%
10.0%
4.8%
0.0%
Part-time
Full-time
Not employed
Other
Question 6: What ethnicity do you identfy with? Please select all that apply. (n=476)
Percent of Sample
Ethnicity
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
72.3%
4.0%
12.4%
2.5%
1.3%
4.4%
5.5%
10
Question 7: Do you have individuals under the age of 18 living in your home? (n=474)
Living with a Dependent
66.2%
70.0%
Percent of Sample
60.0%
50.0%
40.0%
33.8%
30.0%
20.0%
10.0%
0.0%
Yes
No
Question 8: If so, how many individuals under the age of 18 live in your home? (n=160)
Percent of Sample
Number of dependents under the age of 18
50.0%
45.0%
40.0%
35.0%
30.0%
25.0%
20.0%
15.0%
10.0%
5.0%
0.0%
44.4%
41.3%
8.8%
5.0%
0.6%
1
2
3
4
5
11
Question 9: Are you a caregiver to parents or other adults? (n=475)
Percent of Sample
Are you a caregiver to any adults?
100.0%
90.0%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
91.4%
8.6%
Yes
No
Question 10: If so, how many adults are you caregiver to? (n=41)
How many adults are you caregiver to?
70.0%
65.9%
Percent of Sample
60.0%
50.0%
40.0%
31.7%
30.0%
20.0%
10.0%
0.0%
0.0%
0.0%
3
4
5
2.4%
0.0%
1
2
6
12
Question 11: Relocation to attend on-campus classes is an option for my education (n=476)
Relocation to attend classes on campus is an option
33.2%
35.0%
Percent of Sample
30.0%
25.0%
20.0%
15.0%
16.8%
17.9%
18.7%
Agree
Neither
Agree nor
Disagree
Disagree
13.4%
10.0%
5.0%
0.0%
Strongly
Agree
Strongly
Disagree
Question 12: Were you eligible for a Pell grant or Stafford loan this academic year?
(n=472)
Eligible for a Pell grant or Stafford loan
37.0%
36.0%
Percent of Sample
36.0%
35.0%
34.0%
33.0%
31.8%
32.0%
32.2%
31.0%
30.0%
29.0%
Yes
No
Did not apply
13
Question 13: How many credit hours a semester do you prefer to take? (n=466)
Preferred number of credit hours a semester
35.0%
30.7%
Percent of Sample
30.0%
25.0%
20.0%
18.7%
17.4%
14.2%
15.0%
13.9%
10.0%
4.9%
5.0%
0.2%
0.0%
1-3
4-6
7-9
10 - 12
13 - 15
16 - 18
19 - 21
Question 14: How many distance courses (print or online) have you taken, including any in
which you are currently enrolled? (n=468)
Number of distance courses taken
Number of Particiapants
350
300
293
250
200
150
105
100
43
50
13
5
4
1
0
2
1
0
0
0
1
0
0
5
10
15
20
25
30
35
40
45
50
[Mean = 5.7, St. Dev. = 6.8, N = 468]
55
60
65
70
14
Question 15: What is your approximate household income? (n=369)
Number of Participants
Approximate Household Income
100
90
80
70
60
50
40
30
20
10
0
88
76
68
53
48
9
16
4
3
0
1
0
0
[Mean = 64,391, St. Dev. = 55,152, N = 369]
0
0
0
2
1
15
Educational History
(Questions 16-19)
Question 16: In what degree or certificate program are you enrolled? (n=483)
Degree or Certificate Program
B.G.S. General Studies
B.S. Horticulture
M.Agr. Agriculture
M.A. Technical Communication
M.Ed. Educational Leadership
M.Ed. Instructional Technology
M.Ed. Language Literacy Education
M.Ed. Special Education (any specialization)
Certificate Special Education (any specialization)
M. Engr. Engineering
M.S. Computer Science
M.S. Crop Science
M.S. Horticulture
M.S. Human Development and Family Studies, Gerontology Specialization
M.S. Multidisciplinary Science
M.S. Restaurant, Hotel, and Institutional Management
M.S. Software Engineering
M.S.S.E.M Systems and Engineering Management
Ed. D. Agricultural Education w/ Texas A&M University, College Station
Ph.D. Technical Communication and Rhetoric
Educational Diagnostician
Generic Special Education
Post-baccalaureate Secondary Education Teacher Preparation
Not Listed
N
19
7
7
11
13
26
3
30
29
13
9
2
7
5
15
3
4
14
1
19
5
2
3
236
Question 17: What is your level of study? (n=483)
Level of Study
Percent of Sample
50.0%
44.9%
40.0%
31.1%
30.0%
15.7%
20.0%
10.0%
8.3%
0.0%
Undergraduate Certificate Only
Master's
Doctoral
%
3.9%
1.4%
1.4%
2.3%
2.7%
5.4%
0.6%
6.2%
6.0%
2.7%
1.9%
0.4%
1.4%
1.0%
3.1%
0.6%
0.8%
2.9%
0.2%
3.9%
1.0%
0.4%
0.6%
48.9%
16
Question 18: Is this your first semester taking a course at a distance? (n=475)
First semester of distance education
70.0%
61.7%
Percent of Sample
60.0%
50.0%
38.3%
40.0%
30.0%
20.0%
10.0%
0.0%
Yes
No
3. S
Question 19: What was your primary reason for enrolling in your current degree
program? (n=471)
Primary reason for enrollment
40.0%
Percent of Sample
35.0%
34.0%
34.0%
30.0%
25.0%
20.0%
15.3%
15.0%
13.0%
10.0%
3.8%
5.0%
0.0%
Degree completion
Job-related
training or
preparation
Career change or Self-improvement
advancement
Other
17
Program Satisfaction
(Questions 20-24)
Question 20: Please rate your satisfaction with your experience in your current TTU
degree or certificate program. (n=471)
Satisfaction with program
60.0%
53.5%
Percent of Sample
50.0%
40.0%
34.8%
30.0%
20.0%
6.4%
10.0%
4.5%
0.8%
0.0%
Very satisfied Somewhat
satisfied
Neutral
Somewhat Not Satisfied
dissatisfied
Question 21: Would you recommend this program to another student? (n=471)
Percent of Sample
Would you recommend this program
to another student?
