CENTRAL WASHINGTON UNVIVERSITY
2014 NOEL-LEVITZ PRIORITIES SURVEY FOR ONLINE LEARNERS
STRATEGIC BENCHMARKS (Peer and National)
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
X.
Abstract……………………………................................................... ………… 2.
Executive Summary…………………………………………………………….………… 2.
Methodology……………………………………………………………………………..… 2.
Relative Strengths And Challenges …………………………….………………….3.
CWU Trends From 2013 to 2014 …………………………………………….……. 4.
CWU vs. PSOL Peers……………………………………………………………………… 4.
CWU vs. PSOL National Averages……………………………………………..…… 6.
Enrollment Information and Factors……………………………................. 6.
Demographics……………………………………………………………................... 8.
Majors of CWU Respondents……………………………………....................12.
Appendix 1 – Terms and Abbreviations…………………………………………13.
Appendix 2 – Institutions Participating in the 2014 PSOL……………..14.
Appendix 3 – A Mock-up of the 2014 PSOL Survey……………………….16.
Tom Henderson, Director of Institutional Assessment
I. ABSTRACT
.
Central Washington University (CWU) administers the Noel-Levitz (NL) Priorities Survey for Online Learners
(PSOL) online via email to all students enrolled in online courses. The survey was administered during the
spring 2014 term (4/20/14 through 5/24/14). The survey is designed to assess the priorities and satisfaction of
students enrolled in distance learning and online courses. This report summarizes differences in responses by
CWU online and on-campus students compared to a peer group of seven institutions and all responses to the
survey.
The institutions participating in the PSOL were an eclectic mix of public, private not-for-profit, and private forprofit institutions. Community colleges, Masters, and Doctoral institutions participated. See Appendix 2 for a
full list. Most of the PSOL responses (95%) were from students enrolled in on-line degree programs. Only 16%
of CWU’s responses were from students enrolled in online degree programs.
II. EXECUTIVE SUMMARY






CWU has improved from 2013 to 2014 on almost all major measures of the Priorities Survey for Online
Learners.
CWU students enrolled in online degree programs give generally better responses to satisfaction and
summary questions than students enrolled in on-campus degree programs.
CWU students provide slightly lower (worse) responses to most PSOL questions compared to both peer
institutions and the U.S. average.
Noel-Levitz provides t-tests. CWU was statistically lower on most importance and satisfaction
questions. However, CWU is substantively lower on less than half of the questions when measured by
Hedge’s g statistic.
There were small differences in Enrollment Information and two noticeable differences in Enrollment
Factors between CWU online students and national averages
There were some differences in Demographic questions, differences on four questions stood out
III. METHODOLOGY
The PSOL survey consists of 73 questions:
 26 items rated for both importance and satisfaction
 10 campus defined items rated for both importance and satisfaction (not included in this analysis)
 18 items assessing pre-enrollment information and factors – only rated for importance
 3 summary questions
 15 demographic questions (two of which are campus defined, no data is available for peers)
 1 question asking students their general major or “group code.” This is not available for peers.
The PSOL is partially designed to provide “gap analysis” between importance and satisfaction. Questions 1
through 36 ask: “Each item below describes an expectation about your experiences with this program. On the
left tell us how important it is for your institution to meet this expectation. On the right tell us how satisfied
you are that your institution has met this expectation.”
The Noel-Levitz Priorities Survey for Online Learners is a national survey tested thoroughly to provide reliable
and valid questions. Noel-Levitz emailed the online survey to all CWU students enrolled in “WW” or 100%
online courses during the spring 2014 quarter. The CWU response rate was 14%. The response rate rose
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2014 Priorities Survey for Online Learners Executive Summary
page 2 of 20
slightly from 2013. An iPad Air was given to one randomly selected student in 2014 but not in 2013. In
addition, in 2014 all respondents were emailed a coupon to the Wildcat shop which was redeemable in-person
or online. Reponses were from:




CWU students enrolled in online degree programs: 60
CWU students enrolled on-campus (Ellensburg or Centers) 325
PSOL Peer Group Responses: 2,427
All responses to the Priorities Survey for Online Learners: 122,403
Table 1 - 2014 PSOL: CWU Response Rates and Home Campus of CWU Respondents
Surveys emailed
Responses
Response Rate
2,785
385
14%
Ellensburg Campus
Enrolled at a Center
Enrolled in an Online Degree Program
42%
42%
16%
IV. RELATIVE STRENGTHS AND CHALLENGES
Noel-Levitz identified CWU’s “strengths” and “challenges” compared to all PSOL survey respondents.
