TRADITIONAL COLLEGE STUDENTS' PERCEPTION OF DISTANCE
EDUCATION CONSTRUCTS
Kevin James Lovelace
B.A., California State University, Sacramento, 2001
M.B.A., University of Phoenix, Sacramento, 2005
THESIS
Submitted in partial satisfaction of
The requirements for the degree of
MASTER OF ARTS
in
EDUCATION
(Educational Leadership)
at
CALIFORNIA STATE UNIVERSITY, SACRAMENTO
SPRING
2010
© 2010
Kevin James Lovelace
ALL RIGHTS RESERVED
ii
TRADITIONAL COLLEGE STUDENTS' PERCEPTION OF DISTANCE
EDUCATION CONSTRUCTS
A Thesis
by
Kevin James Lovelace
Approved by:
__________________________________________, Committee Chair
Geni Cowan, PhD
__________________________________________, Second Reader
José Chávez, Ed.D
Date: ______________________________________
iii
Student: Kevin James Lovelace
I certify that this student has met the requirements for format contained in the University
format manual, and that this thesis is suitable for shelving in the Library and credit is to
be awarded for the thesis.
___________________________, Graduate Coordinator ________________________
Francisco Reveles, PhD
Date
Department of Educational Leadership and Policy Studies
iv
Abstract
of
TRADITIONAL COLLEGE STUDENTS' PERCEPTION OF DISTANCE
EDUCATION CONSTRUCTS
by
Kevin James Lovelace
Brief Review of Literature
Instruction involves shaping desirable behaviors through the arrangement of
stimuli, responses, feedback and reinforcement (Reeves & Reeves, 2008). The idea of
distance instruction is further supported by Ellis (2009) stating E-learning is currently
introduced as a fundamental part of the student learning experience in higher education.
Methodology
The research methodology used for this study consisted of a 40-question Likert
scale survey. The survey was administered via the Internet. A focus group for this study
involved 300 traditional college students. The students were all enrolled in lower division
coursework that related to their identified major. Each survey was introduced in a
traditional classroom setting.
Conclusions
The research will show that traditional college students' view of distance
education is positive. Further research will be needed in order to prove that traditional
college students perceive distance education as a positive alternative to the traditional
v
brick-and-mortar classroom instruction.
________________________, Committee Chair
Geni Cowan, PhD
________________________
Date
vi
DEDICATION
I dedicate this work to my family and friends. I would like to thank both of my
parents for their continued support in all of my many educational endeavors because they
have given me the courage to realize my life goals. My friends have given me the support
needed to overcome life’s challenges. Finally, I dedicate this work to Dr. Ernest Olson
for inspiring me to expand my education and plan for the future, reminding me that one
conversation can change everything.
vii
ACKNOWLEDGEMENTS
The educational journey that I have chosen has been an arduous one. It would not
have happened if it weren't for many people in my life giving me the support
and encouragement necessary to succeed. This thesis would not have been possible if it
were not for these extraordinary individuals. These individuals have given me the
necessary tools needed to exceed and overcome at the collegiate level.
I would first like to thank my parents George and Peg Lovelace for their
continued support in all of my academic and life challenges. These two people have
shown me what it means to truly support someone in times of stress and success. They
have taught me to follow through with my goals, which make me a better person.
Secondly, I would like to thank those who I spent hours studying and working
with throughout my graduate school experience at Metropolitan University. I would like
to thank my cousin Brad Trimble who made the decision to enroll into a Master’s
program with me. Throughout our lives we have shared many journeys together and our
camaraderie continues to grow through challenging and rewarding experiences.
Knowledge is not only gained through academic settings, therefore I would like to
thank those I worked with during my graduate school experience. First I would like to
thank those who thought that it was not necessary to go back for a graduate degree for
their doubt gave me strength. I would then like to thank Mike Brennan whom I met at
work who also decided to enroll in my graduate program. Mike has extended his hand to
help me in many ways though my graduate program and for that I am very thankful.
viii
Secondly, I would like to thank my supervisor Katherine Posey who has continued to
work with me during this graduate program. Her continued support and direction
regarding higher education has given me an advantage when engaging in academic
conversations. I would also like to thank Shoua Xiong who has been a voice of reason
and support through my professional and academic career, for that I am thankful.
Finally, I would like to thank Dr. Geni Cowan and Dr. José Chávez from the
department of Education Leadership and Policy Studies at Metropolitan University.
These two people have been excellent professors of higher education, and have proved to
be a source of professional career support.
ix
TABLE OF CONTENTS
Page
Dedication ................................................................................................................ viii
Acknowledgements ..................................................................................................... ix
List of Tables ............................................................................................................. xii
Chapter
1. INTRODUCTION ................................................................................................. 1
Background ....................................................................................................... 1
Statement of the Problem .................................................................................. 6
Limitations ........................................................................................................ 6
Delimitations ..................................................................................................... 7
Significance of the Study .................................................................................. 7
2. REVIEW OF THE RELATED LITERATURE .................................................... 9
Introduction ....................................................................................................... 9
Accessibility.................................................................................................... 10
Technology ..................................................................................................... 16
Quality............................................................................................................. 25
Summary ......................................................................................................... 35
3. METHODOLOGY ............................................................................................... 36
Research Design.............................................................................................. 36
Setting of the Study......................................................................................... 36
Population and Sample ................................................................................... 37
Design of the Study......................................................................................... 39
Preliminary Steps to Administering the Survey........................................ 40
Administering the Survey ......................................................................... 41
Instrumentation ............................................................................................... 41
4. THE DATA ........................................................................................................... 43
Data Analysis .................................................................................................. 43
x
Presentation of the Data .................................................................................. 44
Data Conclusions ............................................................................................ 96
5. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS ....................... 103
Summary ....................................................................................................... 103
Conclusions ................................................................................................... 104
Recommendations ......................................................................................... 108
Appendix A.
Research Design and Proposal ........................................................ 112
Appendix B.
Consent to Participate ...................................................................... 114
Appendix C.
Survey Questions ..............................................................................116
References ................................................................................................................. 124
xi
LIST OF TABLES
Page
1.
Metropolitan University Demographic ........................................................... 38
2.
Survey Demographic ...................................................................................... 39
3.
Age Group of the Participants......................................................................... 44
4.
Selection of Gender......................................................................................... 45
5.
Educational Classification .............................................................................. 45
6.
Amount of Courses Taken in an Online Format ............................................. 46
7.
Hours Spent on Blackboard Course per Week ............................................... 47
8.
Hours Spent ..................................................................................................... 48
9.
Level of Ease in Using a Computer for Course Assignment .......................... 49
10.
Time Spent ...................................................................................................... 50
11.
Use of Blackboard Changed how I Learn ....................................................... 51
12.
Desire to Take an Online Course .................................................................... 52
13.
Computer Resources Available....................................................................... 53
14.
Finding a Computer ........................................................................................ 54
15.
Tools Used in the Courses were Effective ...................................................... 55
16.
Tools Used to Give Exams were Effective ..................................................... 56
17.
Discussions, Private Email, and Calendars were used Effectively ................. 57
18.
Informed About Grades on Blackboard .......................................................... 58
19.
The Student Perception of Identification and Password Usage ...................... 59
20.
Instructions on Use of Blackboard .................................................................. 60
21.
Instructor Answered Questions ....................................................................... 61
22.
Degree of Help Students Received from their Online Instructor .................... 62
23.
Student Perception of Method of Instruction .................................................. 63
24.
Instructor Level of Knowledge ....................................................................... 64
25.
Fair Grading Practices..................................................................................... 65
26.
Student Computer Knowledge ........................................................................ 66
xii
27.
Developing New Skills with Online Learning ................................................ 67
28.
Factual Material Learned ................................................................................ 68
29.
Amount of Work Required ............................................................................. 69
30.
Improve Computing Skills .............................................................................. 70
31.
Application of Knowledge .............................................................................. 71
32.
Mode of Delivery ............................................................................................ 72
33.
Overall Satisfaction ......................................................................................... 73
34.
Connection to Websites .................................................................................. 74
35.
Expectations of the Online Course ................................................................. 75
36.
Textbook Usage .............................................................................................. 76
37.
Ability to Use Video Conferencing ................................................................ 77
38.
Prefer to Use Video Conferencing .................................................................. 78
39.
Currently Have Video Conferencing Abilities ............................................... 79
40.
Used Video or Instant Messaging ................................................................... 80
41.
Would take a Class that Meets via Virtual Classroom using Video ............... 81
42.
Junior and Senior and Distance Education Access ......................................... 82
43.
Student Classification and Distance Education Technology .......................... 83
44.
Student Classification and Distance Education Technology .......................... 84
45.
Computer Resources and Respondent Age ..................................................... 85
46.
Method of Instruction and Respondent Age ................................................... 86
47.
Student Knowledge and Respondent Age....................................................... 87
48.
Informed about Grades and Ease of Use......................................................... 88
49.
Proper Instruction and Ease of Use ................................................................. 89
50.
Use of Websites and Ease of Use ................................................................... 90
51.
Preparing Material and Experience of Use ..................................................... 91
52.
Instructor Knowledge and Experience of Use ................................................ 92
53.
Reading from a Textbook and Experience of Use .......................................... 93
54.
Improve Computing Skills and Coursed Taken .............................................. 94
xiii
55.
Blackboard Satisfaction and Courses Taken................................................... 95
56.
Use Video and Courses Taken ........................................................................ 96
xiv
1
Chapter 1
INTRODUCTION
Background
Post-secondary education has seen a gradual change in its pedagogy over the past
twenty years (Halawi, McCarthy & Pires, 2009). Personal computers have increased
access to faculty and students through asynchronous and synchronous communication
(Desai, Hart & Richards, 2008). Distance learning has become a more common modality
for delivering education, and it is apparent this is gaining acceptance and increasing in
popularity (Condie & Livingston, 2007). Yet, it appears that educational institutions have
given little attention to the preferences that students hold for this modality (Desai et al.,
2008). The question is, do traditional college students have a positive or negative
perception of distance education? This research will determine if the current traditional
college student perceives the opportunity to choose a virtual classroom positively or
negatively. The variables examined include: access, technology, and quality of
education.
Many colleges are starting to see the development of private-post secondary
colleges begin to gain a higher education market share due to their accessibility
and partly due to distance education options (Kinser, 2006). This research will examine
the perception of distance learning from a traditional college age student's perspective.
The use of traditional college age students in this research is essential in determining the
2
gradual shift to a positive perception of distance learning and the traditional college
students need for autonomy with their education. The research should present the
students perspective and needs as they relate to distance education course work.
Administratively, this research will facilitate understanding of distance eduation that will
help higher education leadership improve current distance education constructs.
Higher education has seen a gradual implementation of distance learning as far
back as the late 1980s and early 1990s with Washington State University's attempt to
increase access to their student base through television broadcasts of campus lectures to
those who could not make it to brick-and-mortar classrooms (McClure, 2007). Although
Washington State University was one of the first campuses to begin retrofitting their
university for distance education, many other universities now have opportunities to
upgrade due to a lowered cost of hardware and software (Angelo, 2007).
If it was not for the foresight of these pioneering colleges and universities
investing in the costly retrofitting of their classrooms to provide access to their distance
education students, then the current knowledge and development of distance education
would not be possible. Unfortunately, the view of distance education has been perceived
very negatively in the past due to the untraditional distance education pedagogical
practices used to facilitate information to the distance education student (Desai et al.,
2008).
Many students are perceiving distance education with a “lack of student-toinstructor and student-to-student interaction, privacy issues, technological difficulties,
and a focus on technology rather than content” (Jackson & Helms, 2008, p. 7).
3
Educational hierarchy has prevented the implementation of distance education because
many professors view distance education as lacking fundamental pedagogical standards
that brick-and-mortal classrooms afford students (Zapantis & Maniscalco-Feichtl, 2008).
Now that higher education is seeing more of a demand for distance education from their
students, administrators and faculty are starting to realize the need for developing
pedagogies that facilitate development of distance education (Reeves & Reeves, 2008).
Higher education institutions need to be concerned with their students' needs and
technological advancements as positive perception of distance education and market
share will aid in the student retention (Arnone, 2002). Increased development of
technologies and inherent knowledge of software applications might further increase
demand for distance education and predicates many educational learning options
(Arnone, 2002).
Higher education students are seeing more opportunities when it comes to their
educational needs (Kinser, 2006). Advanced technology and increased internet speeds
have fostered the globalization of education (Downey, Pusser & Turner, 2006). These
new technological advancements are becoming mainstream, and yet the higher education
industry is faced with the task of keeping up with the demands of its customers/students
(Gould, 2008). Today's college student is faced with increasing costs of living and tuition
(Johnson & Briden, 2004).
Many students have realized that a college degree is extremely important for their
family and their own well being. With the advancements made in technology, it is now
possible for students to research, communicate, and produce quality educational work
4
from home (Locatis, Gains, et al., 2009). Higher education is now starting to see the
capabilities of technology with its ability to help learners and administrators meet face-toface in a virtual setting (Liu, Magjuka, Bonk & Lee, 2007). According to Angelo (2007),
technology is finally making it possible for distance learning and meetings in higher
education through the use of affordable and advanced personal computers. It might be
possible in the near future that “everyone will be conferencing and real-time
conversations online will be as common as instant messaging and e-mail” (Angelo, 2007,
p.53). Now that more and more people are starting to see an integration of these distance
communication technologies in their work and school, many nontraditional students are
beginning to ask for it as well within their education course work (Kamberg, 2007).
Many of these nontraditional students are working parents, some even working full-time,
and like the ability to use distance education when they have time before and after work
(Downey, 2006).
Now that technology is becoming more advanced and is more user friendly, the
percentages of students who are enrolling in distance education is increasing (Gibson,
Harris & Colaric, 2008). According to Gibson et al. (2008), distance education
technology is only as useful as the perceived usefulness of its users. Perceived usefulness
is defined as how well an individual believes a specific technology will assist or increase
job performance and assure learning and integration (Moller, Forshay & Huett, 2008).
Research on distance education has shown mixed views towards the development
of distance education. According to Maddux, Ewing-Taylor and Jonson (2002), there is
“a mushrooming system of shoddy, online diploma mills” (p. 2). With this influx of
5
distance education models comes the regulating bodies who prefer hiring of
administrative staff that promote the business model to education. Moller et al. (2008)
stated that developers must view the construction of distance learning as a focus on not
just delivering information but expanding cognitive capabilities via distance education,
realizing that distance education is a learning model and not just a medium. Assuming
that developers can structure distance learning they then must also realize that distance
education needs to mimic that of traditional education where students need to focus on
communication practices that encourage argumentation and critical thinking with
instructors and students (Gibson et al., 2008).
Quality in education and business is necessary for institutional credibility and
longevity (Moller et al., 2008). Traditional colleges and universities have pedagogies that
are based on synchronous communication which provides a medium for instruction to
adjust the quality of education to mimic the student's understanding of the course material
(Gould, 2008). An instructors understanding of synchronous and asynchronous distance
education communication may affect the quality of distance education (Lou, Bernard &
Abrami, 2006). Improving educational quality coupled with a cost effective model
promotes expansion which ultimately assists in enhancing distance education pedagogy,
and relationships between instructors and students (Maddux et al., 2002). Increasing the
relationship between the student and instructor through synchronous and asynchronous
communication ultimately allow for a pinnacle of distance education pedagogical practice
(Liu, Majuka, Bonk & Lee, 2007).
6
Statement of the Problem
The purpose of this research was to discover the perceptions of distance education
that traditional college students have, and identify issues that educational leadership
should address to improve distance education access, technology, and quality. This
reserach takes place in a traditional college setting with students that are immersed in
traditional higher educational pedagogies. The traditional higher education setting was
chosen to provided a focus group with biases toward traditional pedagogical setting.
Perception of distance education from a researcher’s point of view is identified by factors
related to:
1. Accessibility
2. Technology
3. Percieved Quality
These factors are explored to achieve an understanding of traditional college
students’ perception of distance education with the intent of improving the overall
educational quality of this modality.
Limitations
Limitations of this research study encompassed research that was applicable to the
perception of distance education and procured subjects to participate in the research
survey. After the researcher was approved to administer the survey, time constraints were
implemented toward finding participants in the study. The short time period given for the
study was during the traditional college semester. Finally, all information was gathered
7
from a convenience survey which effected the ability for the reseracher to search out
students of a particular demographic at Metropolitan University.
Delimitations
The sample used for this research focused on traditional college students enrolled
at a four year higher education institution. These students were comprised of a range of
ages, class levels, and educational interests. The time frame for this research was the
Spring Term where the university chosen was not able to admit first time freshmen.