100.0%
90.0%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
91.5%
8.5%
Yes
No
18
Question 22: Please rate your satisfaction with print-based courses. (n=471)
Percent of Sample
Satisfaction with print-based courses
50.0%
45.0%
40.0%
35.0%
30.0%
25.0%
20.0%
15.0%
10.0%
5.0%
0.0%
43.9%
20.0%
19.7%
13.4%
Very satisfied
Somewhat
satisfied
Neutral
2.1%
0.8%
Somewhat
dissatisfied
Dissatisfied
Did not take
any printbased courses
DLC Survey 2nd w
Question 23: Please rate your satisfaction with online courses. (n=471)
Percent of Sample
Satisfaction with online courses
45.0%
40.0%
35.0%
30.0%
25.0%
20.0%
15.0%
10.0%
5.0%
0.0%
39.7%
35.0%
10.8%
6.4%
6.2%
1.9%
Very satisfied
Somewhat
satisfied
Neutral
Somewhat
dissatisfied
Dissatisfied
Did not take
any online
courses
19
Question 24: Please rate your satisfaction with IVC (video conferencing) courses. (n=471)
Satisfaction with IVC courses
80.0%
67.7%
Percent of Sample
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
7.0%
8.9%
Very satisfied
Somewhat
satisfied
10.0%
11.3%
3.4%
1.7%
Somewhat
dissatisfied
Dissatisfied
0.0%
Neutral
Did not take
any IVC
courses
4.
Based on the responses, it appears that more respondents were enrolled in online courses than in
print-based courses or IVC courses (441, 264, and 152, respectively). The chart below shows
that, after eliminating the respondents who were not enrolled in the respective courses,
respondents appear to be most satisfied with the online courses, followed by print-based courses
and IVC courses.
Print-based courses
Online courses
IVC courses
Very
satisfied
Somewhat
satisfied
Neutral
Somewhat
dissatisfied
Dissatisfied
35.6%
35.2%
23.9%
3.8%
1.5%
42.4%
37.4%
11.6%
6.6%
2.0%
21.7%
27.6%
34.9%
10.5%
5.3%
20
Perceptions of Online Course Communications and Collaboration
(Questions 25-35)
25. Online communications with my classmates helped with the
learning process in my online courses.
26. I felt like I was part of a community with my classmates in my
online course.
27. Using online communication tools helped me feel a sense of a
community with my classmates.
28. Collaborative lessons (or group activities) help me feel a sense
of community with my classmates.
29. Online classes that do not use communications between
students make me feel isolated from my classmates and/or alone.
30. Online classes without collaborative (group) activities make
me feel isolated from my classmates and/or alone.
31. The connections or relationships I make in one online class
carry over to other online classes.
32. I communicate online with my classmates even when the
assignment does not require it.
33. I will keep in contact with some of my classmates when my
course/degree is finished.
34. A sense of community among online students is important to
their satisfaction and success.
35. I felt like I was part of a community with my classmates in my
online course.
Number of Participants
Histogram: Course Communication and Collaboration questions
90
80
70
60
50
40
30
20
10
0
79
78
68
56
45
31
29
21
5
10
15
20
25
30
35
40
45
50
Sum of Responses
(1 = "strongly disagree", 2 = "disagree", 3 = "neutral", 4 = "agree", 5 = "strongly agree")
[Mean = 32.84, St. Dev. = 10.91, n = 434]
55
21
Self-Regulation in Online Learning
(Questions 36-59)
Goal Setting (Questions 36-40)
Preferences
36. I set standards for my assignments in online courses.
37. I set short-term (daily or weekly) goals as well as long-term
goals (monthly or for the semester)
38. I keep a high standard for my learning in my online courses.
39. I set goals to help me manage studying time for my online
courses.