Strengths (High Importance and High Satisfaction):
11. Student assignments are clearly defined in the syllabus.
18. Registration for online courses is convenient.
3. Instructional materials are appropriate for program content.
35. Campus item: A fair and equitable learning environment exists in my online course(s).
2. My program advisor is accessible by telephone and e-mail.
23. Billing and payment procedures are convenient for me.
Challenges (High Importance and Low Satisfaction):
6. Tuition paid is a worthwhile investment.
12. There are sufficient offerings within my program of study.
20. The quality of online instruction is excellent.
4. Faculty provide timely feedback about student progress.
36. Campus item: Courses necessary to meet my degree objectives are offered online.
9. Adequate financial aid is available.
Note that these are comparisons of national results to CWU’s overall results. There is not a comparison of
national responses to just CWU online students. The substantive difference between importance compared
to satisfaction for Question 6 “Tuition paid is a worthwhile investment” was small for CWU online students.
Tuition paid being worthwhile would probably not be a challenge for CWU students majoring in online
degrees. The other differences were similar between both online and on-campus students.
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2014 Priorities Survey for Online Learners Executive Summary
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V. CWU TRENDS FROM 2013 TO 2014 IN THE PRIORITIES SURVEY FOR ONLINE LEARNERS
Noel-Levitz clusters the first 26 questions into five major “scales” (or categories). All of the Importance and
Satisfaction questions use a seven point Likert scale where seven is best. CWU improved satisfaction and
lowered the gaps between importance and satisfaction for four of the five scales from 2013 to 2014.
Table 2 - CWU Trends from 2013 to 2014 in Major Scales of the Priorities Survey for Online Learners
------- CWU 2014 PSOL Results ------"Scale" or Category
Importance
Institutional Perceptions
6.29
Academic Services
6.24
Instructional Services
6.25
Enrollment Services
6.34
Student Services
6.12
Satisfaction
5.45
5.29
5.37
5.53
5.28
Gap
0.84
0.95
0.88
0.81
0.84
------- CWU 2013 PSOL Results ------Priorities
6.24
6.18
6.24
6.36
6.14
Satisfaction
5.26
5.27
5.30
5.39
5.19
Gap
0.98
0.91
0.94
0.97
0.95
Satisfaction
Increase
0.19
0.02
0.07
0.14
0.09
Gap
Change
-0.14
0.04
-0.06
-0.16
-0.11
Noel-Levitz includes three summary questions on the PSOL survey. CWU improved on all three questions from
2013 to 2014. These questions also use a seven point Likert scale with seven being the highest or best answer.
Table 3 - CWU Trends from 2013 to 2014 in Summary Questions from the Priorities Survey for Online
Learners
SUMMARY QUESTION
So far, how has your college experience met your expectations?
Rate your overall satisfaction with your experience here thus far.
All in all, if you had to do it over, would you enroll here again?
CWU 2014 CWU 2013
Average
Average Improvement
4.5
4.3
0.2
5.2
5.0
0.2
5.5
5.4
0.1
VI. CWU vs. PSOL PEERs
CWU selected seven institutions participating in the 2014 PSOL survey as peers. They were:







Bemidji State University
California State U-San Bernardino
Dakota State University
Troy University, AL
U of Illinois Springfield
U of Wisconsin-Stout
U of Wisconsin-Superior
Table 4 summaries the differences between all CWU responses and the peer group in the five main “scales” or
categories of the survey. The scale report summarizes responses to the first 26 questions. CWUs gaps were
largest compared to peers in Academic Services and Student Services.
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2014 Priorities Survey for Online Learners Executive Summary
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Table 4 - Gaps between Importance and Satisfaction Ranked by CWU Importance
Scale / Item
Academic Services
Enrollment Services
Institutional Perceptions
Instructional Services
Student Services
Central Washington University
Importance Satisfaction
Gap
6.34
5.53
0.81
6.29
5.45
0.84
6.25
5.37
0.88
6.24
5.29
0.95
6.12
5.28
0.84
CWU Selected Peer Group
Importance Satisfaction
Gap
6.27
5.90
0.37
6.40
5.79
0.61
6.28
5.62
0.66
6.21
5.65
0.56
6.09
5.66
0.43
Gap
Gap
The answer scales to these questions are summarized in Tables 5 and 6.
Table 5 - Important Scale
-1-
-2-
-3-
-4-
-5-
-6-
-7-
0
not
important
at all
not very
important
somewhat
unimportant
neutral
somewhat
important
important
very
important
not
used
Table 6 - Satisfactions Scale
-1-
-2-
not satisfied
at all
not very
satisfied
-3-
-4-
somewhat
neutral
dissatisfied
-5-
-6-
-7-
somewhat
satisfied
satisfied
very
satisfied
0
not
used
Table 7 details the differences in the three “summary” or “strategic planning” questions between CWU
students enrolled on-campus, CWU students enrolled in online degree programs, and peers. CWU online
majors gave higher ratings to all questions than CWU students enrolled on-campus. However, CWU’s online
student ratings were slightly lower than peers to all questions.
Table 7 – CWU Strategic Planning Question Results Compared to PSOL Peers
So far, how has your college experience met your expectations?
Rate your overall satisfaction with your experience here thus far.
All in all, if you had to do it over, would you enroll here again?
