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. University of South Alabama Computer and Information Sciences 2 Impetus of Study Do on-campus and online students’ beliefs and perceptions of online education differ?

3. University of South Alabama Computer and Information Sciences 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 student’s perception of online education as we endeavor to attract and retain students to online education programs.

4. University of South Alabama Computer and Information Sciences 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. University of South Alabama Computer and Information Sciences 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. University of South Alabama Computer and Information Sciences 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. University of South Alabama Computer and Information Sciences 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. University of South Alabama Computer and Information Sciences 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. University of South Alabama Computer and Information Sciences 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. University of South Alabama Computer and Information Sciences 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. University of South Alabama Computer and Information Sciences 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 Uskov’s study of innovative web-based teaching

12. University of South Alabama Computer and Information Sciences 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. University of South Alabama Computer and Information Sciences 13 Perceptions of Students on Learning the Same Amount of Material in an Online Course as in a Traditional Classroom Setting

14. University of South Alabama Computer and Information Sciences 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. University of South Alabama Computer and Information Sciences 15 Perceived Level of Difficulty and Effort Required Comparing Online Courses with Traditional Courses

16. University of South Alabama Computer and Information Sciences 16 Top Reasons Cited for Taking Online Courses  Scheduling convenience  Work schedule flexibility  Time conflicts with other courses

17. University of South Alabama Computer and Information Sciences 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. University of South Alabama Computer and Information Sciences 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. University of South Alabama Computer and Information Sciences 19 Conclusions  Key to attracting and retaining students in online courses Clear understanding of the beliefs that influence a student’s 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. University of South Alabama Computer and Information Sciences 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