40. I don’t compromise the quality of my work because it is online.
Number of Participants
Histogram: Goal Setting Questions
250
208
200
150
114
100
57
50
3
23
21
0
2.5
5
7.5
10
12.5
15
17.5
20
22.5
Sum of Responses
(1 = "strongly disagree", 2 = "disagree", 3 = "neutral", 4 = "agree", 5 = "strongly agree")
[Mean = 21.75, St. Dev. = 3.34, n = 427]
25
22
Environment Structuring (Questions 41-44)
41. I choose the location where I study to avoid too much
distraction.
42. I find a comfortable place to study.
43. I know where I can study most efficiently for online courses.
44. I choose a time with few distractions for studying for my
online courses.
Histogram: Environmental Structuring Questions
Number of Participants
200
180
133
150
100
62
50
28
21
2
0
2
4
6
8
10
12
14
16
18
Sum of Responses
(1 = "strongly disagree", 2 = "disagree", 3 = "neutral", 4 = "agree", 5 = "strongly agree")
[Mean = 17.37, St. Dev. = 2.50, n = 426]
.
20
23
Task Strategies (Questions 45-48)
45. I try to take more thorough notes for my online courses because notes
are even more important for learning online than in a regular classroom.
46. I read aloud instructional materials posted online to fight against
distractions.
47. I prepare questions before joining in the chat room and discussion.
48. I work extra problems in my online courses in addition to the
assigned ones to master the course content.
Histogram: Task Strategies Questions
Number of Participants
120
103
95
100
73
80
61
60
37
33
40
17
20
4
0
2
4
6
8
10
12
14
16
18
20
Sum of Responses
(1 = "strongly disagree", 2 = "disagree", 3 = "neutral", 4 = "agree", 5 = "strongly agree")
[Mean = 12.80, St. Dev. = 3.20, n = 426]
2nd wave!
.
24
Time Management (Questions 49-51)
49. I allocate extra studying time for my online courses because I
know it is time-demanding.
50. I try to schedule the same time every day or every week to study
for my online courses, and I observe the schedule.
51. Although we don’t have to attend daily classes, I still try to
distribute my studying time evenly across days.
Histogram: Time Management Questions
Number of Participants
140
131
122
113
120
100
80
60
40
40
20
0
2.5
5
7.5
10
12.5
Sum of Responses
(1 = "strongly disagree", 2 = "disagree", 3 = "neutral", 4 = "agree", 5 = "strongly agree")
[Mean = 10.89, St. Dev. = 2.61, n = 415]
15
25
Help Seeking (Questions 52-55)
52. I find someone who is knowledgeable in course content so
that I can consult with him or her when I need help.
53. I share my problems with my classmates online so we know
what we are struggling with and how to solve our problems.
54. If needed, I try to meet my classmates face-to-face.
55. I am persistent in getting help from the instructor through email.
Histogram: Help Seeking Questions
Number of Participants
120
105
103
100
82
80
60
43
40
39
20
20
18
5
0
2
4
6
8
10
12
14
16
18
Sum of Responses
(1 = "strongly disagree", 2 = "disagree", 3 = "neutral", 4 = "agree", 5 = "strongly agree")
[Mean = 13.31, St. Dev. = 2.96, n = 415]
20
26
Self Evaluation (Questions 56-59)
56. I summarize my learning in online courses to examine my
understanding of what I have learned.
57. I ask myself a lot of questions about the course material when
studying for an online course.
58. I communicate with my classmates to find out how I am
doing in my online classes.
59. I communicate with my classmates to find out what I am
learning that is different from what they are learning.
Histogram: Self Evaluation Questions
Number of Participants
120
107
100
88
80
80
56
60
31
40
20
23
16
6
0
2
4
6
8
10
12
14
16
18
Sum of Responses
(1 = "strongly disagree", 2 = "disagree", 3 = "neutral", 4 = "agree", 5 = "strongly agree")
[Mean = 12.80, St. Dev. = 3.18, n = 411]
20
27
Self-Regulation in Online Learning
Area of Self Regulation
Goal Setting
21.75
Environmental Structuring
17.37
Task Strategies
12.80
Time Management
10.89
Help Seeking
13.31
Self Evaluation
12.80
0
5
10
15
20
25
Average Sum of Responses
9. Last Question!
Question 60: Please add any comments on this topic or about the survey that you feel are
helpful. (n= 95)
Comment Frequency by Topic
18
Satisfaction
2
38
Course Communication
Survey Comments
7
Digital Potholes
Self-regulation
12
Other
18
28
The respondent comments below are organized by degree program. Identifying information has
been blocked out as represented by Name here.
