JOLT - Journal of Online Learning and Teaching - 0 views
-
his paper examines the satisfaction levels of distance learning students with the education that they are receiving with this new technology. Specifically, the study compares the satisfaction of distance learning students who receive their primary instruction using this new platform with on-campus students in a traditional classroom setting. The findings, while preliminary, do provide a basis for drawing initial conclusions regarding the use of this new platform.
-
One of the most vexing problems in distance learning research is the lack of comparability between the courses offered in distance learning and traditional MPA programs. While many programs have distance learning MPA programs and compile satisfaction indicators for students enrolled in these programs, it is usually not possible to compare equivalent classes across the two student populations. The CSULB MPA-DL program’s curriculum is nearly identical to the curriculum offered to traditional on-campus students. Specifically, the core courses are identical and are often taught by the same instructors. This study explores the student satisfaction scores for four (4) core courses that are offered in both the distance learning and on-campus programs. These courses include: an introductory/foundations course; a course in public budgeting and finance; a course in research methods; and a policy analysis course.
-
Each of the courses was offered in the same semester by the same instructor. Data were collected from student evaluation of instruction surveys that were routinely distributed during the last two weeks of each class.
- ...2 more annotations...
-
Once the equivalency of the courses was established, the distance learning sections of the course were compared to two on-campus sections of the same course.
-
It appears that satisfaction is more a function of the instructor in the course rather than the mode of delivery.
-
This research explores student perceptions of course quality and instructor effectiveness in a hybrid MPA distance learning program. The MPA distance learning program under analysis utilizes a synchronous computer software program for 21 hours of instruction per course, an asynchronous computer software program for 21 hours of instruction per course, and six hours of on-campus in-person instruction per course. Survey data from students who have completed eight (8) courses in this distance learning program (repeated samples n = 90) will be compared to the evaluations of students who have taken the same courses from the same instructors in the on-campus program (n=100). The purpose of the research is two-fold. First, the research will determine if there is a significant difference between the perceptions of course quality and instructor effectiveness between students in the distance learning program and students enrolled in the on-campus program. Second, the research will explore student satisfaction with the use of the synchronous and asynchronous computer delivery methods. It is anticipated that students will express satisfaction levels with course quality and instructor effectiveness equal to, or exceeding, the satisfaction levels expressed by students in the on-campus program.