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CWU
"Campus"
Majors
4.5
5.1
5.4
CWU
Online
Majors
4.6
5.5
5.7
2014 Priorities Survey for Online Learners Executive Summary
PSOL
Peer
Group
4.9
5.7
5.9
All
PSOL
Resposnes
5.2
5.8
5.9
page 5 of 20
Table 8 - Scales Used for “Strategic Planning Overview” Questions
-155.
56.
57.
Much worse than
expected
Not satisfied at all
Definitely not
-2Quite a bit
worse than
expected
Not very
satisfied
Probably
not
-3-
-4-
Worse than About what
I expected
I expected
Somewhat
dissatisfied
Neutral
I don’t
Maybe no
know
-5Better than
I expected
Somewhat
satisfied
Maybe yes
-6Quite a bit
better than
I expected
Satisfied
Probably
yes
-7Much
better than
I expected
Very
satisfied
Definitely
yes
VII. CWU vs. NATIONAL AVERAGES OF THE PRIORITIES SURVEY FOR ONLINE LEARNERS
Appendix 2 has a list of all institutions participating in the 2014 Priorities Survey for Online Learners. Table 9
summarizes the differences in major “scales” or categories. These scales summarize responses to the first 26
Likert questions. The questions are on a scale of 1 to 7 where 7 is best.
CWU’s largest gap compared to all U.S. institutions is in Instructional Services. Tables 5 and 6 show the scales
used for Importance and Satisfaction.
Table 9 - CWU vs. U.S. 2014 Priorities Survey for Online Learners Scale Report
Scale / Category
Academic Services
Enrollment Services
Institutional Perceptions
Instructional Services
Student Services
Central Washington University
Importance Satisfaction
Gap
6.34
5.53
0.81
6.29
5.45
0.84
6.25
5.37
0.88
6.24
5.29
0.95
6.12
5.28
0.84
Gap
All PSOL Respondents
Importance Satisfaction
Gap
6.56
5.87
0.69
6.46
5.90
0.56
6.45
5.85
0.60
6.54
6.04
0.50
6.41
5.85
0.56
Gap
CWU less
U.S.
CWU’s online students gave higher (better) responses to the three summary “strategic planning” questions.
Table 7 summarizes CWU on-campus responses, CWU online responses, and national PSOL average responses.
VIII. INFORMATION AND FACTORS USED FOR ENROLLMENT DECISIONS
The Priorities Survey for Online Learners asks students: “… tell us how important each of the following
sources of information (or factors) were in your decision to enroll in this program.”
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2014 Priorities Survey for Online Learners Executive Summary
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Table 10 - The Answer Scales for Enrollment Information and Factors
1
2
3
4
5
6
7
0
Not at all important
Not very important
Somewhat important
Neutral
Somewhat important
Important
Very important
Does not apply
The most important sources of information to CWU students enrolled in online degree programs were the
online catalog, CWU web site, and recommendation from instructor or program advisor. Two factors stand
out as not being important to CWU online students: (1) distance from campus and (2) recommendations from
employer.
Table 11 - Sources of Information used for Enrollment
Catalog and brochures (printed)
Catalog (online)
College representatives
Web site
Advertisements
Recommendation from instructor or program advisor
Contact with current students/recent graduates of the program
CWU
F2F
3
6
2.7
6.2
2.4
3.6
3.1
CWU
Online
4.1
5.6
4.3
5.9
3.4
5.2
4.4
Peers
3.8
6
4.3
6.3
3.4
5.1
4.5
U.S.
Data Bars
Averages 2 to 7
4.6
6
5.7
6.4
4.5
5.6
5.2
Table 12 - Enrollment Factors
Ability to transfer credits
Cost
Financial assistance available
Future employment opportunities
Reputation of institution
Work schedule
Flexible pacing for completing a program
Convenience
Distance from campus
Program requirements
Recommendations from employer
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CWU
F2F
5.6
6
5.6
5.9
5.7
5.3
5.7
6.4
5
6
3.3
CWU
Online
5.7
6.2
5.3
5.5
5.7
6.3
6.3
6.8
3.7
6.2
2
Peers
5.9
6.1
5.6
5.9
6.1
6.6
6.5
6.7
5.1
6.3
4.5
U.S.
Data Bars
Average
2 to 7
6.2
6.3
6.4
6.2
6.4
6.6
6.7
6.8
5.3
6.5
5.1
2014 Priorities Survey for Online Learners Executive Summary
page 7 of 20
IX. DEMOGRAPHICS
The following “DEMOG” tables show the demographics of CWU students enrolled in on-campus programs
(F2F), CWU students enrolled in online programs (Online), the demographics of the Noel-Levitz PSOL peer
group (Peers) and the demographics of all respondents to the PSOL (All PSOL). Noel-Levitz provided
percentage responses for all U.S. respondences but they did not provide the number of students who did not
reply to specific questions. CWU was able to ask two custom demographics questions, DEMOG 14 and 15.