B.G.S. General
Studies
B.S. Horticulture
You need to have better tecnology on Blackboard and the ITV systems. It lacks in
quality and it is discouraging from such a highly quality school.
B.S. Horticulture
It's tougher than face to face learning, but I love it!
Sometimes there is a lot of homework assignments and when I work with a full time
job and have a family at home, I tend to get overwhelmed. I do put forth the effort
to study, but sometimes it makes me feel like a failure. I am trying hard though and
I will not give up. As an undergraduate, I was given a lot of busy work (not hard,
but time consuming) to learn the material. As a graduate student, I was given more
projects and higher level activities to complete. The on-line professors that I have
had give me both areas of study, and that is what makes it overwhelming at times.
I understand the concept of keeping me busy with studying, but I also have a job
and family. It can be difficult sometimes.
The hardest part about on line classes is that it is self-taught. If I am confused
about something, I'm out of luck. Teachers are too hard to get a hold of and when
you do, it's just not that helpful. Chat rooms are the LEAST helpful. What a waste
of time.
I feel that more direct input from the instructor is helpful to narrow down the scope
of the material. For example, the interviews posted on blackboard were more
helpful than just vague reading assignments covering so much material. I did
communicate with some online classmates AFTER meeting them face-to-face at
TTU.
Certificate
Special
Education (any
specialization)
Certificate
Special
Education (any
specialization)
Certificate
Special
Education (any
specialization)
Certificate
Special
Education (any
specialization)
Certificate
Special
Education (any
specialization)
Certificate
Special
Education (any
specialization)
Certificate
Special
Education (any
specialization)
Certificate
Special
Education (any
specialization)
Certificate
Advisement has improved somewhat, but is still a pain
You are sending out your surveys at a VERY inopportunistic time. Students are NOT
concerned with your survey completion during finals week. Send your surveys out
after finals are completed and courses are completed.
Online classes seem to have more assignments weekly than traditional classes. This
is probably because the assignments are the only way for the instructor to guage
learning, but it often feels like busy work.
I am an independent learner and don't need feed-back from classmates. I use the
rubrics to gauge what I need to do and the suggested assignment and test due
dates provided in the syllabus. These are the 2 elements that help me the most in
scheduling my reading and assignment times. The instructors I've had have all been
wonderful, always accessible by phone or e-mail and all respond promptly when
contacted. The program format is perfect for a full-time teacher like me.
These online classes have been very rewarding. I have learned more in them than I
did when I attended classes at my previous university. They are very informative
and the work load is more than what it was when I took my previous master's level
courses. I really have enjoyed them.
Online courses are hard to adjust to at first but once you get the hang of it you
adjust and make the best of it.
Most of the time I worked on classwork online there were not but 1 or 2 other
29
Special
Education (any
specialization)
Certificate
Special
Education (any
specialization)
Certificate
Special
Education (any
specialization)
Educational
Diagnostician
M.Agr.
Agriculture
M.A. Technical
Communication
M.A. Technical
Communication
M.A. Technical
Communication
M.A. Technical
Communication
M.Ed.
Educational
Leadership
M.Ed.
Educational
Leadership
M.Ed.
Instructional
Technology
M.Ed.
Instructional
Technology
M.Ed.
Instructional
people online at that time, so I didn't use the chat format. I did email questions to
my instructors. I found it somewhat confusing about who was actually doing the
grading and answering of questions, only going by the names listed in the catalogue
as instructors. Also, some inportant inforamtion regarding a video-conference
requirement was not sent out in advance, which made for a very stressful
experience.
The class I took online had some frequent glitches on Blackboard. But nothing that
couldn't be resolved.
I am able to talk with classmates at my job because there are a bunch of us taking
the same classes. Otherwise I would have no communication with my classmates in
online classes. It would just be with the professor who may or may not respond in
a timely fashion to questions. THis is the biggest problem with online education the lack of direct communication - both with classmates and professors.
I have so much enjoyed my online course this semester. The use of the computer
has come a long way since I graduated from Tech in 92... thanks
Online communication with other classmates is really helpful in stretching the topics
we are learning to everyday problems that we encounter in our professional fields.
I found this helpful in learning the concepts. I do like when the professor requires
interaction on the discussion board because then more people add their thoughts
and ideas and more learning is done.
#45 RE: Notes, notes are more important in online classes, but are frequently
available in verbatim text and downloadable presentations, so I generally take very
few notes, but rely on generated notes. #55 RE: Persistent to get assistance from
instructor is pejorative - my instructors have consistently contacted me to see if I
want any additional help, been immediately responsive with any requests and much
more accessible than in any face to face class I attended.
Survey too long.
Each TTU Distance Ed needs a non-class related community like a NING where
students can gather outside of class or the MOO.
Everything depends on the quality of the Instructor, both in on-line courses and in
face-to-face. The more the Instructor requires of the students, the more the
students will take from the course. So the issue isn't one of "on-line" versus "faceto-face"; it's how much the Instructor is putting into the class.