Therefore, the student population was limited to those students who had either gained
admission from the previous year, still had freshman status, or students who had attended
the university for over one year.
Significance of the Study
The signigicance of this study is the inherent necessity for higher education
institutions to address the needs of their students/customers while meeting continued
educational quality standards. Due to the steady development of technologies, continued
research is necessary in understanding the perception of distance education (Angelo,
2007). Plenty of research has been done regarding the development of distance education
using earlier modes of communication such as television, VHS, and compact disk
(Arnone, 2002).
Ongoing research is needed to understand the development and perception of
current technology and its effects on college students, and further research could help
8
higher education leadership improve current distance education constructs.
Administratively, the design of distance education might promise to provide an array of
opportunities for all higher education institutions. Developing distance education
programs will not only promote the growing demand from the college students, but may
prove to be economically sound for the educational institution (Svetcov, 2000).
9
Chapter 2
REVIEW OF THE RELATED LITERATURE
Introduction
This review of literature was developed from recent publications which explore
current views of distance education. Past and present theories on distance education are
explored throughout this compilation of literature and provides the reader with theories
and proofs which assist in the continual development of distance education. The
following section will attend to the student, faculty, and administrative views on distance
education. Evaluating the accessibility, convenience, and quality of distance education
will be explored throughout this section, and possible implementation strategies will be
discussed.
Although distance education has been around for over twenty years, many schools
have not fully addressed the concept of distance education due to both lack of funding
and technological effectiveness. Now that the availability for higher education
institutions to implement distance education programs has reached manageable levels,
cost benefit analysis will show that further investment in distance education could be
probable. Determining the most effective research and implementation of distance
education programs and software is not clearly defined by any means, but the constant
evaluation of distance education programs will assist in the evaluation process.
10
Accessibility
McClure (2007) stated that 3.5 million students took an online class in 2006.
McClure (2007) then took a look at who enrolled in online learning and found that it has
become so popular that every age of college student is requesting online classes due to its
flexibility. Issues that have arisen reflect student satisfaction with teacher availability and
use of technology. According to Desai et al. (2008), the higher education industry has
approximately 30 years left before the for-profit and e-learning pedagogies take over the
traditional educational model. These for-profit higher education universities have the
ability to expand to meet the need of their customers and traditional universities do not
have that freedom due to bureaucracy and tradition. The global education market is
beginning to see a change in their pedagogy due to a major catalyst called technology
(Desai et al., 2008). Whyte (2009) visited ideas about a full distance learning program
from Open University and the availability to not only those living in the UK where many
of their employers will help with the tuition assistance but the Open University has been
able to reach out to many students that live all over the world. RN courses at Open
University has encouraged students to contact their professors for one-on-one
conversations via email, phone, and web-conversation (Whyte, 2009).
In order for distance education to become successful, it must break through the
asynchronous Internet based learning and step into a more synchronous two-way
communication that most mimics that of traditional brick-and-mortar classrooms (Desai
et al., 2008). Kinser (2006) stated that “the potential for the sector to make a substantial
contribution to higher education options and opportunities is significant. But the
11
dynamics of the system should be the focus, not the University of Phoenix” (p.
27).According to Ezarik (2006), “nearly 260,000 first-year and senior students attending
523 U.S. four-year colleges and universities; about 4,000 respondents from 367 different
institutions were taking all of their courses online when they were surveyed in Spring
2006” (p. 17). The majority of the students that were enrolled in these distance education
courses tended to be nontraditional students and first-generation college students (Ezarik,
2006). According to Angelo (2007), “only 31 percent of U.S. households had high-speed
DSL or Internet cable connection in 2004, today the percentage is 55%” (Angelo, 2007,
p. 54).
If trends in Internet accessibility continue at the rate they are now, then need for
distance education might have a chance to monopolize the way students learn at the
higher education level. In order for colleges and universities to keep up with the growing
demand for distance education technology, higher education institutions will have to
retrofit their campuses and classrooms with more bandwidth such as Washington State
University accomplished roughly 20 years ago. Washington State University decided to
install the video camera technology in many of its classrooms in order to broadcast the
main campus lectures to those who could not make it to the brick-and-mortar classrooms.
One of the benefits of retrofitting classrooms with this video conferencing
technology is that distance education students are getting a synchronous broadcast of the
lecture giving them the ability to feel like they are in the classrooms themselves (Spooner
& Ya-yu, 2009). Currently, only 50 percent of the technology for Washington State
University is used for distance education, but as hardware and software become more
12
affordable for the traditional and nontraditional college student, the percentage of
technology used for education purposes has the potential to increase.
Studies have shown that online retention is starting to rival that of brick and
mortar classes at 79% versus 89%, respectively, for some schools (McClure, 2007).
Faculty members are also learning that they need to change their pedagogy by clearly
outlining the class and setting boundaries for student communication. It is becoming
more apparent that students, consumers, and higher education are learning that they need
to be proactive to their consumer demands. One of the many issues is the lack of
technological knowledge by both the instructors and students. While many instructors
might have access to training for the new technological pedagogies, their students may
not. So it is important for the students’ skill level in educational technology to be current
so that proper interaction between the instructors and their students can successfully
promote educational growth (Desai et al., 2008). Another problem that traditional
education universities might be facing are fiscally based issues. According to Desai et al.
(2008), when speaking about the expanding demand for distance education, this
tremendous growth can be attributed in part to shrinking budgets and lower local student
enrollments at universities. Distance education via the Internet provides higher education
institutions with a low-cost, flexible option to expand into local and global markets
(Angelo, 2007). With the expanding demand for distance education comes need for
defining the necessary types of interaction required for successful distance education.
Although some might think that it is a student based learning curve, they would
be wrong. Desai et al. (2008) stated that the instructor also needs to learn interaction
13
patterns. These four types of learner interaction include: learner-content, learnerinstructor, learner-learner, and learner-technology (Desai et al., 2008). By defining these
instruction patterns for both the learner and instructor, the pedagogy of distance
education might have a platform to work from rather than allowing instructors to attempt
to instruct based on traditional brick-and-mortar classrooms.
What needs to be learned from these new technological improvements to distance
education is that "there has to be a certain amount of structure in distance education that
fosters a dialogue between the learner and instructor" (Desai et al., 2008). Zapantis and
Maniscalco-Feichtl (2008) stated that faculty needs to be pro-active in learning the new
technologies from their school's information technology department (p. 916). Although
some authors might question the quality of the distance education pedagogy, students
state that they had a higher level of challenge and satisfaction with their programs of
study (Ezarik, 2006).
If the educational community can effectively apply these instructional patterns
and technologies to this developing pedagogy, then distance education might have a
chance at monopolizing education. If this is the case in the future, what will happen to
social interaction between the student-instructor, and student-student? Social presence
has a dramatic effect on educational performance and should be taken into consideration
when designing distance educational technologies (Desai et al., 2008). If the educational
community effectively manages the amount and degree of which students get social
interaction with instructors and other students, then a sense of social presence in distance
education might effectively lead to a positive virtual learning environment (Ellis, Ginns
14
& Piggott, 2009, p. 306). E-learning or distance education has much growing to do in
order to reach its true potential. According to Desai et al. (2008), the idea of distance
education is not new and actually got its start through television-based courses, video
cassette, and eventually electronic PC based software. Higher education is now starting to
see the aftereffects of this technological pedagogy with the expansion of the Internet.
"Schools, colleges and universities will no longer be the sole distributor of knowledge,
and the learning process will now take place without the constraints of space and time"
(Desai et al., 2008, p. 329). According to Desai et al. (2008), the act of brick-and-mortar
learning might not be necessary due to the advancement of technology which will bring
the authenticity of face-to-face instruction across the Internet. Angelo (2007) stated,
students are not the only people to benefit from the distance education technology. The
new distance education technology might also help administrators conduct face-to-face
meetings between faculty and staff with an opportunity to conduct job interviews through
virtual meetings using current desktop technology (Angelo, 2007).
If all goes as planned and precautions are taken to ensure communication between
the parties discussed, then humanity of education should prosper. In traditional education
there have been improvements to pedagogy, but what remained the same is the ability for
the instructor to assess the student in real-time (Desai, 2008).
Communication is not only a problem in the context of time-zones, it is a topic of
conversation when researching the reputation of the seventeen different credible
universities that have subscribed to the idea of a collaborated university. According to
Arnone (2002), "A recent study by Merrill Lynch found that the higher-education market
15
outside the United States is worth $111 billion a year and has as many as 32 million
potential students" (p. 2). This might send a message to traditional colleges that the profit
of a company like Universitas 21 is more of a factor than educational quality which
would explain the hesitation of the subscribed credible universities (as cited in Arnone,
2002). Although thousands of students are predicted to enroll in the program and bring
fiscal stability, "the participating universities lend their names and provide quality control
for the academic material" (Arnone, 2002, p. 2). Kinser (2006) reviewed the University
of Phoenix and how its pedagogy has allowed for it to replicate and evolve. According to
Kinser (2006), more than 230,000 students attend the University of Phoenix which
“enrolls 20 percent of all students in the degree-granting, for-profit sector and awards 40
percent of the sector's four-year and graduate degrees” (p. 26). The second threat is that
these for-profit higher-education companies might bring with them a risk of domination
to the global market, and with that, they would need to also bring the subscribed
universities with them for quality. Arnone (2002) has stated that the credible universities
only get a small percentage of profit in exchange for their credible brand name as well as
the ability to make a name in the online education market. With all of the issues on the
table, private-for-profit universities face the possibility of losing these subscribing
credible universities, and without them, students will not enroll (Arnone, 2002). If
Universitas 21 can ensure credibility, then they might have a fighting chance; because
after all, their students will not be getting a degree from their main contributing
University, the University of Virginia, they will get a degree from Universitas 21
(Arnone, 2002). Arnone (2002) has also found that if Universitas 21 can supply quality,
16
they are still in competition with the brick-and-mortar institutions in the United States
where many of their Asian students would rather spend their money in exchange for
quality. If Universitas 21 can assure quality and price, then they might be able to create a
market. Finally, Universitas 21 is working on articulation agreements with many credible
universities in hopes of sparking a market which might attract more credible global
universities (Arnone, 2002).
Technology
There may be a large number of college students enrolling in distance education
or online courses, but there still might be downfalls to the new technology. Traditional
college student demographics are changing from desiring traditional brick-and-mortar
classroom settings to classrooms that are distance education based (Jackson & Helms,
2008). Studies have shown that 3.2 million students have completed an online course as
of Fall 2005 (Jackson & Helms, 2008). Although these issues are defined by students, the
current traditional college student is adapted to using technology and requests it for
immediate feedback on assignments.
To combat this need for technology, some higher education institutions have
integrated their programs with online communication called hybrid classes or blended
learning. Many students are demanding the availability of distance education, and to
support their demands, surveys have stated that student satisfaction from distance
education or online courses parallel that of traditional brick and mortar classrooms
(Maushak & Ou, 2007). These positive survey responses weigh heavily on the students
17
competency level with cognitive educational demands and the instructor's ability to
properly design his/her pedagogy around the distance education technology format
(Maushak & Ou, 2007).
Trends in distance education pedagogy are also finding their way into the
workforce where McKenna (2001) examined the problems that many K-12 school
districts are facing in order to fill their need for teachers. Many K-12 school districts are
beginning to recruit their new teachers from college campuses at the junior level of
college. McKenna (2001) stated that these K-12 districts are faced with the lack of
teacher training before the new teachers enter the classroom. In order to assist in teacher
training many K-12 districts have looked to "distance learning" to educate their new
teachers. Bailor (2007) stated that e-learning technology is not a replacement for brickand-mortar training, but should be supplemented with classroom learning which could
further facilitate the need to begin learning real-world distance education strategies in the
classroom (Beldarrain, 2006). Although McKenna (2001) did state that distance learning
is a viable choice from face-to-face learning, the technology is too new to judge for
educational quality or results. Finally, Jackson and Helms (2008) found that "Employers
may not view the hybrid programs as the same as traditional education because of a
reduction of student learning and retention”, “loss of prestige in the local community''
and, "some may be turned off by the class and pursue degree or requirements elsewhere"
(p. 11).
Although distance and online education has high potential, it is imperative for
higher education institutions to realize that they might need to keep prospective
18
employers' perception of distance and online education in consideration.Jackson and
Helms (2008) stated that one of the problems that distance education has is a “quasipermanent separation between the instructor and student with information and
communication technology facilitating the interaction” (Jackson & Helms, 2008, p. 7).
The problem with distance education is the lack of face-to-face interaction
between the instructor and student. This lack of interaction coupled with an accelerated
course program even further promotes the lack of social interaction and intimacy
(Jackson & Helms, 2008). Although the lack of intimacy is prevalent in distance
education, it is overcome by the overwhelming desire to achieve advanced degree status
in a shorter time frame in comparison with the traditional higher education schedule
(Blaauw-Hara, 2005). The longer schedule is not looked at as a negative aspect; in fact,
Blaauw-Hara (2005) stated, “the longer degree time respects the time and energy it takes
on both sides of the desk to present and learn material” (p. 5). Although these mediums
for articulating educational information has expressed promise for the future of higher
education, many faculty members believe that the traditional methodologies used in their
previous pedagogical practices should remain (Reeves & Reeves, 2008).
Goals for higher education institutions are to provide educational quality to those
enrolled in distance education while innovative technologies become available
(Campbell, Schwier & Kenny, 2009 ). As faculty members begin to experience the
possibilities of distance education or Web-based Instruction, they must remember to
implement the ten instructional design dimensions (Reeves & Reeves, 2008). The ten
instructional design dimensions of online pedagogy include: pedagogical philosophy,
19
learning theory, goal orientation, task orientation, source of motivation, teacher role,
metacognitive support, collaborative learning support, cultural sensitivity, and structural
flexibility. The first design method, “pedagogical philosophy, recognizes learning as a
uniquely personal experience between the student and the learning environment, [and] is
consistent with the profession's valuing of the ecological model” (Reeves & Reeves,
2008, p. 48).
Instructors in the web-based instruction arena should stress the importance of
using more of a constructivist view when designing online education where their students
participate in tasks and learn from their previous experiences (Reeves & Reeves, 2008).
Unfortunately, there are many online instructors that rely on the instructivist’s view of
education where instructors view students as “receptacles waiting to be ‘filled’ with
knowledge” (Reeves & Reeves, 2008, p. 49). The second dimension, “learning theory»,
states that instructors should engage their students in complex problem/solution scenarios
that assist in enhancing inductive reasoning (Reeves & Reeves, 2008). Along with
inductive reasoning, students should be given tasks that facilitate reflective learning to
encourage a high level of cognitive outcomes through specialized learning activities
(Reeves & Reeves, 2008). Thirdly, the “goal orientation» dimension is where instructors
are suggested to use goal oriented pedagogies which allow for the student to
conceptualize the course through online tutorials and forums (Reeves & Reeves, 2008).
The fourth dimension as listed by Reeves and Reeves (2008) labeled “task orientation”
suggested instructors should implement both academic and authentic tasks to facilitate
the learning of web-based instruction. Academic tasks should include such activities as
20
papers and completing projects as well as authentic tasks such as the involvement of the
student in a community based scenario where the student is gaining industry appropriate
experience (Reeves & Reeves, 2008). ''Source of motivation'' is the fifth dimension which
focuses on the intrinsic motivation of a student in order to inspire them (Reeves &
Reeves, 2008). Many traditional higher education students are motivated by extrinsic
factors like grade point average whereas the nontraditional college student is motivated
by internal factors also known as andragogy where life experience elevates inspiration
(Reeves & Reeves, 2008). Dimension six refers to the “teacher’s role'' which could range
from ‘didactic to facilitative’ allowing for a more student-centered approach with
distance education (Reeves & Reeves, 2008, p. 51). Many instructors are faced with
changing their pedagogical approach due to past experience of synchronized pedagogies
(Reeves & Reeves, 2008). They have suggested the learner is responsible for
understanding the information given from assignments using the instructor as a guide.