CWU online student demographics were similar to the U.S. average but some differences stand out:




22% of all PSOL respondents were black compared to 0% of CWU online students
40% of all PSOL respondents were first or second year students compared to 5% of CWU online
students
15% of all PSOL respondents were seeking Associate Degrees compared to 0% of CWU students
56% of all PSOL respondents were enrolled in six credits or less compared to 27% of CWU online
students (part of that difference may be semester credits vs. quarter credits)
DEMOG1 Item 58 – Gender
1 – Female
2 – Male
Did not answer (n's of 60 & 325)
F2F
Online
68%
78%
32%
22%
6
0
Peers
All PSOL
60%
71%
40%
29%
32
F2F
Online
0%
17%
35%
33%
12%
3%
0%
0
Peers
All PSOL
0%
1%
10%
10%
33%
29%
29%
28%
21%
23%
5%
8%
0%
1%
34
Online
0%
2%
2%
83%
7%
5%
2%
0
Peers
All PSOL
7%
22%
2%
1%
4%
3%
79%
60%
3%
6%
2%
4%
8%
46
DEMOG2 Item 59 – Age
1 – 18 and under
2 – 19 to 24
3 – 25 to 34
4 – 35 to 44
5 – 45 to 54
6 – 55 to 64
7 – 65 and older
Did not answer (n's of 60 & 325)
3%
43%
24%
16%
10%
3%
0%
6
DEMOG3 Item 60 – Ethnicity / Race
F2F
1 – African-American
2 – American Indian or Alaskan Native
3 – Asian or Pacific Islander
4 – Caucasian/White
5 – Hispanic
6 – Other
7 – Prefer not to respond
Did not answer (n's of 60 & 325)
9/4/14
3%
3%
12%
63%
11%
5%
3%
7
2014 Priorities Survey for Online Learners Executive Summary
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DEMOG4 Item 61 – Current enrollment status
F2F
Online
1 – Primarily online
48%
98%
2 – Primarily on-campus
52%
2%
Did not answer (n's of 60 & 325)
7
0
Peers
All PSOL
96%
95%
4%
5%
34
DEMOG5 Item 62 – Current class load
1 – Full-time
2 – Part-time
Did not answer (n's of 60 & 325)
F2F
Online
84%
60%
16%
40%
8
0
Peers
All PSOL
41%
61%
59%
39%
40
F2F
Online
3%
2%
33%
37%
0%
25%
0%
0
Peers
All PSOL
7%
22%
9%
18%
20%
15%
20%
12%
2%
<1%
38%
30%
4%
3%
33
Online
0%
60%
30%
3%
5%
0%
0%
2%
0
Peers
All PSOL
4%
15%
47%
40%
34%
26%
7%
16%
5%
2%
1%
<1%
1%
<1%
1%
1%
44
DEMOG6 Item 63 – Class level
1 – First year
2 – Second year
3 – Third year
4 – Fourth year
5 - Special Student
6 - Graduate / Professional
7 - Other
Did not answer (n's of 60 & 325)
7%
11%
34%
37%
1%
5%
6%
7
DEMOG7 Item 64 – Educational goal
F2F
1 - Associate degree
2 –Bachelor's degree
3 - Master's degree
4 - Doctorate or professional degree
5 - Certification (initial or renewal)
6 - Self-improvement / pleasure
7 - Job-related training
8 - Other
Did not answer (n's of 60 & 325)
9/4/14
0%
74%
18%
5%
2%
0%
1%
0%
10
2014 Priorities Survey for Online Learners Executive Summary
page 9 of 20
DEMOG8 Item 65 – Employment
1 – Full-time
2 – Part-time
3 – Not employed
Did not answer (n's of 60 & 325)
F2F
Online
30%
64%
32%
22%
38%
14%
9
1
Peers
All PSOL
73%
64%
14%
13%
12%
23%
F2F
Online
27%
52%
50%
35%
11%
13%
10%
0%
2%
0%
0
7
Peers
All PSOL
63%
49%
28%
38%
6%
10%
1%
<1%
2%
3%
41
F2F
Online
61%
25%
9%
23%
15%
20%
14%
28%
2%
3%
13
0
Peers
All PSOL
27%
29%
9%
17%
19%
16%
43%
34%
2%
4%
59
F2F
Online
39%
97%
53%
0%
1%
2%
8%
2%
14
2
Peers
All PSOL
87%
86%
5%
5%
2%
4%
7%
5%
50
DEMOG9 Item 66 – Current residence
1 – Own house
2 – Rent room/apartment/house
3 – Relative’s house
4 – Residence hall
5 – Other residence
Did not answer (n's of 60 & 325)
DEMOG10 Item 67 – Marital status
1 – Single
2 – Single with children
3 – Married
4 – Married with children
5 – Prefer not to respond
Did not answer (n's of 60 & 325)
DEMOG11 Item 68 – Current plans
1 – Complete online degree program
2 – Complete degree on campus
3 – Transfer credits
4 – Complete this course
Did not answer (n's of 60 & 325)
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2014 Priorities Survey for Online Learners Executive Summary
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9/4/14
DEMOG12 Item 69 – Current online enrollment
F2F
Online
1 – 1 to 3 credits
13%
5%
2 – 4 to 6 credits
39%
22%
3 – 7 to 9 credits
11%
16%
4 – 10 to 12 credits
18%
12%
5 – 13 to 15 credits
13%
31%
6 – More than 15 credits
6%
14%
Did not answer (n's of 60 & 325)