I actually prefer face-to-face classes but there are not that many offered when I can
take them so I have to take the online courses. I feel more of a sense of community
when I am actually around people.
Interesting assessment. I would like to find out more about the results if I can.
Please email me at xxxxxx@ttu.edu if this is possible.
My husband and I both have demanding careers, a teenage child at home, and
parents who require more attention. I selected an online program because it allows
me to work with my own schedule. Required group activities and specified
discussion times never seem to work with my goals or my schedule.
When taking surveys I like to see how much I have done and how much I have left.
If you could put a bar that shows how much is done and how much is left that
would be helpful.
Na
30
Technology
M.Ed.
Instructional
Technology
M.Ed. Special
Education (any
specialization)
M.Ed. Special
Education (any
specialization)
M.Ed. Special
Education (any
specialization)
M.Ed. Special
Education (any
specialization)
M.Ed. Special
Education (any
specialization)
M.Ed. Special
Education (any
specialization)
M.Ed. Special
Education (any
specialization)
M.Ed. Special
Education (any
specialization)
M. Engr.
Engineering
M. Engr.
Engineering
M. Engr.
Engineering
M. Engr.
Engineering
M.S. Horticulture
I am not sure how asking a question on whether a person is single, divorced,
married is relevant to sense of community in an online environment. I find that
question offensive. There is an "ism" in just asking that question. I don't mean to
hurt anyone's feelings. I think it is something to consider though. Good luck with
your results.
I always find that working in groups to accomplish a task tends to be more work
than if I do it alone. There is always one or two students that don't pull their own
weight and because the rest don't want to get a bad grade, we end up doing ours
and theirs. I much prefer to work hard for my own grade!
Were it not for the online format of my degree (Master's of Special EducationDiagnostician certification), I would not have returned to school. Given my location
and current situation (2 young children), I would not drive and could not drive to
class on a weekly location. The online format has really allowed for this opportunity
of continuing education and has been a great experience for me.
The classes I took online at Arizona State University were more interactive. They
are also presenting lectures through various means as part of the online course.
While I participated in threaded discussions at both TTU and ASU, I feel I learned a
lot more from those at ASU.
I am really pleased with the online courses I have taken at TTU!
The technical aspect of the 2 classes I was enrolled in was not always dependable.
It is very crucial that professors are very organized and good communicators to be
successful online class professors. I think that professors should go through some
type of training about the expectations for how they conduct their online classes.
I enjoyed the online courses, they were fery helpful.
Online courses have been great and I actually believe I am learning more because
the tests are harder and I am taking much more thorough notes while reading.
The professor , Ian Rollins, was a very good teacher. If I ever had a question or
concern and emailed him about it, he responded promptly and was extremely
helpful.
HIST 1300 should have one midterm exam. it will be benificial to keep track of
progree with respective to whole course
Distance learning helped me a greatly.
This took longer then ten minutes and although i was an online student I live here
and attended class
We need better support services. Using the library website is near impossible, and
at a graduate level, you really need a university library. One of my instructors even
asked for a tutorial to help us use the library, and never recieved it. The blackboard
system is unreliable as well. It times out during proctored exams, so you have to
get the proctor to reenter the password for your exam to continue. When you have
challenging course material, and a limited amount of time to take an exam, having
glitches in the delivery is stressful, and possibly detrimental to your grade.
31
M.S. Human
Development
and Family
Studies,
Gerontology
Specialization
M.S.
Multidisciplinary
Science
M.S. Restaurant,
Hotel, and
Institutional
Management
M.S. Software
Engineering
M.S.S.E.M.
Systems and
Engineering
Management
M.S.S.E.M.
Systems and
Engineering
Management
M.S.S.E.M.
Systems and
Engineering
Management
M.S.S.E.M.
Systems and
Engineering
Management
M.S.S.E.M.
Systems and
Engineering
Management
M.S.S.E.M.
Systems and
Engineering
Management
Ph.D. Technical
Communication
and Rhetoric
The stronger a students sense of community within an online course, the more
likely he/she is to be successful or to retain the course materials.
Grades need to be posted in a reasonable amount of time. Only knowing one grade
of 7 is frustrating because of no feedback. We should meet weekly or at least
biweekly for class so that it is being learned more than self-taught.
Overall I had a positive experience with my online course. The only problem I had
was that I did not like how many of the quiz questions were "trick questions". I felt
that this is an unfair thing to do considering that I am already disadvantaged by not
having a classroom experience.
For distance student Instructor must start a discussion session/thread to feedback
about the class and topics. In this case discussion should be open not personal
emails. And also need to make sure every student should send their view or
comments about the topics/issue withing fixed period of time.
I think the distance learning courses are worthwhile, but it is going to be more
difficult to take them since the tuition was increased so much. It is hard to believe
that it really needed to be increased $100/hr when one of the goals of Texas Tech
is to increase enrollment. I know the potential students at Pantex are now much
less likely to join the program when they have the option of the MBA at West Texas
A&M. Furthermore, the students such as myself who are already enrolled in the
program will not be able to take as many classes during the year.