Eventually, the instructor in distance education could transform from being a
synchronous teacher to a facilitator or guide (Reeves & Reeves, 2008). Dimension seven,
or Metacognitive support. refers to how well the student thinks or controls their thinking
about the subject matter. ''Metacognitive support” is essential to the students’ ability to
engage in complex concepts in both academic and authentic problems (Reeves & Reeves,
2008). The eighth dimension, “collaborative learning support'', can both empower and
fail a student. The use of cohort members is an important tool for instructors to
implement because it fosters informal learning and social wellbeing for the students
(Reeves & Reeves, 2008). Parallel to ''metacognitive support'' is dimension nine called
21
“cultural sensitivity» where the courses should be designed with «cultural sensitivity» in
mind (Reeves & Reeves, 2008). Many of the icons used in distance education may be
perceived as being culturally offensive to the student depending on the background of the
students' cultures (Reeves & Reeves, 2008). Although possibly offensive to some
students, it is important to understand that web-based instruction is engaged in promoting
culturally aware students. Finally, Reeves and Reeves (2008) discussed the tenth
dimension, «structural flexibility», where the instructor puts constraints on the students
by use of timelines or 'fixed' and 'open' learning environments. Fixed learning
environments resemble that of traditional face-to-face classrooms where the student only
has a predetermined time to access and turn in assignments.
The polarized effect to structural flexibility is the open system of learning where
the instructor’s assignments are available to students at their leisure allowing for a
flexible schedule where work or family takes up the majority of their time (Reeves &
Reeves, 2008). Although the idea of «flexible learning» is desirable to many traditional
students and nontraditional students, “Hick found that 80% favored courses that included
an Internet component whereas only 15% preferred courses delivered entirely via the
Internet” (Reeves & Reeves, 2008, p.53). According to de Freitas and Neumann (2009), a
distance education's lack of cognigtive and social presence might be a contributing factor
for a low desire to take a distance education class (p. 987).
Although these ten instructional design dimensions are necessary for distance
education technology, they are not limited to distance education and should be
implemented to face-to-face learning as well.
22
According to Reeves and Reeves (2008), many higher education institutions are
accepting distance education because of decreasing cost and increased profits. A large
majority of institutions have introduced the "proprietary, online course management
systems (e.g. Blackboard or DesireToLearn)"(Reeves & Reeves, 2008, p. 47). According
to Svetcoy (2000), many investors see the potential of distance education, and higher
education markets and corporate learning markets would reach $21 billion by 2003. US
Department of Education states that, “44% of all higher education institutions offered
distance courses. Larger institutions are moving fastest: 87% of those with more than
10,000 students offered distance classes, while only 19% of institutions with fewer than
3,000 students did so" (as cited in Svetcoy, 2000, p. 1).
The higher learning market is mainly focused on students based outside the
United States where many populations boast two-thirds of their citizens under 20 years of
age (Svetcoy, 2000). One of the main issues that faculty have with the 2000 based
software is the unmarked roads that must be developed before the implementation of the
distance education software is marketed(Svetcoy, 2000). Flexibility in higher education
maybe one of the more popular traits that for-profit higher education institutions have
brought with them. These for-profit institutions have helped not only the student but the
faculty as well giving “the much vaunted flexibility of teaching online” to the instructors
(Blaauw-Hara, 2005, p. 5)
For-profit institutions are known for their distance education practices and
pedagogies, and the students are no different than the students that you would find at
traditional universities (Blaauw-Hara, 2005). The only difference that one might see is
23
that the students log-in to their virtual classrooms from various locations equipped with
high speed internet service. Growing interest in distance education has many universities
rethinking their traditional pedagogy, and “an estimated 1.2 million students in the United
States - seven percent of all post-secondary students - enrolled in wholly online degree
programs in 2005” (Kamberg, 2007, p. 23). Most of those 1.2 million students choose
online distance education programs for convenience and career advancement. Further,
many have chosen to participate in distance education because of financial difficulties or
just want to change careers (Kamberg, 2007). Out of the students that choose higher
education, 1.2 million students choose online distance education programs for
convenience and career advancement, and in many cases, distance education gives the
students access to a very diverse student body that enhances their cultural awareness
(Blaauw-Hara, 2005). These students might be able to attend class as time permits with
their busy work schedules, communicate using asynchronous communication with the
instructors. Flexibility of these distance programs are growing and according to Kamberg
(2007), “there were 256,000 online enrollments, which is a 285 percent increase since
2001” (p. 24).
Aiding the increase in distance education enrollment is the advancement of
technology in the form of cable and DSL Internet hardware (Locatis et al., 2009). These
technological advancements might give distance education participants the ability to
access online video, live chat, and web posting which assists in enhancing both
synchronous and asynchronous communication between the student and instructor.
Concurrently, perceived quality is changing due to the increased attention
24
distance education is getting from popular higher education institutions (Kamberg, 2007).
For many students, online learning is highly desirable because they have not completed a
degree and are tired of glass ceilings that prevent them from applying for positions where
a baccalaureate degree is necessary to apply (Kamberg, 2007). Other students have
different reasons for choosing distance education, and those reasons parallel those of the
students who have not reached baccalaureate level education. These baccalaureate level
students tend to choose distance education because they have full-time careers and can
complete their course work at anytime or location (Johnson & Briden, 2004). The ability
for distance education courses to increase access to students is one of the primary focuses
of the Rio Salado College in Tempe, AZ (Johnson & Briden, 2004). The classes were a
combination of “monthly meetings with Master Teachers, extensive on-site practicums,
and nine weeks of on-site student teaching” (Johnson & Briden, 2004, p. 41). Rio Salado
College's program allows for their students to attain access to all necessary administrative
and academic functions from a fully online system. The pedagogy of these classes were
also flexible as per the instructor's discretion, and in some cases the classes are facilitated
to the point that students are achieving learning outcomes faster than anticipated which
might shorten the time necessary for class completion (Johnson & Briden, 2004).
According to Johnson and Briden (2004), “Each 14-week course can be accelerated with
instructor’s permission” (p. 42). What is in question is not the distance education aspect
of the for-profit degree, but the time spent in each course and the ability for a student to
absorb the information being taught to them (Blaaw-Hara, 2005). Blaaw-Hara (2005) also
suggested that if the student can achieve a four year degree in the same amount of time
25
that it would take a community college student to complete a two year degree and gain
access to careers that their education helps them achieve, then the system works. What
about those students that have a difficult time with the distance education process
compared to those who are enrolled in traditional colleges? For these students enrolled in
distance education classes the opportunities for failure are higher due to the lack of
synchronous communication between the student and instructor (Blaauw-Hara, 2005).
When students are enrolled in traditional college settings where face-to-face
interaction allows instructors to communicate more effectively, there is a lowered
attrition rate (Blaauw-Hara, 2005). Although the community college setting is traditional
in a pedagogical nature, this may not mean that they can't change their structure to
achieve a higher market share through online and traditional classroom development.
Quality
Berg (2005) stated that many students that enroll in distance education have found
a higher level of participation in comparison to their traditional student cohorts.
According to Berg (2005), “Nearly 260,000 first-year and senior students attending 523
U.S. four-year colleges and universities; about 4,000 respondents from 367 different
institutions were taking all of their courses online when they were surveyed in Spring
2006” (Berg, 2005, p. 17). Many of these distance education students tend to be older and
are involved in full-time jobs and caring for dependents (Berg, 2005). These distance
education programs have been getting great reviews from distance education students
stating that they were very satisfied with their distance education programs (Berg, 2005).
26
One of the reasons why students gave distance education a better review was due to the
students increased participation in class discussions and increased assistance with
preparing papers before submission for a grade. Berg (2005) also focused on the issues
that for-profit educational (Higher Ed) institutions have experienced in the educational
industry. Recent stories in the media have given all for-profit colleges a bad name with
their recruitment practices. Berg (2005) stated that these are isolated issues and that the
focuses of many for-profit colleges are on customer services and access to low-income
students. Berg (2005) also stated that traditional colleges view private for-profit
education as sub-par, but with changing economic mobility many traditional colleges are
being forced to think about accepting the practices of these for-profit universities for
sustainability. These for-profit universities have the unique ability to make changes to
pedagogy and organizational structure that traditional colleges do not have due to
bureaucracy and tradition (Berg, 2005). With many college students enrolling in parttime and traditional colleges primarily holding day classes, the full-time student might
soon shift to these adjusting for-profit colleges which allow access of classes during nontraditional hours. Finally, according to Locatis et al. (2009), “Given the ubiquity of the
Internet, IP videoconferencing technologies have the potential to reach more locations at
lower costs than alternatives requiring the lease of land lines or satellite time” (p. 464).
Gibson et al. (2008) stated that for many employees, addressing new technology
can be an arduous task. Integration of new technology in higher education institutions can
cause "frequent frustrations associated with dependence on the Internet” (Gibson et al.,
2008, p. 355). Many administrators have begun to see that technological advancement is
27
a necessary part of providing students accessibility to their higher educational institution
(Gibson et al., 2008). Technology has helped advance the implementation of distance
education. Yet, According to Moller et al. (2008), “We cannot be assured that high
instructional quality is recognized and valued” (p. 70). If this technological education
trend continues, then more universities might be available through distance education
programs creating a deficit in local education such as brick and mortar classrooms.
Although distance education is beginning to present some potential positive effects on
higher education it is important to remember that it is not just one instructor that educates
higher education students, it takes faculty, administrators, and librarians to name a few
which all must be on a synchronized plan that embraces distance education (Servonsky,
Daniels & Davis, 2005). According to Gould (2008), “1.4 million U.S. students were
enrolled in distance education courses for credit during the 1997-98 academic years, and
58 percent of the institutions that had a distance education program used some level of
Internet-based instruction" (p. 4).
Over ten years later, the percentage of students that are enrolled in distance
education has grown and is posing a threat to all higher education institutions (Gould,
2008). Such policies include in and out of classroom technology, student's home
computers, and the types of technology that media services can supply (Gould, 2008).
Once these hardware issues are defined, the next task is to develop a plan throughout the
distance education program which addresses the development of distance education
pedagogy (Gould, 2008). One of the major benefits Gibson (2008) attended to is that of
return on investment from developing the distance education technology. Gibson (2008)
28
stated that many educational institutions see the technological change as a concern and
this might bring organizational change while still preserving educational quality. Along
with organizational change some say that distance education is best suited for skill based
training and not for creative-thinking. Not only does perceived usefulness determine how
well technology is integrated but so does the user's experience with related technology
(Gibson, 2008).
Distance education is becoming more accepted with current college students due
to their inherent knowledge of technology (Svetcoy, 2000). These current college
students were “seen as encouraging because although there are additional demands
placed on the technological systems of the organization, there is no corresponding
demand for increased physical space associated with on-site students” (Gibson, 2008, p.
356). Although the technological development aspect of distance education is positive,
many scholars have eluded to the quality of education from distance education courses to
be lacking cognitive standards compared to those of traditional brick and mortar
classrooms. Gibson (2008) stated that studies show that those faculty interviewed
regarding distance education was positive and the data closely relates to that of a similar
study done with physicians who have similar learning styles in relation to new
technology. Distance education, one of the most common e-learning formats has been
characterized as: a student that is physically separated from the instructor, is learning
from different types of media, students learn from other students, and students have the
opportunity to interact with not only the instructor but their cohort members as well
(Gould, 2008). One of the main advantages of distance learning for the student is their
29
ability to complete work at their own speed (Gould, 2008). This ability to asynchronously
complete work at their own speed separately from their cohort members, means that
students begin to feel less pressure which differs drastically in comparison to that of
traditional brick and mortar classrooms. Gould (2008) also stated, “This system can
intellectually hinder the students because those who advance quickly through a topic
must stay at the same pace with those who may need to spend additional time with the
same topic” (p. 2). Although this new technology has its benefits, the main issue is that
the infrastructure of most higher education campuses cannot support growing populations
of students making distance education a viable alternative (Gould, 2008). Could it be
possible that many adult learners have become educational shoppers as students realize
that there is overcrowding and a viable alternative is distance education? Maddux (2002)
suggested, “We are not optimistic, however, about the potential of totally online
programs and degrees to do anything except further undermine the quality of education”
(p. 4). Maddux (2002) also suggested that the development of distance education is
facilitating a culture of students who are willing to pay for online education even if has
not reached full educational quality.
One of the main reasons that these distance education programs have not reached
full potential as effective pedagogy, is realizing that the students’ communication styles
change from online to face-to-face communication (Maddux, 2002). Distance education
students should be qualified in order to enroll in these online classrooms for assurance of
successful completion. A student’s ability to effectively use technology and communicate
with their cohort members and instructors will dramatically improve the education
30
experience (Chan, Leung, Yeung, Chow, Tsui & Ng, 2005). Once there is a culture of
students and instructors who are technologically inherent with the new trends of online
education, pedagogies from the distance education structure may influence the face-toface classroom setting. Education quality is not the only issues that are being addressed
by universities; they are also looking at the cost verses benefit from distance education
(Chan et al., 2005).
These new distance education classes have allowed for many female and minority
students to take advantage of night classes (Gould, 2008). Open University in the UK
allows their students to enroll in a fully online MBA program that is accredited by both
the Quality Assurance Agency and the AACSB. Preliminary focus group surveys showed
that students were not getting the intended learning outcomes that were set by the faculty
(Fenton-O'Creevy, 2008). Because of this, Open University has developed a “teaching
innovation group” that assures academic excellence and learning outcomes from its
students (Fenton-O'Creevy, 2008, p. 28). AACSB has stated that the program uses their
learning technologies to develop proper learning outcomes and better student experiences
(Fenton-O'Creevy, 2008). The Open University also found support from the institute for
educational technology and the knowledge media institute to ensure its distance learning
(Fenton-O'Creevy, 2008). Distance education classrooms are facilitated by online
postings from both students and instructors, and after these posts are loaded, it is
expected that the students reply to these posts for credit (Wu & Chen, 2008).
Assessing student performance is done through the instructor by reading the posts
for course content comprehension. Time spent by the instructor is greatly increased in
31
comparison to the traditional teaching pedagogies (Wu & Chen, 2008). It has been
suggested that instructors hire assistants to help with the grading process, but the cost
involved would be too great after doing proper cost benefit analysis (Wu & Chen, 2008).
In order to offset the cost of hiring an assistant, Wu and Chen (2008) suggested that “an
automated learning assessment system would be a great aid to instructors” (p. 5).
Although the idea of an automated learning assessment system would be beneficial to
instructors, it should not be the only method of assessing student learning outcomes
(Kuboni, 2009). Automated essay systems have the potential for grading the content
rather than the amount of time that is spent by the student in cognitive reflection for the
assignment (Kuboni, 2009).
The more the student is able to reflect on the assignment, the time spent, and
content will give instructors the ability to assess the quality of learning by the student
(Wu & Chen, 2008). Effective grading software will also allow for instructors to assign
values to assignment content (Wu & Chen, 2008). Assigning values to assignment
context will assist both the instructor and student's understanding of their personal
learning curves and personal achievements in the class. These values can then be viewed
in graph form for an easier understanding of the data collected by the grading software
(Wu & Chen, 2008). Most importantly, distance education learning outcomes need to be
evaluated when using both synchronous and asynchronous mediums (Lou et al., 2006).
According to Wu and Chen (2008), “From the plot, it is easy to see how many students
are above the average level of the class” (p. 9).
Faculty members are also starting to see distance education as a plausible
32
alternative to brick and mortar classrooms. Borrego (2002) has found that many
traditional college instructors are finding that traditional college employment is not for
them due to the “publish or perish” phenomenon. Borrego (2002) further explained that
students are the same across the educational spectrum. Unfortunately, for many
traditional higher education institutions, the cost of retrofitting their infrastructure is too
costly to be done in one pass; yet for-profit higher education is able to keep up with
technological demands (Gould, 2008). These demands for technological education
pedagogy is creating a decentralized organization structure and creating an educational
accountability which forces competency and outcomes for higher education (Gould,
2008). Many developers of online education according to Bird (2007), have found that
when pressed to create an online class, developers simply create an online book for
students to read thus creating a passive learning environment. Bird (2007) stated that
“online course design, like all educational design, needs to start with an overview of what
the student can expect to learn and how that learning can be achieved” (p. 154). Some
faculty feel that their input has taken a back seat to distance education design, but what
needs to be realized is that course content and outcome need to come first when looking
at development of individual online courses. Bird (2007) also stated that unlike
traditional classroom pedagogical design where the instructor can change teaching styles
during class, online classrooms do not allow for such quick change in teaching due to
lack of face-to-face interaction. Bird (2007) stated that when developing an online class,
one needs to follow the three 'C' model. The first of the three 'C's is “content” which is
the basic knowledge of the course, second is “knowledge construction” where students
33
are allowed to make sense of the learned material, and thirdly is “consolidation” where
students are given the opportunity to reflect on the learned material. If these three 'C's are
in place, then the developers must facilitate social interaction and blend that interaction
with class content in order to get the full potential of online education (Bird, 2007).