18
2
Peers
All PSOL
23%
26%
34%
30%
20%
11%
13%
10%
5%
5%
5%
18%
67
DEMOG13 Item 70 – Previous online enrollment
F2F
Online
1 – No classes
24%
10%
2 – 1 to 3 classes
27%
29%
3 – 4 to 6 classes
15%
10%
4 – 7 to 9 classes
11%
12%
5 – 10 to 12 classes
9%
10%
6 – 13 to 15 classes
7%
12%
7 – More than 15 classes
7%
17%
Did not answer (n's of 60 & 325)
12
1
Peers
All PSOL
18%
23%
36%
39%
17%
12%
9%
6%
7%
6%
4%
3%
10%
11%
49
CWU DEMOG14 Item 71 - My intended degree is:
Online
Online undergraduate degree
66%
Online graduate degree
32%
Face-to-face undergraduate degree
0%
Face-to-face graduate degree
2%
1
Did not answer (n's of 60 & 325)
F2F
28%
10%
50%
12%
9
CWU DEMOG15 Item 72 - My home CWU campus is:
Online
1 - Ellensburg
0%
2 - Des Moines, Kent, or Pierce County
0%
3 - Lynnwood or Everett
0%
4 - Moses Lake, Wenatchee, or Yakima
0%
5 - Online: a fully online degree program 100%
Did not answer (n's of 60 & 325)
0
F2F
50%
20%
23%
7%
0%
7
2014 Priorities Survey for Online Learners Executive Summary
page 11 of 20
XI. MAJORS OF CWU RESPONDENTS
Table 13 summarizes the majors of CWU respondents to the survey. The survey went out to all students
enrolled in “WW” or online courses. The majors of PSOL peers or all respondents are not available.
Table 13 - Majors of CWU Respondents to the 2014 Noel-Levitz Priorities Survey for Online Learners
1063: Health and Physical Education: Athletic Administration (MS)
1087: Information Tech & Admin Mgt (BAS)
1088: Information Tech & Admin Mgt (BS)
1089: Instructional Leadership (MED)
1090: Interdisciplinary Studies: Social Sciences (BS)
1092: Specialized Studies (BA/BS)
1094: Law & Justice (BA)
1107: Paramedicine (BS)
1125: Psychology (BA)
1137: School Administration (MED)
1145: Sociology (BA)
1151: Special Education (MED)
1153: English Creative Writing (BA)
1165: Health and Physical Education: Teaching Physical Education and Health (MS)
1166: Higher Education (MED)
1167: Literacy (MED)
1168: Not enrolled in an online degree program
Total Answered
Did not answer
9/4/14
Online
0%
18%
10%
2%
8%
0%
5%
7%
10%
3%
8%
0%
7%
0%
18%
2%
2%
60
0
Data bars
F2F ± 20%
1%
11%
9%
0%
10%
3%
8%
0%
5%
1%
2%
1%
2%
1%
2%
0%
44%
312
13
2014 Priorities Survey for Online Learners Executive Summary
page 12 of 20
APPENDIX 1
TERMS AND ABBREVATIONS
N-L PSOL
or
PSOL
Hedge’s g
Likert scale
n
On-campus
Online
St Dev
9/4/14
Noel-Levitz Priorities Survey for Online Learners
This national online survey has been designed to “Assess the satisfaction and
priorities of students in distance learning and online programs.” See
https://www.noellevitz.com/student-retention-solutions/satisfaction-prioritiesassessments/priorities-survey-for-online-learners
Hedge’s g is a variant of a statistic called “Cohen’s d,” a statistical measure of
“effect size.” Effect size is a “…method of quantifying the difference between
two groups that has some advantages over the use of tests of statistical
significance alone.” A pooled standard deviation is used as the denominator in
this analysis. A pooled standard deviation is called for when the sample sizes of
the variables studied are significantly different. See this conference
presentation on effect size:
http://www.leeds.ac.uk/educol/documents/00002182.htm
Note: Some studies have indicated that Effect Size calculations with ordinal data
may over-state the difference in means. The PSOL survey uses a seven point
Likert scale for many of its questions. A seven point scale tends to provide
statistics closer to real numbers than a four point scale.
Hedge’s g provides a research backed method of establishing rubric elements.
Differences between ± 0.3 were assumed to be small.
Differences between 0.3 and 0.8 and -0.3 to -0.8 were “moderate.”
Differences larger than 0.8 or smaller than -0.8 were “large.”
Both the important and satisfaction questions on the PSOL used a seven point
Likert scale.
“n” stands for the number of students who answered a particular question. The
sample size is needed to compute Cohen’s d Effect Size.