Group assignments were very difficult and impractical for distance learning
students. Other students were often unreliable or un-reachable and I usually ended
up doing (or re-doing) most of the group assignments myself to get them done and
get a decent grade.
The questions in the survey helped me to see what goals/objectives/activities
involving class I should be doing every semester. Thanks.
I have enjoyed my experience with TTU M.S. SEM program. It is demanding, but it
will be worth it in the end. I have 33 of 36 credits complete. It has been difficult to
balance my job (USAF C-17 pilot), my family (2 kids under 6) and school.
Personally, I find online discussions time consuming. I prefer to develop my
thoughts in an essay or paper. It is more realistic collaboration for the workplace.
I do not like group activities through these classes. I prefer to do the research on
my own and I prefer to do the work on my own. I am fine with doing math
homework together but writing papers and presentations is not something I prefer.
The reason is because I am a working professional and the people I have worked
with so far do not always communicate when convenient. I think asking distance
learners to do intense work with people halfway across the country is not preferred.
I am also enrolled in the Wind Energy Certificate Program in addition to the Masters
in Systems and Engineering Management. I am somewhat unique in that I am
enrolled in DL but also live in Lubbock and attend classes. Being in DL gives me
freedom to schedule tests and other requirements when other time constraints
interfere with class requirements.
I take distance, online courses because I cannot, and do not wish to, be on campus
and in a classroom at set times and places.
32
Ph.D. Technical
Communication
and Rhetoric
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You are missing on this survey delivery mode. Online courses are not all the same;
TTU utilizes the Moo, which I find a challenge for my learning style. I am an
auditory learner so the rate at which posting happens prevents me often from
maximizing my understanding. Other online courses I have taken have included a
greater emphasis on my own style. These have included weekly folders with
assignments and prompted questions in which we are required to post responses.
The posts remain as the start of "threads," and we we were required to visit several
times over that week to respond to other posts as part of these threads. They were
like conversations in slow motion. This allowed me time to digest what my peers
were saying in the absence of auditory cues. Often in the Moo, there are full
paragraphs being posted one after the other with very little time to read them and
digest them. In addition, I think some people simply like to post for the sake of
posting and monopolize the time to the point that I am erasing my own comments
as I prepare to post because the conversation is moving so quickly. You might want
to consider wrapping both approaches into each course; perhaps meeting in the
Moo every other week and in between allowing students to post over the course of
a week at their own pace. The delivery of the Moo, in my opinion, prevents me from
having an ideal learning experience when compared to another program in which I
have participated.
I only took ITV distance learning classes. I think that all professors should tape
their ITV classes in case students need to go back through the media site and
review the class. In the Ed Leadership, we have porfessors that only allow us to
miss 2 classes and advise us to drop. We are administrators that must attend
school functions and sometimes have to miss. If the class were taped, we could
review the missed class and still be able to submit any assignments.
This program is very time consuming and stressful! I have been very stressed out
lately to the point I cannot even be happy. I have no time for anything else besides
school. I come home after work at 4:30 and do not get done for the night until 11
or so at night. I am not even done with all the work when I work this long. This
program was supposed to be for people working full-time and having a busy life,
however it is hard to do anything else besides school. I understand that it does take
time to get a degree, but I sometimes think it is a little overboard in my opinion. It
should not be making me unhappy. Also, there is some things we are asked to do
that are almost impossible to do online without having the teacher there to see that
you are doing what they expect. I can be confusing. :)
i had difficulty submitting assignments and taking the final exam online due to
internet related problems
Some professors are very consistent and conscientious about their online courses.
Yet, it is obvious that some are so lazy, it is embarassing. I also feel like there is
sometimes a lot of "busy" work assigned because they feel like students are not
getting the regular dose of information. It is extremely time-consuming and not
always edifying.
It is frustrating, as well, that all courses required for a specific
degree are not offered online, only some of them. People, such as myself, with a
demanding full-time job, are not able to move through coursework as quickly when
they have to make elaborate plans to conquer the logistics of getting to campus for
classes that are offered in no other venue. I like the convenience of online
courses. I do think professors should be required to use Blackboard and not social
networking sites like Facebook. Many graduate students cannot access those sites
at their workplace and it makes it very inconvenient to check your progress or turn
in an assignment. It must be said that some of my professors have not been
particularly technologically savvy. As a digital immigrant, myself, I know there is
quite a learning curve, but I had one course last semester where the teacher never
33
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posted a single grade. It was frustrating. Anyway, like so many things, good things
and bad things are true about the online courses. But, I am really thankful to have
had the opportunity to utilize this approach to coursework and I thank Texas Tech
for providing it.
It would have been helpful to include a question regarding contact with instructor.