Public rejection is one of the main concerns of many faculty faced with transitioning to a
distance education based pedagogy (Bird, 2007). Some of the advantages of distance
education are access to students over a large geographic distance, allowing nontraditional
students the ability to learn from home, and finally, access to students who learn better at
a slower or faster pace than their cohorts (Bird, 2007). Unfortunately, for those who are
enrolled in the current distance education pedagogy, they tend to lack the ability for
synchronized instruction, and this lack of synchronized instruction provides questioning
of educational quality (Bird, 2007).
Educational market share is shifting and creating changes that forces traditional
education institutions to offer their own distance education programs in order to keep up
with market share (Maddux, 2002). Although distance education needs to be improved in
order to promote educational quality, the use of websites is still a growing asset in
supplementing education (Bird, 2007). Many software companies have joined this
growing distance education industry to facilitate the value of distance education and
market share (Maddux, 2002).
Some of the major problems that researchers are finding with distance education
are retention and quality (Liu et al., 2007). “Lack of social and visual contact could foster
feelings of isolation according to some researchers, which in turn might progress into a
34
poor perception of distance education and even cause drop out of college all together”
(Park & Hee-Jun, 2009, p. 208).
The potential for socioemotional bonds is a possibility with increased knowledge
(Liu et al., 2007). There still needs to be conclusive evidence in developing distance
education to prevent further poor learning performance and negative perception of
distance education. Liu et al. (2007) then went on to explain that studies have shown little
correlation between traditional brick and mortar classroom's abilities to foster individual
student's need to find a sense of community. If this ability to find a sense of community is
based on the learner, then distance education has a chance at development of virtual
communities that mirror that of traditional classrooms (Bolliger, 2009, p.97). To
effectively promote the sense of community in virtual classrooms, Liu et al. (2007) stated
that students need to have a feeling of “shared goals, membership, trust, connectedness,
collaboration, and community boundaries” (p. 11). Along with these social norms, online
students need to feel that they are involved in task-driven assignments that promote group
cohesiveness and communication (Liu et al., 2007). These strategies can be amplified by
the enrollment of a cohort of students in multiple distance education classes giving each
student more time to develop relationships with their cohort members, and the comfort
level needed to share information (Hrastinski, 2006). Technology has made the
development of distance education possible but it still has issues of connectivity, and the
web/Internet is not 100% reliable, and because of this, Liu et al. (2007) stated that
developers of distance education should implement both asynchronous and synchronous
forums which will promote communication and inclusion for students. Distance
35
education technology has also seen the development of multi-modal communication
which uses two to three modes of communication such as voice and video which once
again changes the dynamics of distance learning (Hauck & Youngs, 2008). Instructors
need to realize that their pedagogical practice in the traditional classrooms does not work
in the virtual classroom (Aydin, 2008, p.160). These practices by instructors have shown
to be directly correlated with learning community performances and learning outcomes
(Liu et al., 2007).
Summary
The literature collected for this study was gathered in order to produce a brief
understanding of the distance education concept. Conducting evaluations and formatting
pedagogies for distance education will prove to be not only beneficial for the future of the
higher education institution, but it will also prove to be financially beneficial for both
public and private higher education institutions. Continued evaluation and
implementation of distance education pedagogies in higher education institutions could
both improve access and student perception of educational convenience and quality. A
logical starting point for both implementation and revision of distance education is
examination at the individual campus level.
36
Chapter 3
METHODOLOGY
Research Design
The scope of this research was done using a previously designed survey used by
Halawi et al. (2009). In that study, a hypothesis of evaluating how students felt about
their current web based program was used to funnel technology to students called
WebCT. According to evaluation standards listed by Halawi et al. (2008), researchers
should take into account the students: Cognitive (mental skills), Affective
(feelings/emotions), and Psychomotor (physical skills). Halawi's et al. (2008) study will
assist in defining three specific areas:
1. Accessibility
2. Technology
3. Perceived Quality
These three areas will help in defining necessary information found in the survey
questions. This researcher has added questions to the Halawi et al. (2008) survey in order
to make the survey more applicable in fostering further distance education technology.
Added questions were developed from the literature reviewed in the previous chapter
regarding current technologies and pedagogical changes in distance education.
Setting of the Study
The setting of this study was conducted within the Metropolitan University
37
campus located in Sacramento, California. Metropolitan University is part of the
California State University system that is comprised of 23 campuses. Metropolitan
University was founded in 1947 on a scenic 300 acre campus near major roads, freeways,
and the American River. The specific classrooms are those of the Recreation Leisure
Department [RLS 122]. The classroom is comprised a large stadium-type setting with
approximately 50 to 100 students per classroom. Metropolitan University has recently
developed an Academic Information Resource Center (AIRC) building that houses a
Student Technology Center. The center is designed to offer help and access to
educational technology equipment. As described on Metropolitan University Student
Technology Center website (Maynard, 2009) the center provides students with training
workshops on various technology issues, such as educational programs and software
needed for educational effectiveness. Along with the Student Technology Center, the
AIRC building offers access to multiple computer labs and study areas. This AIRC
building demontrates that Metropolitan University is committed to providing a
foundation for education technology (Maynard, 2009).
Population and Sample
The population of the sample included a range of student age, class ranking,
ethnicity, and major from Metropolitan University. The survey was administered in the
Spring of 2010 with a published university student population of 24,388 undergradute
students and 4,853 graduate students. Of these 24,388 undergraduate students, 57.4% of
them are female and 42.6% are male students, and 34.8% of the graduate students are
38
male, and 65.2% are female (The University Fact Book, 2009). The published population
also includes data that shows that the Metropolitan University is comprised of 94.2%
undergraduate commuter population, and 99.8% graduate commuter population.
Table 1
Metropolitan University Demographic
Gender
Class
Undergraduate
Graduate
Male
10,395
1,689
Female
13,993
3,164
Freshman
4,980
NA
Sophomore
2,673
NA
Junior
8,005
NA
Senior
8,730
NA
NA
4,853
17 - 25
18,562
1,146
25 - Older
5,826
3,707
Yes
22,969
4,844
Graduate
Age
Commute
The survey was done using a population of 300 students ranging in age, class
ranking, and ethnicity. All students surveyed were currently enrolled at Metropolitan
University and were determined to be qualified candidates for the survey by the
researcher based on their enrollment status.
39
Table 2
Survey Demographic
Age
Class
Male
Female
Freshman
3
0
Sophomore
9
12
Junior
56
58
Senior
70
67
Graduate
9
16
17 - 20
22
22
21 - 25
91
86
25 -– Older
34
45
Design of the Study
The design of the study allows for a convenience sampling of the Metropolitan
University population. The survey was developed using a modified survey from Halawi
et al. (2008), where a Likert-scale survey with closed ended questions was used to query
the respondents. The survey consisted of 40 questions designed to assist the researcher in
answering the three topic areas of the research. The questions used in the survey were
designed by the researcher to both coordinate with past studies and introduce new criteria
to provide further information to better understand distance education perception. All
data gathered by the survey was quantified on the Likert-scale. The survey was
computated by use of surveymonkey.com.
40
All participants in this survey used surveymonkey.com which was accessable
through the Internet. Links for the survey were created and distributed though
interpersonal public speaking during the beginning of the selected classes. All
participants in the survey were given a specific link to follow in order to access the
survey. The instrument required all participants to have access to an internet enabled
computer which could access the web site that hosted the survey. The survey allowed
respondents to accurately answer the survey questions at their leisure.
Preliminary Steps to Administering the Survey
An account was created with the website www.surveymonkey.com that allowed
the researcher to develop a survey based on the survey used by Halawi et al. (2009). Once
the account was created, the researcher then created a survey and customized Uniform
Resource Locater (URL) to distribute to the traditional college students. The customized
URL allowed direct access to the surveyed college students. Presets were implemented
that would automatically turn off the survey once the target number of three hundred
surveyed students was reached. Before administering the survey, this reserach required a
human subjects review. The human subjects review was done by the Education
Leadership Department at Metropolitan University. After approval, the researcher was
able to obtain permission from a known RLS department faculty in order to initiate a
convenience survey. Once in the classroom, the researcher gave a breif presentation in
order to convey the importance of the survey to the class along with necessary URL and
time frame for the survey.
41
Administering the Survey
Administering the survey to the sample population was done using a customized
URL that would allow for the surveyed students to be able to take the survey in any
location the surveyed student desired much like an online course might allow. The
researcher gave the focus group of students instructions on how to access the survey via
the URL and a time frame of two weeks to complete the survey. Questions were selected
from the Halawi et al. (2009) survey, and information was gathered in the review of
literature. The design had inherent limitations. Due to the type of survey used,
respondents were not given the opportunity to ask questions. The setting chosen by the
respondents was not regulated by the researcher. Using this design format gave the
research continuity and modified it to address the thesis question stated in Chapter 1.
Instrumentation
The data for this survey was collected through the use of Likert-scale questions
to measure the population sample. The use of a personal computer that had a current web
browser application and access to the internet was necessary for the respondents to
participate in the survey. Using surveymonkey.com allowed for the researcher to build a
survey accessible via the web. Participants involved in the survey were given unrestricted
access to the survey during the two week time frame. The only individual given access to
the research data was the researcher. All questions presented to the respondents were
tested by questioning college professors, college masters students, and university
program chairs. Once the questions were qualified, modifications were made to the
42
questions based on credible feedback from those previously stated. These revised
questions were used to survey students in relation to perceptions of distance education
and further implementation of synchronous communication constructs for distance
education.
43
Chapter 4
THE DATA
Data Analysis
Research for this thesis was completed in order to examine the perceptions
traditional college students have on distance education constructs. Three distinct areas
have been explored during this research:
1. Accessibility
2. Technology
3. Perceived Quality
Examining these three distinct areas assisted the researcher in understanding
current perceptions on distance education constructs and future implications. Future
implications will not be successfully implemented without future research which reviews
developing technologies.
All data that has been gathered for this chapter is a complete analysis of
respondent surveys that were developed by the researcher and answered by students in
the focus group at Metropolitan University. Information relating to accessibility of higher
education, technology of education, and perceived quality of education were reviewed.
All data collected by the researcher was done through currently enrolled students of
Metropolitan University. The researcher targeted 300 currently enrolled students for this
survey. It is important to note that all participants in the study did so voluntarily using an
electronic internet format.
44
All student responses were gathered and recorded using a secure electronic
database. These recorded responses were then analyzed by the Surveymonkey.com
software. Using the data gathering software also allowed the researcher the ability to
interpret the data from the survey responses.
Presentation of the Data
Data gathered from administering the Likert-scale 40-question survey to current
traditional college students from Metropolitan University will be presented. The survey
consisted of a quantitative scale which used: Strongly Disagree, Disagre, Neither Agree
nor Disagree, Agree, and Strongly Agree in order to answer many of the questions.
Table 3
Age Group of the Participants
Age
Percent
Valid Percent Frequency
17 - 20
14.7
14.7
44
21 - 25
59.0
59.0
177
25 - Older
26.3
26.3
79
Total
100.0
100.0
300
Table 3 indicates the number of students surveyed and the age groupings of the
participants. The question asked each participant to indicate their age group. Table 3
states that the majority age range of the participants to be from the 21 – 25 age range.
Table 4 depicts data gathered for question 2 which asks the participants to
45
indicate their gender.
Table 4
Selection of Gender
Gender
Frequency
Percent
Valid Percent
Cumulative Percent
Male
147
49.0
49.0
49.0
Female
153
51.0
51.0
100.0
Total
100
100.0
100.0
The survey data states that there is a frequency of 147 participants stating they
identify as a male. A congruent frequency of 153 participants stated they identified as a
female. Both frequency totals equal to 300, which equates to a participation rate of 100%.
Table 5 refers to the student classification level at Metropolian University. The
educational classification level of the traditional college student was used to understand
the participant's level of academic experience.
Table 5
Educational Classification
Classification
Valid
Percent
Frequency
Percent
Cumulative Percent
Freshman
3
1.0
1.0
1.0
Sophomore
21
7.0
7.0
8.0
Junior
114
38.0
38.0
47.0
Senior
137
45.7
45.7
92.7
Graduate
25
8.3
8.3
100.0
46
Total
300
100.0
100.0
The data gathered in question three proved that the majority of the participants
fell between the Junior and Senior level of educational classification (38% Junior status
& 45% Senior status). Unfortunately, table five also shows that only one percent of the
participants were classified as Freshman, seven percent of the participants were classified
as Sophomore, and 25% classified as Graduate level. The data then proved that
information gathered for this survey better represents that of the Junior and Senior level
or 83.7% of the students surveyed which indicated more experience in higher education.
Table 6 demonstrates the number of courses each participant has taken using an
online format such as Blackboard. Understanding the number of courses the participants
has taken illustrates an understanding of distance education.
Table 6
Amount of Courses Taken in an Online Format
Classes Taken
Frequency
Percent
Valid Percent
Cumulative Percent
One
8
2.7
2.7
2.7
Two
30
10.0
10.0
12.7
Three
34
11.3
11.3
24.0
Four
51
17.0
17.0
41.0
Five
177
59.0
59.0
100.0
Total
300
100.0
100.0
Data found in Table 6 shows that 59% of the participants have taken five or more
47
classes that have used an online format. Of those surveyed at Junior level status, 50% of
them are shown to have taken five or more classes that used an online format. Senior
level participants have an even higher percentage at 74.5%. Finally, the majority of
Freshman have taken one online course, a majority of Sophomores have taken five online
courses, and the majority of Graduate participants have taken two online courses.
Table 7 indicates the number of hours surveyed participants spent per week on
their Blackboard format classes. Learning the number of hours a student spends on an
online format class shows the amount of class time a student spends on his/her virtual
class.
Table 7
Hours Spent on Blackboard Course per Week
Hours Spent
Frequency
Percent
Valid Percent
Cumulative Percent
Less than 1
32
10.7
10.7
10.7
1 -2
89
29.7
29.7
40.4
3–4
110
36.7
36.7
77.1
5–6
39
13
13
90.1
More than 6
30
10
10
100
Total
300
100.0
100.0
Information presented in Table 7 suggests that on average, students spent between
three and four hours per week on their online courses. The hours spent in an academic
classroom could have major implications in determining the quality of education.
48
Information presented in Table 8 indicates the number of hours the participants
spent preparing material for their online class. These statistics help in deciding if students
are taking the time necessary to properly understand the material being presented.
Table 8
Hours Spent
Hours Spent
Frequency
Percent
Valid Percent
Cumulative Percent
Less than 1
61
20.3
20.3
20.3
1 -2
93
31.0
31.0
51.3
3–4
79
26.3
26.3
77.6
5–6
32
10.7
10.7
88.3
More than 6
35
11.7
11.7
100
300
100.0
100.0
Total
Table 8 indicates the number of hours that participants spent on preparing
materials for their Blackboard course. The majority or 31% of participants state that they
spent between one and two hours preparing for their Blackboard course. It is also
interesting to note that the survey indicates 26.3% of the participants spent between three
and four hours preparing for their Blackboard course. These two statisics show that
students enrolled in an online course are engaging in self-regulated study time. Table 9
has been chosen to understand the competence level that the participants have using a
computer.
49
Table 9
Level of Ease in Using a Computer for Course Assistance
Frequency
Percent
Valid Percent
Cumulative
Percent
Very easy
132
44.0
44.0
44.0
Somewhat easy
143
47.7
47.7
91.7
Somewhat Difficult
22
7.3
7.3
99.0
Very Difficult
3
1.0
1.0
100.0
300
100.0
100.0
Level of Ease
Total
Table 9 illustrates that the majority of participants which found ease in using a
computer for their course was ''somewhat easy'' at 47.7%, and 44% of the participants
stated that the ease of using a computer was ''very easy''.
In Table 10, the question asks participants how many years they have been using
a computer. Using this question will allow for the study to understand the overall extent
to which the participants were familiar with using computers and software.
50
Table 10
Time Spent
Time Spent
Frequency
Percent
Valid Percent
Cumulative Percent
< 3 months
3
1.0
1.0
1.0
6 months
2
0.7
.7
1.7
1 – 3 years
4
1.3
1.3
3.0
4 – 5 years
25
8.3
8.3
11.3
> 6 years
266
88.7
88.7
100.0
Total
300
100.0
100.0
According to the survey, 88.7% of 300 surveyed have spent six years or more
using a computer. These percentages promote a higher probability that traditional college
student will be more open to distance education without the need to learn basic computer
skills and concepts. In Table 11 the participants were asked if thier online courses
changed how they participants learned.