For this study “on-campus” students are: (a) physically enrolled and located at
the Ellensburg campus or one of CWU’s centers and (b) taking a course that is
taught 100% online.
Courses taught 100% online via Blackboard or Canvas, usually asynchronously.
An abbreviation for “standard deviation” a statistical measure of variability
2014 Priorities Survey for Online Learners Executive Summary
page 13 of 20
APPENDIX 2
Institutions Participating in the 2014 Noel-Levitz Priorities Survey for Online Learners
AIU - Online, IL
Allen Community College, KS
American College of Education, FL
Amridge University, AL
Anthem College - Online, AZ
Argosy University Online, PA
Art Institute Online, PA
Ashford University, IA
Baker College Online, MI
Bellevue University, NE
Bemidji State University Bemidji, MN
Bemidji State University, MN
Bismarck State College, ND
Bon Secours Memorial College of Nursing, VA
Brookhaven College (DCCCD), TX
Bryant & Stratton College California State University - San Bernardino, CA
Capella University, MN
Carlow University, PA
Central Lakes College, MN
Central Washington University, WA
Champlain College, VT
Cloud County Community College, KS
College of the Ouachitas, AR
College, GA
College, WY
Colorado State University - Global Campus, CO
Colorado Technical University - Colorado Springs
Columbia College, MO
Corban University, OR
9/4/14
Cowley County Community College, KS
Crown College, MN
CUNY School of Professional
Cuyahoga Community College, OH
Dakota College at Bottineau, ND
Dakota State University Madison, SD
Dakota State University, SD
Dallas Colleges Online, TX
Daymar College - Online, KY
Daytona State College, FL
Dickinson State University, ND
Education Futures Group, LLC , TX
Everglades University, FL
Excelsior College, NY
Fort Hays State University, KS
Friends University, KS
Front Range Community College, CO
Georgia Military College, GA
Georgia Northwestern Technical
Great Falls College Montana State University, MT
Gwinnett Technical College, GA
Henley - Putnam University, CA
Hope International University, CA
Indiana Wesleyan University, IN
Inver Hills Community College, MN
Isothermal Community College, NC
Jones International University, CO
Kettering College, OH
King University, TN
LeTourneau University, TX
2014 Priorities Survey for Online Learners Executive Summary
page 14 of 20
Lincoln College of New England, CT
Linfield College, OR
Loyola University New Orleans, LA
Master's College & Seminary, ON
Mayville State University, ND
Mercy College, NY
Mesa Community College, AZ
Metropolitan State University, MN
Minnesota State University-Mankato Mankato
Mississippi Gulf Coast Community College, MS
Mississippi State University, MS
Missouri Baptist University, MO
Moberly Area Community College, MO
Nebraska Methodist College, NE
New England College of Business & Finance, MA
New Mexico State University at Alamogordo, NM
North Dakota State College of
Northcentral University, AZ
Northwood University, MI
Ohio Christian University, OH
Patrick Henry College, VA
Patten University, CA
Post University, CT
Regis University, CO
Rider University, NJ
Rio Salado College, AZ
Saint Mary-of-the-Woods College, IN
San Juan College, NM
Savannah College of Art and Design, GA
Schoolcraft College, MI
Science, ND
Shoreline Community College, WA
South Central College, MN
South University Online, PA
Southtowns, NY
9/4/14
Southwestern Assemblies of God University, TX
Spring Arbor University, MI
St. John Fisher College, NY
State Fair Community College, MO
Strayer University, DC
Studies, NY
Sullivan University, KY
Texas Woman's University, TX
Trident University International, CA
Troy University Troy, AL
Troy University, AL
University of Illinois at Springfield Springfield, IL
University of Illinois at Springfield, IL
University of Maryland University College, MD
University of Saint Francis, IN
University of San Francisco, CA
University of St. Francis, IL
University of the Rockies, CO
University of Wisconsin - Stout, WI
University of Wisconsin - Superior, WI
University of Wisconsin-Stout Menomonie, WI
University of Wisconsin-Superior Superior, WI
Utica College, NY
Valley City State University, ND
Virginia College Online, AL
Virginia Commonwealth University, VA
Volunteer State Community College, TN
Walden University, GA
Wayne Community College, NC
Western Wyoming Community
Westwood College Online, CO
Williston State College, ND
Wilmington University, DE
Yavapai College, AZ
2014 Priorities Survey for Online Learners Executive Summary
page 15 of 20
APPENDIX 3
AN APPROXIMATE MOCK-UP OF THE NOEL-LEVITZ PRIORITIES SURVEY FOR ONLINE LEARNERS
SURVEY INSTRUMENT
9/4/14
2014 Priorities Survey for Online Learners Executive Summary
page 16 of 20
CWU 2014 NOEL-LEVITZ PRIORITIES SURVEY OF ONLINE LEARNERS
APPROXIMATE PSOL MOCK-UP
See: http://tinyurl.com/PSOL-MOCKUP
Each item below describes an expectation about your experiences with this program.
On the left tell us how important it is for your institution to meet this expectation.