For instance, when I took my online class I did not recieve prompt responses to
questions I asked the instructor. We, the students, were told there would be a
maximum 48 hour turn over time - that was not the case. I waited several days
before hearing back.
I appreciate feedback from my instructors.
I've taken some distance ed courses that seemed not to be appropriate for online
delivery without the right technology support. For instance EDIT 5322 is primarily a
software programming course and should not be taught online without a way for
the instructor to show students errors in code.
I did not like having the class on Facebook.
I have learned and enjoyed my classes online. I could not have done this without
courses online. I am a full time art teacher.
The online course was great because of my work and school schedule. I enjoyed
taking it online.
Online courses are inconsistent with my preferred learning experiences. I always
prefer face-to-face courses.
Being in a completely different state has its disadvantages. It would be nice to have
the option of making it to campus even to talk to my advisor, but I have to rely on
email. Phone conversations are even difficult. I like the online courses because I can
go at my pace and there would be no other way for me to participate without the
distance learning option, so I'm grateful for it even when its difficult.
After taking my first online course, I will probably not consider taking another class
again in the future. I find it harder to learn the material and to focus on dedicating
time to my studies. On the other hand, if I'm required to attend class and during
class I hear the lecture and take notes, then I feel I learn the material much more
efficiently.
I have had a lot of success learning online. Although, I do prefer learning in a
classroom, I find that TTU is very organized and the classes are challenging.
So far, I have had a great experience with online courses @ Tech.
The viewing the courses live had lots of delays and was fustrating. Normally
downloaded, saved and watched latter.
None
I really do not like completing group activities during an online class. It doesn't work
when it is not face to face. It just becomes really confusing and you really don't
work together because each person usually chooses a section of the assignment
then completes it independently. It really isn't group work and is a waste of time
with all the emails!!!
Critical Pedagogy in the Visual Arts was my first graduate class. I really enjoyed the
class because it was challenging and made me put ideas in to writing that I have
not done so with before. The instructor was compassionate and asked helpful and
stimulating questions.
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This survey does not ask many questions relevant to architecture.
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On line/ITV courses have made these advanced degrees a possibility.
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Creating a sense of community is hard in on-line courses. I like when the teacher
34
creates an off-topic bulletin board where we can chat with each other about things
that don't fit in the assignment-based bulletin boards.
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i love being able to take online classes!
All on line courses should be built on the same format. It is hard to adjust to a
different set up for each course because the functions/abilities are in such contrast.
Blackboard so far seems to be the most effective format. Push Blackboard.
Blackboard is not very user friendly. For instance, it will not allow you to resubmit
assignments which can be an issue if you accidentally submit the wrong one!
I would not necessarily choose to take an online course because I live in the same
city as the university but sometimes the courses on my degree plan are only offered
on line so I have to take them online.
Students do not communicate with each other in online classes. It is hard to get to
know other students, much less ask them questions about the class. Online classes
are not as effective as class room classes because the work is only done once and
then forgot about. It is just a professors way of getting paid by "teaching" when
there is NO teaching. Students have to teach themselves in online classes and pay
more for it and that is CRAP!
The class I am taking is taught both face-to-face and by streaming video (or
download) for distance students. I have seen two critical errors committed by the
distance component for the class. 1) The instructor needs to address the distance
students from time to time so they feel a part of the class and feel important. For
instance, an instructor might say "and for the distance students, if you didn't get
that last equation, send me an e-mail so we can clear it up" etc. 2) If the people
running the cameras do NOT follow the instructor about the room, this is
catastrophic failure. There is nothing worse than listening to an instructor talk
when the camera is somewhere else, especially when the instructor is writing
something on the white board.
I was the only distance learning student in my location so finding people to be in
groups with me was difficult.
I've been pleased with my online courses through the School of Art.
in the demographic info. one Q is a yes-no one, yet the response options were
formatted in a 5-point agreement manner. the latter part is about self-regulation.
The topics are soemwaht dispersed. Maybe there are many things you want to look
at.
Communication and clear instructions for courses through the ODE are
disappointing.
Many of the survey questions don't make sense or are repeat questions. Many
questions don't apply to the course I'm taking and some answers don't match or
apply to the question. This was a horribly prepared survey.
Online courses are very helpful for students living far from campus and working full
time.
All professors need to be trained by Dr. Rosa Hernandez-Sheets. Her online classes
are amazing! She sets very high expectations and requires extensive peer
collaboration through the social network of Facebook. This format allows for more
discussion as the social learning environment is enhanced. Facebook is already part
of many students' lives. Integrating this tool makes discussion more contextualized
rather than the stale "classroom" discussions of Blackboard. I appreciate how FB
will email me when others have entered in the discussion. I felt constantly
connected with my professor, Dr. Sheets, and my classmates. Bravo Dr. Sheets! I
will take ALL of your classes! Thank you for your commitment and dedication! :)
35
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None
I have taken one online course here at Texas Tech to find it was a very poor
educational experience. I have taken several online courses at Odessa College and I
learned much more in those than the one I took at Texas Tech. I will probably not
be taking any more online courses during my time at Texas Tech.
