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ISECON (San Antonio, TX) November 1, 2002 1 Student Perceptions of Online Learning: A Comparison of Two Different Populations Kitty Daniels and Susan Feather PACE UNIVERSITY New York, NY
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ISECON (San Antonio, TX) November 1, 2002 2 Topics to Be Covered Background Two Populations Purpose of the Study Methodology Preliminary Findings Future Directions
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ISECON (San Antonio, TX) November 1, 2002 3 Background Increased demand to implement distance learning Potential declining enrollments Pace’s multi-campus environment
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ISECON (San Antonio, TX) November 1, 2002 4 Characteristics of the Successful Online Learner Motivated and self directed Needs support services Requires social context for learning— a learning community
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ISECON (San Antonio, TX) November 1, 2002 5 Two Populations Two-year degree asynchronous, online learners Four-year degree traditional face-to- face learners
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ISECON (San Antonio, TX) November 1, 2002 6 Purpose of the Study How do perceptions of online learning differ between two populations? Pilot for intended longitudinal study
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ISECON (San Antonio, TX) November 1, 2002 7 Methodology Development of pre- and post-course survey (15 questions) Demographics (4 questions) Age Gender Educational characteristics Employment status
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ISECON (San Antonio, TX) November 1, 2002 8 Methodology (cont’d.) Student perceptions (11 questions) Amount of time spent in course study Level of performance Opportunity to interact with others Effectiveness of technology for communication Depth/breadth of content coverage Satisfaction with independent course work Open-ended questions
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ISECON (San Antonio, TX) November 1, 2002 9 Student Demographics Face-to-face Group Traditional full-time students Work 20 hrs or less per week No prior online courses Online Group Adult learners Full-time employees, part- time students Prior online courses
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ISECON (San Antonio, TX) November 1, 2002 10 Expected Level of Performance Online vs. Traditional Classroom Format Face-to-face Group Online Format Approx. ¾ had high expectations Traditional Classroom Format Almost ALL expected they would do well Online Group Online Format All had high expectations Traditional Classroom Format Fewer expected to do well
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ISECON (San Antonio, TX) November 1, 2002 11 Expected Level of Performance Online vs. Traditional Classroom Format Face-to-face Group Online Format Slightly over ¾ felt they had done well Traditional Classroom Format A higher percentage of students felt they would have done well Online Group Online Format Number diminished considerably when compared to pre-course Traditional Classroom Format Fewer students felt they would have done well
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ISECON (San Antonio, TX) November 1, 2002 12 Opportunity to Interact with Instructors and Other Students Face-to-face Group Only half felt there would be adequate opportunity to interact Online Group Over ¾ of group felt there would be sufficient opportunity to interact
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ISECON (San Antonio, TX) November 1, 2002 13 Opportunity to Interact with Instructors and Other Students Face-to-face Group Only ¼ of students felt there had been ample amount of interactivity Online Group Just under ¾ of group felt there had been adequate opportunity
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ISECON (San Antonio, TX) November 1, 2002 14 Effectiveness of Technology for Online Communication Pre-course: Majority of both groups felt technology would be effective Post-course: Percentages declined somewhat
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ISECON (San Antonio, TX) November 1, 2002 15 Depth and Breadth of Content Coverage Pre-course: Majority of students (both groups) felt the material would be covered with as much depth and breadth as traditional course Post-course: Fewer face-to-face students felt the course covered as much with as much depth
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ISECON (San Antonio, TX) November 1, 2002 16 Student Satisfaction with Independent Course Work Majority of both groups responded they enjoyed independent work before and at end of course
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ISECON (San Antonio, TX) November 1, 2002 17 Student Comments You can access the class at your convenience and your class is wherever your computer is. I can study for this class on my own time and not have to worry about going to class. I think I will be able to enjoy the new experience of doing an online course for the first time. I have never taken an online course before, so I am excited about all aspects of it.
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ISECON (San Antonio, TX) November 1, 2002 18 Student Comments (cont’d.) The main drawbacks of taking an online class include the absence of personal interaction with fellow classmates and actual instruction from the professor. The thing I would enjoy the least is there would be a lot of extensive reading compared to an in-class session. You have to be independent and know how to pace your own time to complete all the assignments.
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ISECON (San Antonio, TX) November 1, 2002 19 Preliminary Conclusions Face-to-face students were less confident in their ability to succeed in an online format perceiving that they would do better in traditional classroom Online students had high expectations for success compared to face-to-face group, yet this diminished by the end of course
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ISECON (San Antonio, TX) November 1, 2002 20 Preliminary Conclusions (cont’d.) Face-to-face students expected and found considerably less opportunity to interact with one another online than online group
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ISECON (San Antonio, TX) November 1, 2002 21 Preliminary Conclusions (cont’d.) A majority of both groups felt that online course would cover material with as much breadth/depth as traditional course Face-to-face group felt less strongly after the course
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ISECON (San Antonio, TX) November 1, 2002 22 Future Directions Acknowledge that “one size doesn’t fit all,” although online delivery offers opportunities Recommend orientation to online course delivery, perhaps, more critical w/younger learner Edit/refine survey instrument Study groups over time
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ISECON (San Antonio, TX) November 1, 2002 23 Questions?
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