On the right tell us how satisfied you are that your institution has met this expectation.
important
My level of satisfaction…
1 - not important at all
not available/not used - 0
2 - not very important
very satisfied - 7
3 - somewhat unimportant
satisfied - 6
4 - neutral
somewhat satisfied - 5
5 - somewhat important
neutral - 4
6 - important
somewhat dissatisfied - 3
7 - very important
not very satisfied - 2
0 - does not apply
not satisfied at all - 1
1
2
3
4
5
6
7
0
o
o
o
o
o
o
o
o
SAT1
o
o
o
o
o
o
o
o
SAT2
o
o
o
o
o
o
o
o
SAT3
o
o
o
o
o
o
o
o
SAT4
o
o
o
o
o
o
o
o
SAT5
o
o
o
o
o
o
o
o
SAT6
o
o
o
o
o
o
o
o
SAT7
o
o
o
o
o
o
o
o
SAT8
o
o
o
o
o
o
o
o
SAT9
o
o
o
o
o
o
o
o
SAT10
o
o
o
o
o
o
o
o
SAT11
o
o
o
o
o
o
o
o
SAT12
o
o
o
o
o
o
o
o
SAT13
o
o
o
o
o
o
o
o
SAT14
o
o
o
o
o
o
o
o
SAT15
o
o
o
o
o
o
o
o
SAT16
o
o
o
o
o
o
o
o
SAT17
o
o
o
o
o
o
o
o
SAT18
o
o
o
o
o
o
o
o
SAT19
o
o
o
o
o
o
o
o
SAT20
1
2
3
4
5
6
7
0
IMP1
o
o
o
o
o
o
o
o reputation.
IMP2
o
o
o
o
o
o
o
o accessible by telephone and e-
01. This institution has a good
02. My program advisor is
mail.
03. Instructional materials are
appropriate for program
content.
04. Faculty provide timely
feedback about student
progress.
05. My program advisor helps
me work toward career goals.
06. Tuition paid is a worthwhile
investment.
07. Program requirements are
clear and reasonable.
08. Student-to-student
collaborations are valuable to
me.
09. Adequate financial aid is
available.
10. This institution responds
quickly when I request
information.
11. Student assignments are
clearly defined in the syllabus.
IMP3
o
o
o
o
o
o
o
o
IMP4
o
o
o
o
o
o
o
o
IMP5
o
o
o
o
o
o
o
o
IMP6
o
o
o
o
o
o
o
o
IMP7
o
o
o
o
o
o
o
o
IMP8
o
o
o
o
o
o
o
o
IMP9
o
o
o
o
o
o
o
o
IMP10
o
o
o
o
o
o
o
o
IMP11
o
o
o
o
o
o
o
o
IMP12
o
o
o
o
o
o
o
o 12. There are sufficient offerings
IMP13
o
o
o
o
o
o
o
o
IMP14
o
o
o
o
o
o
o
o
IMP15
o
o
o
o
o
o
o
o
IMP16
o
o
o
o
o
o
o
o
IMP17
o
o
o
o
o
o
o
o
IMP18
o
o
o
o
o
o
o
o
IMP19
o
o
o
o
o
o
o
o
IMP20
o
o
o
o
o
o
o
o
9/4/14
within my program of study.
13. The frequency of student
and instructor interactions is
adequate.
14. I receive timely information
on the availability of financial
aid.
15. Channels are available for
providing timely responses to
student complaints.
16. Appropriate technical
assistance is readily available.
17. Assessment and evaluation
procedures are clear and
reasonable.
18. Registration for online
courses is convenient.
19. Online career services are
available.
20. The quality of online
instruction is excellent.
2014 Priorities Survey for Online Learners Executive Summary
page 17 of 20
continued
1 - not at important at all
not available/not used - 0
2 - Not very important
very satisfied - 7
3 - somewhat unimportant
satisfied - 6
4 - neutral
somewhat satisfied - 5
5 - somewhat important
neutral - 4
6 - Important
somewhat dissatisfied - 3
7 - Very important
1
2
3
4
5
6
7
not satisfied at all - 1
0
1
2
3
4
5
6
7
0
o
o
o
o
o
o
o
o
SAT21
o
o
o
o
o
o
o
o
SAT22
o
o
o
o
o
o
o
o
SAT23
o
o
o
o
o
o
o
o
SAT24
o
o
o
o
o
o
o
o
SAT25
o
o
o
o
o
o
o
o
SAT26
o
o
o
o
o
o
o
o
SAT27
o
o
o
o
o
o
o
o
SAT28
o
o
o
o
o
o
o
o
SAT29
o
o
o
o
o
o
o
o
SAT30
o
o
o
o
o
o
o
o
SAT31
o
o
o
o
o
o
o
o
SAT32
o
o
o
o
o
o
o
o
SAT33
o
o
o
o
o
o
o
o
SAT34
o
o
o
o
o
o
o
o
SAT35
o
o
o
o
o
o
o
o
SAT36
21. Adequate online library
resources are provided.
22. I am aware of whom to
contact for questions about
programs and services.
