A Preliminary Investigation of Student Perceptions of Online Education

1
A Preliminary Investigation of Student
Perceptions of Online Education

• Angela M. Clark
• University of South Alabama
• Presented at ISECON 2003
• San Diego, CA

2
Impetus of Study

• Do on-campus and online students beliefs and
  perceptions of online education differ?

3
Why is this Important?

• If there are differences in opinion between these
  two populations, educational institutions must be
  cognizant of the factors that influence a
  students perception of online education as we
  endeavor to attract and retain students to online
  education programs.

4
Paradigm Shifts in Education

• Institution-centered paradigm
• Traditional learning brick-and-mortar-based
  format
• Learner-centered paradigm
• Distance-based learning synchronous via Web
• Online learning asynchronous via Web
• Anytime, anybody, anywhere learning models

5
Factors Affecting Student Participation and
Success in Online Learning

• Self-Efficacy and Online Courses
• Mode of Interaction
• Time Commitment and Self-Discipline
• Quality of Assessment

6
Purpose of Study

• Preliminary investigation to assess student
  perceptions regarding online education to
  ascertain factors contributing or hindering the
  success of online courses

7
Methodology

• Two surveys administered to two populations of
  students
• Those who have previously enrolled in an online
  course in the CIS department
• Those currently taking a CIS course on-campus

8
Survey Instrument On-campus Students

• General demographic and computer familiarity
  questions
• Likert-scale statements regarding online course
  perceptions
• Difficulty of particular course in on-campus vs.
  online delivery format
• Perceived level of effort required for online
  courses
• Preferences in delivery format
• Perceived ability to learn more effectively in
  on-campus vs. online formats

9
Survey Instrument Online Students

• Same general demographic and computer familiarity
  questions
• Rewording of statements to reflect that the
  student had already taken a previous course
  online
• Additional questions regarding effectiveness of
  tools and components as well as overall
  satisfaction with the online course experience

10
Results

• 83 surveys returned for first questionnaire 29
  surveys returned for online student survey
• Lower response rate for online student survey
  (24) may be due to solicitation for
  participation via email

11
Perceptions of Online Students Regarding Level of
Knowledge Obtained Success

• 82 felt they acquired the same level of
  knowledge in the online class as they would if
  they had taken the class on-campus
• 82 felt they could make the same grade
  regardless of delivery format
• Results are consistent with Uskovs study of
  innovative web-based teaching

12
Perceptions of On-campus Students Regarding Level
of Knowledge Obtained Success

• 36 felt they would learn the same amount of
  material in the same course online
• 50 felt they could make the same grade in an
  online course

13
Perceptions of Students on Learning the Same
Amount of Material in an Online Course as in a
Traditional Classroom Setting
14
Perceived Level of Difficulty and Effort Required

• Over 60 of online students disagreed with
  statements that the course was more difficult
  when taken online versus on-campus
• Most online students did not feel that the online
  version of the course required more effort
• No significant differences noted in grade
  distribution or overall success of students
  regardless of course format

15
Perceived Level of Difficulty and Effort Required
Comparing Online Courses with Traditional Courses
16
Top Reasons Cited for Taking Online Courses

• Scheduling convenience
• Work schedule flexibility
• Time conflicts with other courses

17
Preferences for Delivery Format

• Majority in both groups were neutral
• Over 60 of previous online students felt that
  online offerings allowed them to take a heavier
  course load
• Over 90 of previous online students stated they
  wish more courses were available online

18
Conclusions

• There are some differences in perceptions between
  the two populations
• For some, scheduling convenience and time
  conflicts outweigh any disadvantages of online
  courses, such as low levels of interaction with
  the instructor and students

19
Conclusions

• Key to attracting and retaining students in
  online courses
• Clear understanding of the beliefs that influence
  a students likelihood of enrolling in an online
  course
• Factors that contribute or impeded successful
  accomplishment of learning objectives
• Confirms the results of other researchers
• Students desire the flexibility and convenience
  that online courses provide

20
Limitations and Suggestions for Further Research

• Small sample sizes
• Sample population was limited to one department
• A more extensive scope is needed to examine the
  relationships in a broader context

21
A Preliminary Investigation of Student
Perceptions of Online Education

• Angela M. Clark
• University of South Alabama
• Presented at ISECON 2003
• San Diego, CA