51
Table 11
Use of Blackboard Changed How I Learn
Agreement
Cumulative
Percent
Frequency
Percent
Valid Percent
Strongly Disagree
18
6.2
6.0
6.0
Disagree
56
19.2
18.6
24.6
Disagree
109
37.3
36.3
60.9
Agree
100
34.2
33.3
94.2
9
3.1
3.0
97.2
292
100.0
97.2
Neither Agree nor
Strongly Agree
Total
The median percentage or 37.3% of students stated that they “Neither Agree nor
Disagree” with the statement that the use of Blackboard changed how they learned. The
Table also suggests that 34.2% of the students stated that they would agree that the online
format changed how they learned. If students are able to perceive the use of technology
as a supplement to their education then the use of distance education courses in higher
education could have an increased sense of quality.
Table 12 is used to understand the traditional college students desire to take an
online course. This question is necessary to understand perceived quality of distance
education and the future growth distance education might enjoy.
52
Table 12
Desire to Take an Online Course
Agreement
Frequency
Percent
Valid Percent
Cumulative Percent
Strongly Disagree
46
15.8
15.3
15.3
Disagree
87
29.8
29.0
44.3
Neither Agree nor
Disagree
71
24.3
23.7
68
Agree
63
21.6
21.0
89
Strongly Agree
25
8.6
8.3
97.3
Total
292
100.0
97.3
The data presented in Table 12 suggests that 29% of the participants disagree with
the statement that they have a ''strong desire'' to take an online course, 24.3% of the
participants ''neither agree nor disagree'', and 21.6% of the participants ''agree'' with the
statement. This question would then suggest that students are more prone to attending a
brick-and-mortar classroom rather than an online course, but it may not mean that the
participants are not willing to enroll in a combination of both brick-and-mortar courses
and online courses.
53
Table 13 reviews data collected from Question 12 which examines the
participants computer resouces needed in an online course. This question was developed
to assist in answering the question of access to online education.
Table 13
Computer Resources Available
Agreement
Frequency
Percent
Valid Percent
12
4.1
4.0
Cumulative
Percent
4.0
16
5.5
5.3
9.3
Neither Agree
nor Disagree
41
14.0
13.7
23
Agree
124
42.5
41.3
64.3
Strongly Agree
99
33.9
33.0
97.3
Total
292
100.0
97.3
Strongly
Disagree
Disagree
Data gathered from Table 13 indicates that the majority or 42.5% of the
participants indicate they agree to have sufficent computer resources needed to access
their online courses. To further validate the question, the participants have also indicated
that 33.9% of the participants ''strongly agree'' with the question asked in Table 13.
Table 14 was used to further understand the issue of access. This table reviews
Question 13 that asks if the participants found finding a computer to use in a distance
54
education course as an annoyance.
Table 14
Finding a Computer
Agreement
Frequency
Percent
Valid Percent
Cumulative Percent
Strongly Disagree
95
32.5
31.7
31.7
Disagree
94
32.2
31.3
63.0
Neither Agree nor
Disagree
52
17.8
17.3
80.3
Agree
41
14.0
13.7
94
Strongly Agree
10
3.4
3.3
97.3
Total
292
100.0
97.3
The 292 participants that answered this question indicated that the majority or
32.5% strongly disagree with the statement that finding a computer was an annoyance.
Also, 32.2% of participants indicated that they disagree with the statement which
indicates that traditional college students have access or can easily attain access to a
computer for online education. These statistics suggest that students either have access to
personal computers, or schools are providing sufficient access to computers.
Table 15 displays information gathered from question 14 that examines the
perception of the participant on effectiveness of overall tools used in the online course.
Quality of education is being studied with Question 14 and gives the study stability by
viewing traditional students’ perception of distance education constructs.
55
Table 15
Tools Used in the Courses were Effective
Agreement
Frequency
Percent
Valid Percent
Cumulative Percent
Strongly Disagree
11
3.8
3.7
3.7
Disagree
25
8.6
8.3
12
Neither Agree nor
Disagree
79
27.1
26.3
38.3
161
55.1
53.7
92
16
5.5
5.3
97.3
292
100.0
97.3
Agree
Strongly Agree
Total
Table 15 indicates an overwheliming 55% of the participants agree that the tools
used in their distance education courses are effective. This significant percentage then
indicatates that students felt the course effectively presented the course material.
Understanding a distance education courses ability to properly quantify a courses
educational effectiveness is very important. Question 15 was chosen to understand
traditional college students' perception of the effectiveness of the tools used to give
exams in an online course.
56
Table 16
Tools Used to Give Exams were Effective
Agreement
Frequency
Percent
Valid Percent
Cumulative Percent
Strongly Disagree
15
5.1
5.0
5.0
Disagree
28
9.6
9.3
14.3
Neither Agree nor
Disagree
93
31.8
31.0
45.3
Agree
138
47.3
46.0
91.3
Strongly Agree
18
6.2
6.0
97.3
Total
292
100.0
97.3
Participants of the survey have indicated that the tools used to give exams via
online courses were effective demonstrated through a 47.3% majority of the students.
These statisitcs could suggest that the future of online learning has a place with all levels
of higher education.
Table 17 reports data gathered from Question 16 which was designed to study the
effectiveness of communication patterns in online education programs. Since distance
education classes can completely remove a student from the social aspects of a traditional
brick-and-mortar classroom, it is necessary to understand distance education constructs
ability to facilitate communication via synchronous and asynchronous communication.
57
Table 17
Discussions, Private Email, and Calendars were used Effectively
Agreement
Frequency
Percent
Valid Percent
Cumulative Percent
Strongly Disagree
11
3.8
3.7
3.7
Disagree
44
15.1
14.7
18.4
Neither Agree nor
Disagree
69
23.6
23.0
41.4
Agree
149
51.0
49.7
91.1
Strongly Agree
19
6.5
6.3
97.4
Total
292
100.0
97.4
Results from this questions state that 51% of the participants indicate that
discussions, private email, and calandars were used effectively. These statistics prove that
the further use of distance education communication in higher education is plausable. It is
possible that further communication constructs could produce a higher positive response
rate which could give distance education the tools necessary for progress in higher
education.
Table 18 reports on information gathered which studies the students perception on
self-management. Question 17 was used to understand the student's perception of
distance education constructs and access students had to their grades.
58
Table 18
Informed about Grades on Blackboard
Agreement
Frequency
Percent
Valid Percent
Cumulative
Percent
Strongly Disagree
9
3.1
3.0
3.0
Disagree
35
12.0
11.7
14.7
Neither Agree nor
Disagree
40
13.7
13.3
28.0
Agree
149
51.0
49.7
77.7
Strongly Agree
59
20.2
19.7
97.4
Total
292
100.0
97.4
The researcher found that participants agreed or 51%, of students were well
informed about their grades though their distance education classes. If students are more
informed of their grades through their distance education classes, then it might be
possible for students to take ownership of their grades and become more pro-active when
they beign to fall behind on their work.Table 19 indicates that the participants perception
of user ID and password while using the Blackboard system. This question (18) was used
to understand traditional college student's perception of educational quality on the basis
of personal security.
59
Table 19
The Student Perception of Identification and Password Usage
Frequency
Percent
Valid Percent
Cumulative
Percent
Strongly Disagree
5
1.7
1.7
1.7
Disagree
8
2.7
2.7
4.4
Neither Agree nor
Disagree
10
3.4
3.3
7.7
Agree
165
56.5
55.0
62.7
Strongly Agree
104
35.6
34.7
97.4
Total
292
100.0
97.4
Agreement
The research gathered has shown and confirmed a combined 56.5% agree, and
35.6% strongly agree repsonse which gives a 92.1% agreement that ID and Passwords
used in the distance education courses were effective. The need for security in a virtual
classroom will continue to be necessary with an increase in distance education courses
used in higher education.
Table 20 depicts the perception of the participants view of how they were taught
to use the Blackboard system. Question 19 asks students if they received proper
instruction on the use of Blackboard for their distance education course. If distance
eduation is going to progress in higher education, it will be necessary to teach studetns on
how to properly use the hardware and software in their distance education class.
60
Table 20
Instruction on Use of Blackboard
Agreement
Frequency
Percent
Valid Percent
Strongly Disagree
20
6.8
6.7
Cumulative
Percent
6.7
Disagree
50
17.1
16.7
23.4
Neither Agree nor
Disagree
64
21.9
21.3
44.7
Agree
135
46.2
45.0
89.7
Strongly Agree
23
7.9
7.7
97.4
Total
292
100.0
97.4
According the findings of Question 19, 46.2% of the participants indicated that
they received proper instruction on the use of the Blackboard for their distance education
course. If both students and instructors are constantly updated on the use of Blackboard
and other software used in distance education, then the effectienes of distance education
constructs could increase.
Table 21 has produced information from Question 20 that asks the participants
their view of the instructor's ability to properly communicate with their students.
Question 20 was used to indicate the synchrouns and asynchronous communication
patterns of instructors in distance education courses.
61
Table 21
Instructor Answered Questions
Agreement
Frequency
Percent
Valid Percent
Cumulative Percent
Strongly Disagree
13
4.5
4.3
4.3
Disagree
32
11.0
10.7
15.0
Neither Agree nor
Disagree
73
25.0
24.3
39.3
138
47.3
46.0
85.3
36
12.3
12.0
97.3
292
100.0
97.3
Agree
Strongly Agree
Total
Information gathered for Question 20 returned a 47.3% of the participants ''agree''
and 12.3% of participants ''strongly agreed'' with the statement that their instructor
answered all questions in a resonable time. This high percentage of students that
percieved their instructor replied in a resonable time could possibly increase the quality
and access of the distance education at Metropolitan University University.
Information from Question 21 regarding applicants perception on the degree of
help from the instructor was gathered. Data from this question is illustrated in Table 22
was chosen to understand the perception of the applicants ability to receive help from
their online course.
62
Table 22
Degree of Help Students Received from their Online Instructor
Frequency
Percent
Valid Percent
Cumulative
Percent
Strongly Disagree
13
4.5
4.0
4.0
Disagree
42
14.4
13.3
17.3
Neither Agree nor
Disagree
68
23.3
21.3
38.6
Agree
142
48.6
42.3
80.9
Strongly Agree
27
9.2
9.0
89.9
Total
292
100
89.9
Agreement
The data shown in Table 22 illustrates that participants indicated a high return
when receiving help from their instructor in an online course. According to Table 22,
57% of the participants state that they ''agree'' or ''strongly agree'' to the statement that
students could get help from their instructor when it was needed. This data suggests that
students in an online course do not feel like the lack of synchornous communication or
that traditional brick-and-mortar classrooms effect the communication between instructor
and student.
In Table 23, question 22 quantifies the perception of the participants' view of the
method of instruction of their online course. Question 22 asks the participants to give
their perception of the online instrutor's method of instruction in an online course.
63
Table 23
Student Perception of Method of Instruction
Frequency
Percent
Valid Percent
Cumulative
Percent
Strongly Disagree
7
2.4
2.3
2.3
Disagree
39
13.4
11.6
13.9
Neither Agree nor
Disagree
75
25.7
23.0
36.9
Agree
147
50.3
45.0
81.9
Strongly Agree
24
8.2
7.6
89.5
Total
292
100
89.5
Agreement
The researcher found that 58.5% of the participants either ''agreed'' or ''strongly
agreed'' to the statement in Question 22 of the survey that asked if the participants were
satisfied with the instructor's method of instruction. According to question 22, the
majority of the students were satisfied with the method of instruction in their online
course which could give the future of online education a high instrinsic value in the eye
of the student.
Table 24 indicates the participant's perception of the online instructors level of
knowledge on the subject being taught in an online course. The participants were asked to
evaluate their perception of online instructors knowledge of the subject matter being
delivered via on online course.
64
Table 24
Instructor Level of Knowledge
Agreement
Frequency
Percent
Valid Percent
Cumulative
Percent
Strongly Disagree
7
2.4
2.3
2.3
Disagree
6
2.1
2.0
4.3
Neither Agree nor Disagree
46
15.8
14.3
18.6
Agree
172
58.9
52.6
71.2
Strongly Agree
61
20.9
18.6
89.8
Total
292
100
89.8
89.8
Data collected from Question 23 indicates that the participants percieve their
online course instructors to have a high knowledge of the subject matter being taught in
their online course. The data collected from Question 23 states that 79.2% of the
respondents either ''agree'' or ''strongly agree'' to the question which gives online
instructors high credibility in teaching online courses. Table 25 represents data gathered
from Question 24 of the survey which addresses the students perception of fair grading
practices in an online course. Question 24 asks the participants to address fair grading
practices and determine the affect it had on students in an asynchronous online course
environment.
65
Table 25
Fair Grading Practices
Agreement
Frequency
Percent
Valid Percent
Cumulative Percent
Strongly Disagree
Disagree
7
6
2.4
2.1
2.3
2.0
2.3
4.3
Neither Agree nor
Disagree
49
16.8
15.3
19.6
Agree
186
63.7
56.3
75.9
Strongly Agree
44
15.1
14.0
89.9
Total
292
100
89.9
Data from question 24 is in favor of fair grading practices in online courses. Table
25 indicates that 78.2% of the participants ''agree'' to ''strongly agree'' that their
assignments were graded fairly in the online course format. This increased perception of
fair grading practices in an online course setting gives support to online course formats.
Table 26 presents information gathered from question 25 which asks the
participants to describe their knowledge of computers in relation to online course
funtionablity. The use of this question helps to understand the progression of computer
literacy when introducing a higher percentage of online courses to higher education.
66
Table 26
Student Computer Knowledge
Agreement
Frequency
Percent
Valid Percent
Strongly Disagree
6
2.1
2.0
Cumulative
Percent
2.0
Disagree
6
2.1
2.0
4.0
Neither Agree nor
Disagree
15
5.1
4.3
8.3
Agree
140
47.9
42.6
50.9
Strongly Agree
125
42.8
39.0
89.9
Total
292
100
89.9
The participants (47.4%) state that they agree to Question 24 which states that the
participant's knowledge of computers is sufficient to perform the functions of the online
course. To further the validity of Question 25, data shows that 43.3% of the participants
state that they strongly agree to Question 25. Increased computer knowledge might
continue to grow distance education constructs in higher education.
Table 27 presents the data derived from Question 26 that asked the participants of
the survey to address new skills developed by using online constructs. This question will
prove the ability of online courses to provide students with software skills used in both
online courses and practical use.
67
Table 27
Developing New Skills with Online Learning
Frequency
Percent
Valid Percent
Cumulative
Percent
Strongly Disagree
13
4.5
4.0
4.0
Disagree
65
22.3
19.3
23.3
Neither Agree nor
Disagree
100
34.2
31.3
54.6
Agree
102
34.9
31.3
85.9
Strongly Agree
12
4.1
4.0
89.9
Total
292
100
89.9
Agreement
Table 27 shows a majority percentage that boardered participant indicating a
neither agree nor disagree, to agree. This indicates that students in online courses might
either have intrinsic knowledge of the software being used in online courses, or students
are not being asked to use software that is not being used in a traditional brick-and-mortar
classroom.
Table 28 illustrates data gathered from question 27 of the survey which asks the
participants their perception of factual material gathered in their online course.
Participants were asked to rank the amount of factual material learned in their online
course in order to gauge retention level of factual information.
68
Table 28
Factual Material Learned
Frequency
Percent
Valid Percent
Cumulative
Percent
Strongly Disagree
10
3.4
3.3
3.3
Disagree
27
9.2
9.0
12.3
Neither Agree nor
Disagree
80
27.4
24.6
36.9
Agree
147
50.3
44.3
81.2
Strongly Agree
28
9.6
8.6
89.8
Total
292
100
89.8
Agreement
Results from Table 28 show that although 49.3% of the participants agree that a
good amount of factual material was gathered from the participants online course, 27.4%
of respondents ''neither agree nor disagree'' with the quesiton. This question suggests that
factual material being delivered through online courses proves to be successful.
Table 29 provides data gathered from Question 28 which asks the participants
their perception of the course work in relation to credit recieved in their online course.
Perception of workload in an online class was chosen to determine the lack of brick-andmortar classtime given in a traditional classroom setting.
69
Table 29
Amount of Work Requried
Agreement
Frequency
Percent
Valid Percent
Strongly Disagree
9
3.1
3.0
Cumulative
Percent
3.0
Disagree
21
7.2
6.6
9.6
Neither Agree nor
Disagree
54
18.5
17.6
27.2
Agree
183
62.7
54.6
81.8
Strongly Agree
25
8.6
8.0
89.8
Total
292
100
89.8
The data presented in Table 29 suggests that 60.7% of participants state that they
agree with the statement in Question 28 which states that work required was appropriate
for the credits received for the online course. This could be looked at as successful as all
work is done independently allowing for students to work at their own pace and
comprehension level.