23. Billing and payment
procedures are convenient for
me.
24. Tutoring services are readily
available for online courses.
25. Faculty are responsive to
student needs.
26. The bookstore provides
timely service to students.
IMP21
o
o
o
o
o
o
o
o
IMP22
o
o
o
o
o
o
o
o
IMP23
o
o
o
o
o
o
o
o
IMP24
o
o
o
o
o
o
o
o
IMP25
o
o
o
o
o
o
o
o
IMP26
o
o
o
o
o
o
o
o
IMP27
o
o
o
o
o
o
o
o services and technical support
27. Campus item: Help desk
IMP28
o
o
o
o
o
o
o
o
IMP29
o
o
o
o
o
o
o
o
IMP30
o
o
o
o
o
o
o
o
IMP31
o
o
o
o
o
o
o
o
IMP32
o
o
o
o
o
o
o
o
IMP33
o
o
o
o
o
o
o
o
IMP34
o
o
o
o
o
o
o
o
IMP35
o
o
o
o
o
o
o
o
IMP36
o
o
o
o
o
o
o
o
9/4/14
not very satisfied - 2
0 - does not apply
are adequate to meet my needs.
28. Campus item: Student-tostudent interaction is fostered
and encouraged in my online
course(s).
29. Campus item: Faculty-tostudent interaction is fostered
and encouraged in my online
course(s).
30. Campus item: The online
course management system is
easy to use.
31. Campus item: General
academic advising is available to
online learners.
32. Campus item: I feel I am a
member of the Central
Washington University
community.
33. Campus item: The
organization and design of my
online course(s) is conducive to
learning.
34. Campus item: Orientation to
university systems and support
resources is provided to online
learners.
35. Campus item: A fair and
equitable learning environment
exists in my online course(s).
36. Campus item: Courses
necessary to meet my degree
objectives are offered online.
2014 Priorities Survey for Online Learners Executive Summary
page 18 of 20
On the left, tell us how important each of the following sources of information
were in your decision to enroll in this program.
1 - not at important at all
2 - Not very important
3 - somewhat unimportant
4 - neutral
5 - somewhat important
6 - Important
7 - Very important
0 - does not apply
37. Source of information:
IMP37
o
o
o
o
o
o
o
o Catalog and brochures (printed)
IMP38
o
o
o
o
o
o
o
o Catalog (online)
IMP39
o
o
o
o
o
o
o
o College representatives
IMP40
o
o
o
o
o
o
o
o site
IMP41
o
o
o
o
o
o
o
o Advertisements
38. Source of information:
39. Source of information:
40. Source of information: Web
41. Source of information:
42. Source of information:
Recommendation from
instructor or program advisor
43. Source of information:
Contact with current students
and / or recent graduates of the
program
44. Factor to enroll: Ability to
transfer credits
IMP42
o
o
o
o
o
o
o
o
IMP43
o
o
o
o
o
o
o
o
IMP44
o
o
o
o
o
o
o
o
IMP45
o
o
o
o
o
o
o
o 45. Factor to enroll: Cost
IMP46
o
o
o
o
o
o
o
o assistance available
IMP47
o
o
o
o
o
o
o
o employment opportunities
IMP48
o
o
o
o
o
o
o
o of institution
IMP49
o
o
o
o
o
o
o
o schedule
IMP50
o
o
o
o
o
o
o
o 50. Factor to enroll: Flexible
46. Factor to enroll: Financial
47. Factor to enroll: Future
48. Factor to enroll: Reputation
49. Factor to enroll: Work
IMP51
o
o
o
o
o
o
o
o
IMP52
o
o
o
o
o
o
o
o
IMP53
o
o
o
o
o
o
o
o
IMP54
o
o
o
o
o
o
o
o
9/4/14
pacing for completing a program
51. Factor to enroll:
Convenience
52. Factor to enroll: Distance
from campus
53. Factor to enroll: Program
requirements
54. Factor to enroll:
Recommendations from
employer
2014 Priorities Survey for Online Learners Executive Summary
page 19 of 20
SUM1 55. So far, how has your college experience met your expectations?
1 – Much worse than I expected
2 – Quite a bit worse than I expected
3 – Worse than I expected
4 – About what I expected
5 – Better than I expected
6 – Quite a bit better than I expected
7 – Much better than I expected
SUM2 56. Rate your overall satisfaction with your experience here thus far.
1 - Not satisfied at all
2 - Not very satisfied
3 - Somewhat dissatisfied
4 - Neutral
5 - Somewhat satisfied
6 - Satisfied
7 - Very satisfied
SUM3 57. All in all, if you had to do it over, would you enroll here again?
1 - Definitely not
2 - Probably not
3 - Maybe not
4 - I don't know
5 - Maybe yes
6 - Probably yes
7 - Definitely yes
See pages 9 through 12 for the text of Demographic questions.
See Table 15 on page 12 for the major codes.

9/4/14
2014 Priorities Survey for Online Learners Executive Summary
page 20 of 20