Instructor involvement is key in developing rapport within the distance education
classroom. Daily interaction with the instructor fosters a kinship within the learning
community. The more involved the instructor, the better the learning environment.
The online courses that I have taken were graphic design and Flash. I would have
learned so much more in a face-to-face course where they could show how to deal
with the software programs.
I prefer face to face courses over online because there are sometimes too many
time consuming small and tedious assignments. Face to face is more direct
instruction, but appreciate the opportunity to take some online courses so that I
may learn and still work fulltime. Thanks
I have taken in-person courses with several of the students in my online classes.
This makes it much easier to work together on group projects and feel a sense of
classroom community.
It will be nice, to do the introduction of the course face-to-face with the people that
can attend, to have a more personal experience
I am currently enrolled in two on-line courses. One class meets all of my
expectations because the Professor is completely involved with her on line students.
The other course is not as successful because the Professor does not connect with
his students and his material is often not in context with the book or does not
provide any information beyond a picture which is open to interpretation.
I've found the effectiveness of group work in online classes to vary widely
depending on the persons in the class. If the other students are engaged and
driven the interactions are helpful. When students are interacting solely because
they are required to do so it adds nothing to the learner experience.
36
Conclusion
This survey represents part of a continuing line of research regarding Texas Tech
distance learning. Table 1 contains the design for the distance learning survey research
conducted by the Division of Outreach and Distance Education and/or the Office of
Planning and Assessment along with content covered.
Table 1. Cohort Sequential Design for Texas Tech Distance Learning Surveys
Survey Content
Fall 2005 Fall 2006 Fall 2007 Fall 2007 Fall 2008
1st wave
2nd wave
Pre
Post
Date Created
06.20.06
07.02.07 10.01.07
10.31.07
10.31.07
Date of First Message
08.08.06
08.08.07 10.04.07
12.13.07
11.4.08
Date of Last Message
08.28.06
09.03.07 10.30.07
01.18.08
12.16.08
Demographics
Yes
Yes
Yes
No
Yes
Perceptions of Online
Yes
Yes
Yes
Yes
Yes
Course Communications
& Collaborations
Satisfaction with
Yes
Yes
Yes
Yes
Yes
course/degree program
Satisfaction with
Yes
No
No
Yes
Yes
WebCT, IVC, etc.
Self-regulation in online
No
Yes
Yes
Yes
Yes
learning
Students in Hybrid
No
No
No
No
No
courses included
Fall 2009
11.12.09
11.17.09
1.29.10
Yes
Yes
Yes
Yes
Yes
Yes
37
Related Publications and Presentations
Barnard-Brak, L., Paton, V.O., & Lan, W. Y. (2010). Profiles in self-regulated learning in
the online learning environment. International Review of Research in Open and
Distance Learning, 11(1).
Barnard-Brak, L., Paton, V. O., & Lan, W. Y. (2010). Self-regulation across time of firstgeneration online learners. Journal of Association of Learning and Technology, 18(1),
61-70.
Barnard, L., Lan, W., To, Y., Paton, V., & Lai, S. (2009, January). Measuring self-regulation in
online and blended learning environments. Internet and Higher Education 12(1).
Barnard, L. Lan, W., Crooks, S., & Paton, V.O. (2008, September). The relationship between
epistemological beliefs and self-regulated learning skills in the online course
environment. MERLOT Journal of Interactive Online Learning, 4 (3).
http://jolt.merlot.org/.
Barnard, L., Paton, V. O., & Lan, W. Y. (2008). Online self-regulatory learning behaviors as a
mediator in the relationship between online course perceptions with achievement.
International Review of Research in Open and Distance Learning, 9(2), 1-11.
Barnard, L., Paton, V.O., Rose, K. (2007). Perceptions of online course communication and
collaboration. Online Journal of Distance Learning Administration, X (IV).
Paton, V. (Fall 2005/Spring 2006). The scope of our country: Expanding access to higher
education through community partnerships with Texas Tech University [Special issue].
Journal of Higher Education Outreach and Engagement, 11(1), 25-39.
Book Chapters
Barnard-Brak, L., Lan, W. Y., & Paton, V. O. (2011). Measuring and profiling self-regulated
learning in the online environment. In Giuliana Dettori and Donatella Persico (Ed.),
Fostering Self-Regulated Learning through ICTs. Hershey, PA: IGI Global.
Paton, V.O., Baker, M., Hickerson, R. & Demel, A. M. (2009). Rural prosperity and distributed
learning: Texas Tech’s commitment to rural communities. In K. Mohrman, J. Shi, S.
Feinblatt & K. Chow (Eds.), Public universities and regional development (pp. 267287). Sichuan, China: Sichuan University Press and Arizona State University, University
Design Institute.