Table 30 presents data from Question 29 which was chosen to provide
information on the online construct ability to increase student computing skills. Increased
computer skill use is important for continued success of online courses access, quality,
and implementation of advanced higher education technology.
70
Table 30
Improve Computing Skills
Agreement
Frequency
Percent
Valid Percent
Cumulative
Percent
Strongly
Disagree
22
7.5
7.0
Disagree
70
24.0
22.0
29.0
Neither
Agree nor
Disagree
82
28.1
24.6
53.6
Agree
103
35.8
31.6
85.2
Strongly
Agree
15
5.1
4.6
89.8
Total
292
100
89.8
7.0
Table 30 indicates that participants use of online formats have helped improve
computing skills. Although 35% of participants agreed to Question 29, 24.4% ''disagree'',
and 27.4% ''neither agree nor disagree'' to the question.
Table 31 provided data for question 30 which was chosen for the survey to
understand participants perception of online courses ability to build skills to be used in
other courses in higher education. The ability of an online class to build skills for use in
other classes provides value to online program constructs.
71
Table 31
Application of Knowledge
Frequency
Percent
Valid Percent
Cumulative
Percent
Strongly Disagree
18
6.2
5.6
5.6
Disagree
42
14.4
13.3
18.9
Neither Agree nor
Disagree
75
25.7
23.3
42.2
Agree
132
45.2
39.3
81.5
Strongly Agree
25
8.6
8.3
89.8
Total
292
100
89.8
Agreement
According to the data gathered in table 31, the mean or 43.7% of participants
''agreed'' with Question 30. This statistic suggests that online courses are developing
skills to be used in courses other than that of online courses which could give a higher
perceived quality to distance education.
The function of Question 31 is to determine the effectiveness of the mode of
delivery in an online course. Table 32 shows the results to Question 31 where participants
were asked to show if the mode of delivery was friendly.
72
Table 32
Mode of Delivery
Frequency
Percent
Valid Percent
Cumulative
Percent
Strongly Disagree
10
3.4
3.0
3.0
Disagree
19
6.5
5.6
8.6
Neither Agree nor
Disagree
65
22.3
20.6
29.2
Agree
173
59.2
52.6
81.8
Strongly Agree
25
8.6
8.0
89.8
Total
292
100
89.8
Agreement
Table 32 data shows that the mean (58.5%) percentage of participants suggest that
they agree with the Question 31 of the survey. This question suggests that the use of the
online construct is favorable and could be a user friendly format for higher education
students relating to a possible perceived high quality of education.
Table 33 illustrates Question 32 of the survey which was used to understand the
perception of the overall online course format. The participants were asked if they were
satisfied with their online course through a Likert-scale question.
73
Table 33
Overall Satisfaction
Frequency
Percent
Valid Percent
Cumulative
Percent
Strongly Disagree
10
3.4
3.0
3.0
Disagree
29
9.9
8.3
11.3
Neither Agree nor
Disagree
54
18.5
17.0
28.3
Agree
170
58.2
52.6
80.9
Strongly Agree
29
9.9
9.0
89.9
Total
292
100
89.9
Agreement
Table 33 indicates that 58.5% of the participants were in favor of the overall
format used in their online course. This table then suggests that the format used for online
course is effective and could be used in determining the implementation of further online
courses and perceived quality or accesss in higher education.
The use of Question 33 was to determine connectivity to other uniform resource
locators (URL) to enhance the education quality. Table 34 indicates the results of
Question 33 where participants were asked if being able to connect to web sties assisted
in providing information that helped students learn course material better.
74
Table 34
Connection to Websites
Frequency
Percent
Valid Percent
Cumulative
Percent
Strongly Disagree
10
3.4
3.0
3.0
Disagree
28
9.6
8.6
11.6
Neither Agree nor
Disagree
73
25.1
23.3
34.9
Agree
152
52.2
45.6
80.5
Strongly Agree
28
9.6
9.0
89.5
Total
291
100
89.5
Agreement
Table 34 indicates that use of URL's in an online format were successful as stated
by the participants with a majority (50.9) percentage of participants stating that they
agree with Question 33. It suggests that studnets are comfortable using external URL's to
assit them with understanding their online coursework that might enhance access and
quality of distance education.
In Table 35, participants were asked if the online construct was effective in
showing them what was expected in their online course. Question 34 was used to
determine if the use of online higher education course constructs were successful in
relaying necessary course information through asynchronous communication.
75
Table 35
Expectaions of the Online Course
Frequency
Percent
Valid Percent
Cumulative
Percent
Strongly Disagree
23
7.9
7.6
7.6
Disagree
117
40.1
36.6
44.2
Neither Agree nor
Disagree
84
28.8
25.3
69.5
Agree
60
20.5
18.0
87.5
Strongly Agree
8
2.7
2.3
89.8
292
100
89.8
Agreement
Total
According to Table 35, the majority (40.7%) of the participants state that they
disagree with Question 34. The use of Question 34 suggests that the asynchonous format
of an online course is effective when assisting students' understanding of the master
course outline of a online course and further provides proof of high perceived quality and
access to their online course. Table 36 articulates Question 35 of the survey, where
participants were asked their perception of the use of a traditional textbook compared to
an electronic format. This question was used in order to determine if using a full
electronic format in an online course format is possible.
76
Table 36
Textbook Useage
Frequency
Percen
t
Valid Percent
Cumulative
Percent
Strongly Disagree
18
6.2
5.6
5.6
Disagree
46
15.8
14.0
19.6
Neither Agree nor
Disagree
83
28.4
25.3
44.9
Agree
91
31.2
28.0
72.9
Strongly Agree
54
18.5
17.0
89.9
Total
292
100
89.9
Agreement
Table 36 states that of the 270 participants that answered question 35, 50% say
that it is easier to read from a traditional textbook. These statisitics suggest that online
courses are better supplimented with traditional textbooks giving students a tangible
connection to the online course material, and suggest a negative perceived quality
distance education technology.
The next few questions used in the survey were used to detemine the use of
implementing a synchronous video software into the online course construct. In Table 37,
participants' data shows the perception of video conferencing to improve class content
delivery gathered from Question 36.
77
Table 37
Ability to Use Video Conferencing
Frequency
Percent
Valid Percent
Cumulative
Percent
Strongly Disagree
18
6.2
3.6
3.6
Disagree
46
15.8
8.6
12.2
Neither Agree nor
Disagree
83
28.4
25.3
37.5
Agree
91
31.2
29.6
67.1
Strongly Agree
54
18.5
10.0
77.1
Total
292
100
77.1
Agreement
Table 37 indicates that the majority (38.4%) of the participants would agree that
the use of video conferencing would improve class content delivery. This majority
percentage combined with those who stated they strongly agree combines to give the
question 51.3% approval of the use of video to improve class content delivery. It could
then be possible to increase access and quality of distance education through the use of
vidoeo conferencing based on these statistics. Table 38 illustrates Question 37 which
shows participants perception of the use of video conferencing with both instructors and
class members in a virtual classroom environment. This question was used to understand
the possibility of implementing a standard use of video conferencing within distance
education constructs.
78
Table 38
Prefer to Use Video Conferencing
Frequency
Percent
Valid Percent
Cumulative
Percent
Strongly Disagree
17
6.7
5.3
5.3
Disagree
40
15.9
12.0
17.3
Neither Agree nor
Disagree
68
27.0
20.6
37.9
Agree
98
38.9
29.3
67.2
Strongly Agree
29
11.5
9.3
76.5
Total
252
100
76.5
Agreement
Table 38 indicates that 38.3% of the participants agree that the use of video
conferencing with both the instructor and class members would be useful in an online
course. Those reporting that they ''disagree'' or ''strongly disagree'' (22.7%) do not suggest
further reserch from eliminating video conferencing from the distnace education courses.
These statistics once again suggest that distance education video would positively affect
access and perceived quality. Table 39 illustrates Question 38 where participants were
asked if they owned a laptop or desktop computer that supports video conferencing. This
question was used to determine if the implementation of video conferencing is plausable
in future online course constructs. The participants were asked to select yes, no, or not
sure in order to determine the population statisitics.
79
Table 39
Currently have Video Conferencing Abilites
Frequency
Percent
Valid Percent
Cumulative
Percent
Yes
195
77.4
59.3
59.3
No
41
16.3
12.6
71.9
Not sure
16
6.3
4.6
76.5
Total
252
100
76.5
Agreement
According to Table 39, participants overwhelmingly stated (77.4%) that they own
a laptop or desktop that supports video conferencing. This high percentage of participants
that have access to video conferencing could suggest a high possibility of distance
education video conferencing implenentation once again effecting access and perceived
quality.
Table 40 indicates data from Question 39 which asks participants if they have
used video or instant messaging to communicate with others in an online format. This
question is used to understand the higher education students ability to use synchronous
communication software and hardware in an online course setting.
80
Table 40
Used Video or Instant Messaging
Frequency
Percent
Valid Percent
Cumulative
Percent
Video
14
5.5
4.3
4.3
Instant Messaging
78
30.7
23.0
27.3
Both
136
53.5
41.6
68.9
None
26
10.2
8.3
77.2
Total
254
100
77.2
Agreement
Data gathered in Table 40 indicates that the majority (56.9%) of participants have
used both video and instant messaging. With the high use of participants that have used
both synchronous formats, these statitsics lend to a high possiblity of using these formats
in higher education course construsts once again changing access and perceived quality.
Table 41 reports data gathered from Question 40 which asks participants whether
they would take a class that meets regularly via a virtual classroom setting in which
information was exchanged using video conferencing. This question was used to
understand the perception of video conferencing in a online classroom format, and the
possible success it might have in a higher education online classroom setting.
81
Table 41
Would you take a Class that Meets via Virtual Classroom using Video
Frequency
Percent
Valid Percent
Cumulative
Percent
Yes
86
33.9
26.6
26.6
No
70
27.6
21.3
47.9
Maybe
98
38.6
29.3
77.2
Total
254
100
77.2
Agreement
Data gathered in Table 41 indicates that the majority of the participants answered
maybe or 37.9%. The data also states that 34.5% of students would like to use video
conferencing in an online course format, and 27.6% stating that they would not like to
use video conferencing. Thestatistics gave a varied percentage requiring refinement in
order to determine applicaiton of video conferencing in an online classroom format.Table
42 showed correlations between the Junior and Senior student classification and their
perception of distance education access.
82
Table 42
Junior and Senior and Distance Education Access
Having to find and use a computer to participate in a course was a source of
annoyance to me. What is your classification?
Response
Agreement
Junior
Senior
Totals
Strongly Disagree
27.1%(26)
25.0%(23)
26.1%(49)
Disagree
35.4%(34)
35.9%(33)
35.6%(67)
Neither Agree nor Disagree
19.8%(19)
19.6%(18)
19.7%(37)
Agree
13.5%(13)
16.3%(15)
14.9%(28)
4.2%(4)
3.3%(3)
3.7%(7)
96
92
188
Strongly Agree
Total
Data collected stated that of the respondents identifying as Junior status, 34%
disagreed with Question 13, stating that having to find and use a computer to participate
in an online course was an annoyance to them. The statistics were mirrored by the those
who identified with being Senior status (35.9%), stating they also disagree.
Table 43 compares studens who identify as selected being at Junior or Senior
status to perception of distance education quality. This table is comparable to Question
14, which asked if respondents felt the tools used in their online course were effective.
83
Table 43
Student Classification and Distance Education Quality
The mode of delivery was user friendly. What is your classification?
Agreement
Junior
Senior
Strongly Disagree
2.1%(2)
3.3%(3)
2.7%(5)
Disagree
3.1%(3)
7.6% (7)
5.3%(10)
Neither Agree nor Disagree
22.9% (22)
19.6% (1)
21.3%(40)
Agree
66.7%(64)
58.7%(54)
62.8 (118)
5.2%(5)
10.9%(10)
8.0%(15)
96
92
188
Strongly Agree
Total
Response Totals
This anlysis states that 66.7% of the Juniors and 58.7% of the Senior respondents
agree to the statement asked in Question 14, that mode of deliver in their online course
was effective. These statistics could suggest that traditional college students at the Junior
and Senior level are satisfied with current distance education quality used at their
university. Table 44 represents data on the Junior and Senior traditional college student
perception of technology used in distance education.
84
Table 44
Student Classification and Distance Education Technology
The mode of delivery was user friendly.
What is your classification?
Junior
Senior
Response
Totals
Strongly Disagree
2.1%(2)
3.3%(3)
2.7%(5)
Disagree
3.1%(3)
7.6% (7)
5.3%(10)
Neither Agree nor Disagree
22.9% (22)
19.6% (1)
21.3%(40)
Agree
66.7%(64)
58.7%(54)
62.8 (118)
5.2%(5)
10.9%(10)
8.0%(15)
96
92
188
Agreement
Strongly Agree
Total
Of the 172 respondents listed in table 44, 54.8% of the Junior respondents and
53.2% of Senior respondents have used both video or instant messaging to communicate
with others online. These statistics suggest that the implentation of both video and instant
messaging could improve perception of distance education.
Table 45 depicts information gathered from survey Question 12 and student
responce rate by age. These questions were asked to determine perception of distance
education access based on traditional college student age.
85
Table 45
Computer Resources and Respondent Age
I had sufficient computer resources for use to access my course in Blackboard (or any
other online format.
Which age group do you belong to?
17-20
21-25
25 and older
Response
Totals
Strongly Disagree
2.3%(1)
4.7%(8)
0.0%(0)
4.20%
Disagree
0.0%(0)
7.0%(12)
0.0%(0)
5.6%(12)
Neither Agree nor Disagree
27.9%(12) 13.5%(23)
0.0%(0)
16.4%(35)
Agree
39.5%(17) 43.3%(74)
0.0%(0)
42.5%(91)
Strongly Agree
30.2%(13) 31.6%(54)
0.0%(0)
31.3%(67)
Agreement
Data from Table 45 states the majority of respondents, 17 – 20 (39.5%) and 21 –
25 (43.3%) years of age and agree they had sufficient computer resources for use in their
online course. This indicates that traditional college age students enrolled in an online
course have necessary hardware to access their online course.
Table 46 correlates data from Question 21 of the survey where studens were
asked their satisfaction level of their instructor's method of instruction, and the age of
repondent surveyed.
86
Table 46
Method of Instruction and Respondent Age
I was satisfied with instructor's method of instruction.
Which age group do you belong to?
17-20
21-25
25 and
older
Strongly Disagree
2.3%(1)
2.9%(5)
0.0%(0)
2.8%(6)
Disagree
14.0%(6)
11.7%(20)
0.0%(0)
12.1%(26)
Neither Agree nor Disagree
25.6%(11) 25.7%(44)
0.0%(0)
25.7%(55)
Agree
48.8%(21) 52.6%(90)
0.0%(0)
51.9%(111)
Agreement
Strongly Agree
Total
Response
Totals
9.3%(4)
7.0%(12)
0.0%(0)
7.5%(16)
43
172
0
214
The data in Table 46 illustrates that 48.8% of respondents that identify as 17 - 20
years of age, and 52.6% identified themselves as 21 - 25 years old, and agreed that they
were satisfied with their online instructors method of instruction. This analysis suggets
that experience in education does not effect students' perception of their online course
instructors as quality instructors.
Table 47 represents the correlation between Question 25 (knowledge of
computers), and age of respondents. This data will help analyze the relationship between
student knowledge of computers and age in an online course.
87
Table 47
Student Knowledge and Respondent Age
My knowledge of computers was enough for performing the functions required of the
Blackboard (or any other online format) course.
Agreement
Which age group do you belong to?
25 and
17-20
21-25
older
Response
Totals
Strongly Disagree
2.3%(1)
2.9%(5)
0.0%(0)
2.8%(6)
Disagree
7.0%(3)
1.2%(2)
0.0%(0)
2.3%(5)
Neither Agree nor Disagree
0.0%(0)
6.4%(11)
0.0%(0)
5.1%(11)
Agree
58.1%(25) 49.1%(84)
0.0%(0)
50.9%(109)
Strongly Agree
32.6%(14) 40.4%(69)
0.0%(0)
38.8%(83)
0
214
Total
43
171
The data in Table 47 suggests that students identifying as being age 17 – 20
(58.1%), and 21 – 25 (49.1%) agree that their knowledge of computers was enough to
perform the functions requried of them in their online course. These statistices suggest
that the traditional college student surveyed has the necessary computer skills to function
effectively in an online course.
Table 48 respresents data correlated from Question 17 (informed about grades),
and respondents ease of use in using a computer. These correlations will identify whether
a studen's comfortability using a computer changes their percetion of access to an online
course.
88
Table 48
Informed about Grades and Ease of Use
I was well informed about my grades on Blackboard (or any other
online format.)
