1. Perceptions of Distance Learning: A Comparison of On-line and Traditional Learning Maureen Hannay Troy University Tracy Newvine Troy University

2. DELIVERY METHODS Traditional In –Class – various sites 10 week schedules and weekend formats available Web-Enhanced In class course with blackboard enhancement Distance Learning Blackboard usage Http://troyst.blackboard.comHttp://troyst.blackboard.com Typical on line course – CJ3345 Criminology

3. LITERATURE REVIEW-Current Pros: Positive for both instructors and students More Motivation No travel for both instructors and students Costs reduced Ability to remain current Cons: Difficulty in grasping material in quantitative courses Little interaction No relationship between student and instructor

4. Literature Review – Past 1983 – 2002 many were telecourses student attitudes were positive towards telecourses – Sounder (1993) and Won (1990) -Students less likely to think there was a difference between traditional and distance learning courses -Students felt there was a greater level of connection between the instructor and those enrolled in traditional courses. -1989 –Beare found students disliked distance learning and had feelings of jealosy towards traditional students

5. Major research questions Why did students choose distance (DL) rather than traditional learning (TL) formats? What were the student perceptions of overall course quality in DL versus TL? What were the student perceptions of course difficulty in DL versus TL? Under which course delivery format did students perceive that they learned more? What were the differences in grades earned between the two learning formats as reported by students?

6. Questionnaire 22 questions Tested in pilot – revisions made Data collected over 9 month period from August 2004 – April 2005 Students in various undergraduate criminal justice classes taught via DL had an option to complete the survey for extra credit in class Students must have taken both DL and TL classes Survey completed over black board and submitted to instructor Data collection not confidential as extra credit was assigned Response rate = 80%

7. Sample 178 undergraduates Average age - 31 years Race60% white 26% black 5% hispanic 9% other Gender55% male 45% female Major 73% Criminal Justice 20% Psychology 4% Comp Science 2% Business 1 % Other

8. Why did students choose DL? Students could choose as many categories as applied –88% had other commitments that limited their ability to take classes in the traditional format –20% indicated that their choices of traditional classes were limited and they had to take DL –6% reported that they thought DL would be easier –4% had other reasons such as: Nervous talking in class – more comfortable on-line Enjoy self paced instruction Wanted to try it out

9. Student Reported Outcomes Grades –Higher in DL – 58% –Higher in TL – 33% –About the same – 6% Where did more learning occur –DL – 54% –TL – 43% –About the same – 2% Preferences for DL vs. TL –DL – 65% –TL – 34% Exams easier –DL – 54% –TL – 43% –About the same – 2% Read Text –DL – 92% –TL – 56%

10. Student reported quality measures Responses based on 5 point Likert scale (1 is lower, 5 is higher) Time Spent on DL –DL = 13 hours/weekt= 2.92*** –TL = 11.5 hours/week Usefulness of textbook –DL = 4.51t= 6.74*** –TL = 3.79 Usefulness of additional materials (such as power point slides, handouts, notes) –DL = 4.20t= 2.67*** –TL = 3.72 Overall difficultyt= 2.44** –DL = 3.75 –TL = 3.51 Overall qualityt= 2.12** –DL = 4.51 –TL = 3.83 ***significant at.01 level **significant at.05 level

11. Implications Students in this study preferred DL to TL classes –Reported higher grades in DL –Reported they learned more –Reported DL exams were easier –Spent more time on DL classes –Found additional instructor materials more useful –Found text more useful –Reported DL classes were more difficult –Perceived that DL classes were of higher quality –No significant differences found in perceptions of quality, difficulty, or outcomes based on gender/age

12. Implications continued Adult learners with full time jobs attending school in evening and on weekends. –Does convenience of DL sway students to prefer it? Are students sacrificing quality for convenience? Students reported: –courses were of high quality –courses were difficult –more time spent on DL courses

13. Implications continued Students appear to be more motivated to work in the DL classes. However, this could be a selection phenomenon. Students also reported DL exams were easier

14. Implications continued Perhaps the introduction of more “hybrid” courses may be beneficial in the future. DL may be more applicable to older student populations or commuter campuses rather than the traditional undergraduate population of 18-21 year old on campus students.

15. FACULTY PERCEPTIONS Pros: Convenience No travel Pay is better Higher standardized test scores Cons: No interaction except via on line Cheating is a problem No way to confirm who is actually doing the work Lower grades – no relationship No flexibility Students are less respectful concerning title of instructor