Your level of ease in using a computer for course assistance.
Agreement
Very Easy
Response Totals
3.3%(3)
3.3%(3)
Disagree
13.2%(12)
13.2%(12)
Neither Agree nor Disagree
11.0%(10)
11.0%(10)
Agree
54.9%(50)
54.9%(50)
Strongly Agree
17.6%(16)
17.6%(16)
91
91
Strongly Disagree
Total
The students that state that using a computer as very easy, 54.9% agree they are
well informed about their online course grades. This statistic suggests that students that
are familiar using computers are able to find the prescribed access to online grades which
indicates that proper access is given to online students.
Table 49 displays data correlated between question 10 of the survey (received
proper instruction on Blackboard), and respondents level of ease using a computer. These
results will identify the perceived quality of online instructor's ability to properly train
their students to use the course software.
89
Table 49
Proper Instruction and Ease of Use
I received proper instructions on the use of Blackboard (or any
other online format) for this course.
Your level of ease in using a computer for course assistance.
Agreement
Very Easy
Response Totals
7.7%(7)
7.7%(7)
Disagree
14.3%(13)
14.3%(13)
Neither Agree nor Disagree
15.4%(14)
15.4%(14)
Agree
54.9%(50)
54.9%(50)
7.7%(7)
7.7%(7)
91
91
Strongly Disagree
Strongly Agree
Total
The data gathered from the correlation betwen Question 10 of the survey and the
respondent's ease of use suggest that 54.9% of the resondents agree they received proper
instruction on the use of Blackboard for their online course. This correlation data states
that respondents feel that they are getting a acceptable level of quality with their online
courses, but does not show the perception variation of student in using a computer in
relation to Question 19 of the survey.
Table 50 is representative of data used to examine Question 33 of survey (being
able to connect to a web site) with the respondent's ease of using a computer for course
assistance. Data for this table is used to determine traditional college student's perception
of the use of web sites in distance education.
90
Table 50
Use of Web Sites and Ease of Use
Being able to connect to Web sites that provide information helped
me learn material better.
Your level of ease in using a computer for course assistance.
Agreement
Strongly Disagree
Very Easy
6.7%(6)
Response Totals
6.7%(6)
Disagree
11.1%(10)
11.1%(10)
Neither Agree nor Disagree
21.1%(19)
21.1%(19)
Agree
52.2%(47)
52.2%(47)
8.9%(8)
8.9%(8)
90
90
Strongly Agree
Total
After review of the data presented in Table 50, it was determined by the
researcher that those respondents that perceived using a computer for course as very easy
agreed to the Question 24 of the survey. This response suggests that the use of outside
resources and current internet technology positively effects the online students
educational experience.
Table 51 represents data from question seven of the survey (how many hours have
you spent preparing materials) to question nine (how many years have you been using a
computer). The data in Table 51 will assist in analyzing the correlation between
experience using a computer and hours spent preparing for Blackboard.
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Table 51
Preparing Material and Experience of Use
Discussions, private email, and calendars were used effectively in the Blackboard
(or any other online format) course.
How many months/years have you been using a computer?
Agreement
4-5 Years
More than 6 years
Response
Totals
Strongly Disagree
0.0%(0)
3.8%(7)
3.4%(7)
Disagree
4.3%(1)
15.8%(29)
14.5%(30)
Neither Agree nor Disagree
43.5%(10)
21.2%(39)
23.7%(49)
Agree
52.2%(12)
53.8%(99)
53.6%(111)
0.0%(0)
5.4%(10)
4.8%(10)
23
184
207
Strongly Agree
Total
Review of Table 51 suggest that respondents who have used computers for 4-5
years spend less than one hour (33.3%), and those respondens who have used computers
for more than six years, spend three to four hours (33.3%) preparing materials for
Blackboard. Respondents that have used computers for more than six years spend
between 1one and two hours (37.9%) preparing materials for Blackboard. This data
suggests that the more experienced students should be spending between one and two
hours a week on their online class giving the student sufficient access to their online
class.
Table 52 indicates the correlation between question 14 of the survey (insructor
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knowledge of the subject), and Question 9 of the survey (experience uing a computer).
This correlation was done to determine if the student perception of online education
qualtiy in relation to articulation of academic course content.
Table 52
Instructor Knowledge and Experience of Use
The instructor seemed to have a thorough knowledge of the subject.
How many months/years have you been using a computer?
Agreement
4-5 Years
More than 6 years
Response Totals
Strongly Disagree
0.0%(0)
1.6%(3)
1.4%(3)
Disagree
4.3%(1)
2.7%(5)
2.9%(6)
Neither Agree nor Disagree
21.7%(5)
16.8%(31)
17.4%(36)
Agree
52.2%(12)
63.6%(117)
62.3%(33)
21.7(5)
15.2%(28)
15.9%(33)
23
184
207
Strongly Agree
Total
The data represented in Table 52 proves that respondents who have been using a
computer for four to five years (52.2%), and six or more years (63.6%) agree that their
online course instructors have a thorough knowledge of the course subject. Table 52
suggests that the perception of students who have used computers for more than four
years perceive their instructor positively thus adding to a positive perception of online
education quality.
Table 53 contains data that relates to respondent's perception of reading medium
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in an online class (Question 26), correlated with the respondents experience using a
computer.
Table 53
Reading from a Textbook and Experience of Use
It is easier to read from a textbook than to read the same amount of material on
Blackboard (or any other online format).
How many months/years have you been using a computer?
Agreement
4-5 Years
More than 6 years
Response Totals
Strongly Disagree
8.7%(2)
4.3%(8)
4.8%(10)
Disagree
13.0%(3)
15.2%(28)
15.0%(31)
Neither Agree nor Disagree
47.8%(11)
27.2%(50)
29.5%(61)
Agree
26.1%(6)
35.9%(66)
34.8%(72)
Strongly Agree
4.3%(1)
17.4%(32)
15.9%(33)
23
184
207
Total
The data in Table 53 shows that respondents who have used computers for 4 – 5
years neither agree nor disagree (47.8%) that it is easier to read from a text book rather
than using Blackboard to read all necessary academic material. Additinally, 35.9% of
respondents who have used computers for more than 6 yeas agree that it is easier to use a
textbook rather than read the same material from Blackboard. This data suggests that the
more experienced computer user would prefer to use both computer and tangible book to
learn academic material.
Table 54 depicts the correlation between Question 20 of the survey (Blackboard
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helped me improve computing skills), and Question 5 of the survey (number of courses
taken online).
Table 54
Improve Computing Skils and Courses Taken
Use of Blackboard (or any other online format) has helped me improve my
computing skills.
Approximately how many courses have you taken that require the use of
Blackboard (WebCT, or any other online format)?
Agreement
Strongly Disagree
5
5.5% (7)
Response totals
5.5% (7)
Disagree
25.2% (32)
25.2% (32)
Neither Agree nor Disagree
30.7% (39)
30.7% (39)
Agree
35.4% (45)
35.4% (45)
3.1% (4)
3.1% (4)
127
127
Strongly Agree
Total
Data from Table 54 states that respondents (35.4%) who have taken five courses
using the online format agree that their computing skills have improved since using the
online format. This tells the researcher that the online education does help foster
development of computer skills that might be used in both academia and workforce
increasing access to both education and career development.
Information collected for Table 55 indicates the correlation between Question 23
of the survey (satisfaction with Blackboard) and Quesion 5 from the survey.
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Table 55
Blackboard Satisfaction and Courses Taken
Overall, I was satisfied with the Blackboard (or any other online format) course.
Approximately how many courses have you taken that require the use of
Blackboard (WebCT, or any other online format)?
Agreement
Strongly Disagree
5
Response totals
2.4% (3)
2.4% (3)
Disagree
12.6% (16)
12.6% (16)
Neither Agree nor Disagree
18.9% (24)
18.9% (24)
Agree
55.9% (71)
55.9% (71)
Strongly Agree
10.2% (13)
10.2% (13)
127
127
Total
Data from Table 55 indicates that respondents who have taken five or more
classes in an online format agree (55.9%) to be satisfied with the Blackboard course. The
statistics suggest that the percieved quality of distance education is appropriate for the
students taking online courses.
Table 56 provides data that correlates with Question 3 (prefer to use video) of
the survey, and Question 5 of the survey. These two questions were used to analyze the
perception of current technologies used in distance education.
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Table 56
Use Video and Courses Taken
I would prefer to have the ability to use video conferencing with both instructor
and class members in a virtual classroom environment.
Approximately how many courses have you taken that require the use of
Blackboard (WebCT, or any other online format)?
Agreement
5
5.3% (6)
Response totals
5.3% (6)
20.4% (23)
20.4% (23)
25.7% (29)
25.7% (29)
38.1% (43)
38.1% (43)
10.6% (12)
10.6% (12)
127
127
Strongly Disagree
Disagree
Neither Agree nor Disagree
Agree
Strongly Agree
Total
The results of the correlation from Table 56 suggests that respondents (38.1%)
who have taken five courses or more, agree (38.1%) to prefering the ability to use video
in their online course. This table suggests the use of video technology might improve the
online education experience.
Data Conclusions
All survey data collected for the study of distance eduaction contstructs has
proven to be significant in researching the perception of distance education. Although the
findings by the researcher are hypothesized, it has been found by the researcher that
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many of the questions asked in the survey were in agreement with the question asked.
The data collected in the survey shows that the mean student population of the
participants in the survey were from the 21 – 25 age group with a ratio of 49% and 51%
male to female ration respectively. The completion of the survey was executed by 83.7%
of the participants from the Junior and Senior student classification level, therefore
indicating a more experienced group of college students. The more experienced
participant base in the sample suggest that they have been given the opportnity to enroll
in brick-and-mortar, hybrid, and online courses making them cognizant of current
educational technology options. The less experienced (Freshman to Sophomore)
participant which accounted for 8% of the survey responces suggests that they could have
a more inherant knowledge of technology. This inherant knowledge of technology could
aid administrators in higher education technology integration, and expand the grasp of the
higher edcation.
The research has shown that of the 300 participants, 59% of the participants have
taken five or more courses that require the use of Blackboard with a mean of 36.7%
spending three to four hours on Blackboard for their online or hybrid course. The
participants have also indicated that they spend a majority one to two hours preparing
material for their online course. These percentages indicate that students are becoming
familiar with the use of online constructs and are addressing the technology with as much
rigor as a brick-and-mortar class.
The survey questioned the participants level of confidence in using a computer for
online courses with a mean percentage of students stating that they found it somewhat to
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very easy, backed with an overwhelming amount of students that have used computers
for more than six years. These findings provide positive indicators for technology
integration for higher education leadership.
Pedagological significance was examined in questions asking indicators of
Blackboard's effectiveness. Participants responses to Questions Ten – 35 examined
Blackboard's effectiveness with the majority of students stating that they ''neither agreed
nor disagreed'' with the statement that Blackboard changed how participants learned.
Although question states that the majority of participants surveyed did not have a strong
desire to take an online course, 76.4% of the participants stated that they did have
sufficients computer resources and did not find it to be an annoyance to find a computer.
These findings suggest that pedagological changes in hybrid or online courses might be
in order.
Participants stated that the tools ued in their Blackboard couses were effective
eventhough they did repsond unfavorably to taking an online course. Questions 15 and 16
examined participants' perception of online tools used. Fifty-three percent of the students
''agreed'' that the use of online exams were effective, and 56.5% of participants either
''agreed'' or ''strongly agreed'' that discussions, private email, and calendars were used
effectively. These responses suggest that students are satisfied with the current tools used
to facilitate information in current distance education constructs.
Questions17 and 18 further examined the tools used in distance education by
asking participants about grades and securtiy when using Blackboard. Survey responces
indicate that 71.2% of respondents either agreed or strongly agreed that they were well
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informed of their grades and 92.1% of participants felt that their ID and passwords
worked efficiently. These findings suggesting that students are percieved to feel
connected to the online learning construct.
Although participants felt connected to the online learning construct, the
researcher found it surprising that 54.1% of the participants felt that they had received
proper training on the Blackboard software even though standard training procedures are
not in place. These findings suggest that students are using previously gained training on
online software to implement into the Blackboard system.
Questions 20 through 24 examine the participants perception of their online
instructo's effectiveness in an online course. According to the participants, 59.6% state
that their instructor answered all questions in a reasonable time, and 57.8% state that they
could get help from the instructor when needed. With this being said, it could be
suggested that use of distance education constructs in an hybrid or online classroom
could increase both synchronous and asynchronous communication patters.
Participants also indicated that their online instructors both seemed to have a
thorough knowledge of their subject and that their instructor graded assignments fairly
with mean percentages over 70%. Data from these two questions could suggest that
traditional college students feel that they are getting sufficient communication about their
online course from their instructor, which could lead to a brick-and-mortar free
classroom.
Next, the survey began to analyze the participants knowledge and skills in the
distance eduation construct context. The survey data shows that although 90% of
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participants state that they had sufficient computer knowledge to perform in their online
course, question 26 stated that 34.2% of students neither agree nor dissagreed and 39% of
student did agree that Blackboard help develop new skills. Theses two questions could
suggest that students knowledge of computers is advanced and skills taught in an online
course are then remedial thus allowing for higher education leaders to once again
implement advanced technology to their higher education courses.
Now that it is understood that students have sufficient knowledge of computers
and feel like they are percieved to be comfortable using current distance education
constructs, the then gathered data on students' perception of factual materal learned and
work required for credits earned. Participants stated that they did feel as if they learned a
good amount of factual material (59.9%), and 71.3% of the participants stated they put an
appropriate amount of work into their online course. These responses indicate that
students involved in an online course feel as if their courses convey factual material
without the use of current brick-and-mortal classroom projects.
Responces from participants in questions 29 and 30 were developed to once again
assist the researcher in evaluating the participants perception of traditional college
students' computers skills. According to the survey, 40.4% of the participants indicated
that the Blackboard format did help improve their computing skills, and 53.8% of the
participants stated that they will be able to use what they learned in their online course in
other courses in school. These two data sets suggest that although students felt they had
sufficient knowledge of computers, they still learned from using the Blackboard online
software, and these skill sets were perceived to be useful in other courses in their college
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career proving that distance education constructs can facilitate academic skill set
development.
Finally, paticipants felt that the Blackboard software mode of delivery was user
friendly and 68.1% of participants felt satisfied with their Blackboard course. Participants
also stated that the use of external websites helped learn material better yet did not agree
with the use of web based books. These conclusions of the Blackboard software suggest
that students were satisfied with the software and ability to use external sources to
enhance education. Although these web based books are economically efficient and
easily distributed participants still feel that tangible books are needed to learn materal.
The researcher found that the survey suggests that online courses will have a higher
satisfaction level if distance education pedagogies incorporate websites, web based
books, and tangible books.
The researcher used questions 35 – 40 to analyze the perception of using video
conferencing in online courses. According to the survey, 51.2% of participants agreed
that the use of video conferencing would improve class content delivery, and 50.4% of
participants agreed that they would like the ability to use of video conferencing when
communicating with both instructors and students. This concept could work since 77.4%
of participants currently have the necessary equipment to initiate in video conferencing.
Although students would like to see the use of video conferencing in the online construct,
only 5.5% of participants admit to using video to communicate with others online. This is
reflected in the final question when students are asked if they would take a class that
meets regularly online. Of the participants that answered the question, only 33.9% stated
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that they would participate in a video conference course.
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Chapter 5
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary
The study was designed to examine three aspect of distance eduation that
traditional college students use to percieve distance education at traditional four year
colleges. The three aspects of distance education perception used in this study are:
1. Accessiblity
2. Technology
3. Perceived Quality
Understanding these three areas are used to help derive the applicable data needed
to complete the research and conclusions. It is important to understand that future
research is needed for the increased understanding of distance education constructs as
technology, pedagogy, and inherent student knowledge evolves in distance education.
An analysis of the data collected by the researcher from the survey participans of
Metropolitan University for this study is presented in this chapter in regard to distance
educaiton perception. Perception of distance education in relation to access, technology,
and perceived quality were all examined in the research. The review and analysis of data
gathered by the researcher will assist in validating the researcher's study.
All data collected for this study was done through surveys given to students
currently enrolled at Metropolitan University in the 2010 spring semester. The target
audience consisted of 300 currently enroled students of which the researcher was able to
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accurately gather data. Participants were given access to a purley voluntary survey
administered through an online web based software. All participants were given two
weeks to access the online survey after which the web based survey was set to
automatically close once the 300 student participant number was reached.
Conclusions
Development of education technologies and need for distance education
constructs have given both higher education instiutions and students access to distance
education over the past 20 years. With development of new distance education
technologies comes need for perception based analysis of higher education distance
education pedagogies. The research done for this study in distance education perception
has proven that distance education is growing in popularity, and is therefore an
increasingly important mode of education content delivery. Conclusions made in this
study were made from a comprehensive literature review and data collected via voluntary
participant based surveys.
It is the intent of the researcher to provide qualified information that assists in
understanding traditional college student perception of distance education constructs.
Distance education perception has been invesitgated by understanding the basic construct
of distance education pedagogies which affect traditional college students' perception of
higher education content delivery. It is the ultimate goal of any distance education
program to effectively and efficiently deliver scholarly content to students in higher
education.
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Deliery of scholarly conent in higher education is done through effective
pedagogy and use of education technology. High student approval of distnace education
content is done when proper use of distnace education pedagogy and technology is used.
When use of both pedagogy and technology is accomplished, the traditional college
stundet will percieve distance education constructs as valid means of desiminating
scholarly content. It is then the task of the education technology community to create
distance education constructs which effectively develop and apply pedagolically and
technology appropriate constructs for communicating scholarly material to students in
higher education. The design of this research is geared towards assisting the advancement
of these appropriate distance education constructs.
Institutions that begin to format their distance eduation constructs in a format
make use of both traditional pedagogy and current technology will find themselves to be
serving the growing student population that is capable of using online courses. In this
growing market of educational competitivenes, it is important for educational leaders to
realize the need for innovative design and current trend to assure continued success of
both individual departments and colleges as a whole. The educational instition and
student both leave satisfied as well because the educational institution is able to supply
student with quality education without need to occupy valuable classroom space, and
students are able to learn autonomously from the educational instituion.
Although an educational institution may be benefited with a possible lowered
financial overhead due to less need for a brick-and-mortar classroom, distance education
also increases an educational institution's marketablility as a progressive college that is
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willing to address student needs and current educational trends. As previously stated,
educational institutions are becoming very competitive for funding and student
populations as more educational opportunities are becoming avaliable. Therefore a
prosperous educational institution is able to increase access to distance education while
providing quality education. These students are then given a chance to enroll in a
combination of brick-and-mortar and online courses which will assist in scheduling
conflicts and college degree completion rates. College completion rates are effected
because of distance educaiton classes ability to allow students who need to work full-time
the ability to increase course load per semester when traditional class times might not
have been available. These higher completion rates then reflect an increase in an educated
workforce which is needed to increase societal productivity.
Understanding the student's perception of current distance education constructs
will help facilitate the improvement and evolution of current distance education
constructs. Based on the survey used to conduct research on distance education
perception, questions asked to participants suggest that students are well equiped to
handle the software, hardware, and congitive ability to perform well in online courses.
Questions 11 and 32 of the survey clarified that although students did not have a strong
desire to take an online course, students were satisfied with the distance education
construct. It is important to realize that participants surveyed were from a traditional
college where the use of distance education is not the primary means of facilitating
academic knowledge. A decrease in market share due to increased proprietary institutions
which rely on distance education could increase demand for online courses leaving
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traditional institution leaders struggling to gain market share.
It is important to note that participants surveyed in this study were from the upper
classman status, and may have an impact on distance education perception. Although
these students' haver a majority age range from 21 to 25, they are also from a population
of students whose primary means of collegiate interaction is through brick-and-mortar
classes. These students might then view distance eduation as a lesser means of facilitating
academic information effectively. Further findings from the survey suggest that although
students may perceive distance education as a secondary mode of facilitating academic
information, the majority of respondents agreed that the tools, instrutor interaction, and
factual material learned is appropriate for supporting growth in distance education in a
traditional college setting.
Analysis of Quesiton 30 from the survey reflects the participant's perception of
what was learned in an online course in both other online and traditional brick-andmortar classrooms. In conjunction with question 30 the participants were asked in
Question 34 if the use of Blackboard made it difficult to know what was expected of
them in their online course. The data from these findings suggest that the majority of
students recognized what was expected of them and were cognizant of current academic
updates which creates the potential for improved future courses and overall academic
standing.
An institutions ability to provide both brick-and-mortar, hybrid, and online
courses to its students could prove to be very beneficial to higher education leaders and
students. Questions used throughout the survey gathered information about participants
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ability to both use computers and software used in distance education. Questions 8 and 9
of the survey prove that participants not only find using a computer for course assistance
easy, but the majority have been using computers for over six years. These statistics once
again illustrate the traditional college students ability to effectively take online courses
given the access, and quality of the online courses.
Recommendations
Research conducted for review of data gathered for this study suggest that future
study of distance education constructs is needed. The perceptions of distance education
constructs were reviewed from the view of the students at a traditional college. These
perceptions both positive and negative, can be used to further develop distance education
constructs for higher education institutions.
Research conducted for this study was situated at a traditional college where the
participants were surveyed from a single college course which lended a population of
students that were more experienced in their college career. Further research should be
done by using mulitple institutions netting a diverse age range and range of academic
experience. This more diverse population sample could provide information about which
educational institution, and student population would most benefit from distance
education.
The use of a multivariate analysis could greatly benefit the data collected if the
population demographics reflected multiple institutions, age ranges, and class rankings.
The use of an ANOVA test would assist in measuring differences between the mulitiple
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groups gathered to provide information about specific groups gathered by the data set
means. Once information about the different groups have been properly analyzed by an
ANOVA test, comparisons could be made between the groups and conclusions could be
formed with a high degree of confidence.
Once the use of an ANOVA test is completed the use of a post hoc comparison
could be used to illustrate which comparisons are significantly different. The use of the
Scheffe test would allow the research data to compare mean scores for each group
selected to be analyzed. This detail to the ANOVA will provide a comprehensive view of
data groups helping target statistical differences in population samples (Muijs, 2004).
Although these surveys focus on perception of distance education constructs, it is
important to examine variables within these perceptions to find constant variables (Muijs,
2004). The use of eta squared could then be used to properly determine the effects of
different variables. These different variables could give constant variables and introduce
potential shared thought processes between groups.
Finally, it is the recommendation of the researcher that a longitudinal study be
done to assist in predicting trends in distance education efficacy. This research would be
completed by recruiting students at all levels of their collegiate career, to analyze the
varied perceptions and trends of distance education constructs. These students would also
be comprised of multiple institutions throughout the same region allowing for geographic
and cultural significance. The intent of the research would be to determine if students
from different educational institutions, age groups, and educational paths work better in
an online setting that used video conferencing as a main mode of communication.
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APPENDICES
111
APPENDIX A
Research Design and Proposal
112
Research Design and Proposal
Traditional College Students’ Perception of Distance Education
1a.
The researcher is writing a qualitative thesis.
1b.
Proposed title: Traditional College Students’ Perception of Distance Education
2a.
The purpose of this research is to discover the perceptions of distance education
that traditional college students have, and identify issues that educational
leadership should address to improve distance education access, technology, and
quality.
2b.
Post-secondary education has seen a gradual change in its pedagogy over the past
twenty years (Halawi, 2009). Personal computers have increased access to
faculty, and students through asynchronous and synchronous communication
(Desai, 2008). Distance learning has become a more common modality for
delivering education, and it is apparent this is gaining acceptance and
increasing in popularity (Condie, 2007). Yet it appears that educational
institutions have given little attention to the preferences that students hold for this
modality (Desai, 2008).
2c.
Students perception of distance education will be reviewed by means of a 40question Likert-scale survey. The use of this survey will allow for the researcher
to identify perception Metropolitan University students have regarding their
online courses.
3.
Literature directly related to distance education will be reviewed by the researcher
using three subtopics: access, technology, perceived quality.
4a.
The research is expected to find students do not have a positive perception of
distance education at Metropolitan University based on access to online courses,
technology used, and quality of education being received.
4b.
Students currently enrolled at Metropolitan University will be used in this
research. All survey research will be done using an online survey format. All
participants will remain anonymous.
113
APPENDIX B
Consent to Participate
114
Consent to Participate in Research
You are being asked to participate in research that will be conducted by a
graduate student in the Higher Education Masters Degree Program at Metropolitan
University. The study will be an assessment of Student Perception of Distance Education
(online classes, hybrid classes) for a Masters Thesis. If you are at least 18 years old and a
student at Metropolitan University, you are eligible to participate in the survey.
You will be asked to complete a survey about your personal academic background
and answer questions about Distance Education provided to you as a student here at
Metropolitan University. The survey may require up to thirty minutes of your time.
Some of the items in the survey may seem personal, but you do not have to answer any
question if you don’t want to. You may gain additional insight into the services available
to you as a student here at Metropolitan University, or you may not personally benefit
from participating in this research. The hope is that the results of the study will be
beneficial for Distance Education programs and services designed for student here at
Metropolitan University. Your responses on the survey will be anonymous.
By accepting this consent form and taking this survey your name will have no
connection to the survey you are about to take. You will not receive any compensation
for participating in this study.
115
APPENDIX C
Survey Questions
116
Survey Questions
Questionnaire: CSUS Distance Education
Please respond to all questions, indicating the one response that best reflect your
answer to the question. Thank you for your participation in this important research
project.
1. Which educational institution do you attend?
a.
b.
c.
d.
e.
f.
g.
Sacramento State University
University of California, Davis
Sacramento City College
American River College
Consumnes River College
Other
None
2. Which age group do you belong to?
a. 17 – 20
b. 21 – 25
c. 25 and older
3. Are you a male or a female?
a. Male
b. Female
4. What is your classification?
a.
b.
c.
d.
e.
Freshman
Sophomore
Junior
Senior
Graduate
5. Approximately how many courses have you taken that require the use of Blackboard
(WebCT, or any other online format)?
a.
b.
c.
d.
e.
One
Two
Three
Four
Five
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6.
Approximately how many hours have you spent on Blackboard (or any other
online format) during a week?
a.
b.
c.
d.
e.
7.
Approximately how many hours have you spent preparing materials for
Blackboard (or any other online format) courses?
a.
b.
c.
d.
e.
8.
Less than 3 months
6 months
1 – 3 years
4 – 5 years
More than 6 years
Use of Blackboard (or any other online format) changed how I learn.
a.
b.
c.
d.
e.
11.
Very easy
Somewhat easy
Somewhat difficult
Very difficult
How many months/years have you been using a computer?
a.
b.
c.
d.
e.
10.
Less than 1
Between 1 – 2
Between 3 – 4
Between 5 – 6
More than 6
Your level of ease in using a computer for course assistance.
a.
b.
c.
d.
9.
Less than 1
Between 1 – 2
Between 3 – 4
Between 5 – 6
More than 6
Strongly Disagree
Disagree
Neither Agree nor Disagree
Agree
Strongly Agree
I had a strong desire to take an online course.
a.
b.
c.
d.
e.
Strongly Disagree
Disagree
Neither Agree nor Disagree
Agree
Strongly Agree
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12.
I had sufficient computer resources for use to access my course in Blackboard (or
any other online format).
a.
b.
c.
d.
e.
13.
Having to find and use a computer to participate in a course was a source of
annoyance to me.
a.
b.
c.
d.
e.
14.
Strongly Disagree
Disagree
Neither Agree nor Disagree
Agree
Strongly Agree
The tools used to give exams were effective.
a.
b.
c.
d.
e.
16.
Strongly Disagree
Disagree
Neither Agree nor Disagree
Agree
Strongly Agree
The tools used in the course were effective.
a.
b.
c.
d.
e.
15.
Strongly Disagree
Disagree
Neither Agree nor Disagree
Agree
Strongly Agree
Strongly Disagree
Disagree
Neither Agree nor Disagree
Agree
Strongly Agree
Discussions, private email, and calendars were used effectively in the Blackboard
(or any other online format) course.
a.
b.
c.
d.
e.
Strongly Disagree
Disagree
Neither Agree nor Disagree
Agree
Strongly Agree
119
17.
I was well informed about my grades on Blackboard (or any other online format).
a.
b.
c.
d.
e.
18.
User ID and password in Blackboard (or any other online format) worked
efficiently.
a.
b.
c.
d.
e.
19.
Strongly Disagree
Disagree
Neither Agree nor Disagree
Agree
Strongly Agree
The instructor answered all my questions in reasonable time.
a.
b.
c.
d.
e.
21.
Strongly Disagree
Disagree
Neither Agree nor Disagree
Agree
Strongly Agree
I received proper instruction on the use of Blackboard (or any other online
format) for this course.
a.
b.
c.
d.
e.
20.
Strongly Disagree
Disagree
Neither Agree nor Disagree
Agree
Strongly Agree
Strongly Disagree
Disagree
Neither Agree nor Disagree
Agree
Strongly Agree
I could get help from the instructor when I needed.
a.
b.
c.
d.
e.
Strongly Disagree
Disagree
Neither Agree nor Disagree
Agree
Strongly Agree
120
22.
I was satisfied with instructor’s method of instruction.
a.
b.
c.
d.
e.
23.
The instructor seemed to have a thorough knowledge of the subject.
a.
b.
c.
d.
e.
24.
Strongly Disagree
Disagree
Neither Agree nor Disagree
Agree
Strongly Agree
My knowledge of computers was enough for performing the functions of the
Blackboard (or any other online format) course.
a.
b.
c.
d.
e.
26.
Strongly Disagree
Disagree
Neither Agree nor Disagree
Agree
Strongly Agree
The instructor graded the assignments fairly.
a.
b.
c.
d.
e.
25.
Strongly Disagree
Disagree
Neither Agree nor Disagree
Agree
Strongly Agree
Strongly Disagree
Disagree
Neither Agree nor Disagree
Agree
Strongly Agree
The use of Blackboard (or any other online format) has helped me develop new
skills.
a.
b.
c.
d.
e.
Strongly Disagree
Disagree
Neither Agree nor Disagree
Agree
Strongly Agree
121
27.
I learned a good amount of factual material in this course.
a.
b.
c.
d.
e.
28.
The amount of work required was appropriate for the credits received for this
course.
a.
b.
c.
d.
e.
29.
Strongly Disagree
Disagree
Neither Agree nor Disagree
Agree
Strongly Agree
I feel that I will be able to apply what I learned in my online courses to other
courses in the school.
a.
b.
c.
d.
e.
31.
Strongly Disagree
Disagree
Neither Agree nor Disagree
Agree
Strongly Agree
Use of Blackboard (or any other online format) has helped me improve my
computing skills.
a.
b.
c.
d.
e.
30.
Strongly Disagree
Disagree
Neither Agree nor Disagree
Agree
Strongly Agree
Strongly Disagree
Disagree
Neither Agree nor Disagree
Agree
Strongly Agree
The mode of delivery was user friendly.
a.
b.
c.
d.
e.
Strongly Disagree
Disagree
Neither Agree nor Disagree
Agree
Strongly Agree
122
32.
Overall, I was satisfied with the Blackboard (or any other online format) course.
a.
b.
c.
d.
e.
33.
Being able to connect to Web sites that provide information helped me learn
material better.
a.
b.
c.
d.
e.
34.
Strongly Disagree
Disagree
Neither Agree nor Disagree
Agree
Strongly Agree
It is easier to read from a textbook than to read the same amount of material on
Blackboard (or any other online format).
a.
b.
c.
d.
e.
36.
Strongly Disagree
Disagree
Neither Agree nor Disagree
Agree
Strongly Agree
Blackboard (or any other online format) made it difficult to know what was
expected of me in this course.
a.
b.
c.
d.
e.
35.
Strongly Disagree
Disagree
Neither Agree nor Disagree
Agree
Strongly Agree
Strongly Disagree
Disagree
Neither Agree nor Disagree
Agree
Strongly Agree
Having the ability to use video conferencing would improve class content
delivery.
a.
b.
c.
d.
e.
Strongly Disagree
Disagree
Neither Agree nor Disagree
Agree
Strongly Agree
123
37.
I would prefer to have the ability to use video conferencing with both instructor
and class member in a virtual classroom environment.
a.
b.
c.
d.
e.
38.
I own a laptop or desktop that currently has video conferencing abilities (ie:
skype, google chat, yahoo)
a.
b.
c.
d.
e.
39.
Strongly Disagree
Disagree
Neither Agree nor Disagree
Agree
Strongly Agree
I have used video or instant messaging to communicate with others online. (ie:
skype google chat, yahoo)
a.
b.
c.
d.
e.
40.
Strongly Disagree
Disagree
Neither Agree nor Disagree
Agree
Strongly Agree
Strongly Disagree
Disagree
Neither Agree nor Disagree
Agree
Strongly Agree
I would take a class that meets regularly via a virtual classroom setting in which
information was exchanged using video conferencing.
a. Yes
b. No
c. Maybe
124
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