Community College Student Satisfaction with the Online and Teleclass Experience.

Introduction

Recent advances in technology have brought distance learning to the forefront of the education discussion today. The concept of education at a distance, however, has been present and in practice for more than a century, originating as correspondence or home study courses delivered by mail. Since then the concept has taken the form of audio tapes, educational television, and the open university. Today the emerging delivery methods are interactive videoconferencing (teleclasses) and courses delivered primarily via the electronic capabilities of the Internet or World Wide Web. Widespread use of these particular technologies is fairly new and, therefore, has not been examined in depth.

Due to rapid advances in technology and its increasing affordability, the use of distance learning has become a significant delivery mechanism of the American higher education system. A recent study of two-year colleges by the U.S. Department of Education stated that 58% of public two-year institutions offer distance learning courses. Of the public two-year institutions offering distance learning, 49% offered two-way interactive video courses and 14% online courses (NCES, 1997). The Florida system has kept pace with national distance learning trends. Florida's community colleges have been involved with distance learning since the 1970's by offering correspondence courses and educational television courses. They have increasingly made use of the recent technological advances such as interactive teleclasses and Internet courses. The State's interest in distance learning is evidenced by the formation of the Florida Community College Distance Learning Consortium and other state supported entities designed to encourage and guide the use of distance technologies for educational use.

This study looks at the issues surrounding the implementation of distance learning courses as they impact students. This review was guided by the following questions:

* What are the demographic characteristics of the students taking online and interactive teleclasses in the Florida community college system?

* Are the students in these classes satisfied with the distance learning experience?

Methodology

A contact person for the study was established at each of the community colleges. These individuals provided initial information regarding the online and teleclass offerings at their institutions and served as the distribution point for survey instruments. During the 1999 spring semester, 20 of the 28 community colleges offered approximately 58 different courses via interactive teleclass and approximately 211 online courses. Of the 20 colleges involved in delivering these courses, 18 participated in the study. The colleges indicated that approximately 6,000 students were engaged in either online or interactive distance learning activities.

Students participating in this study were taking either interactive teleclasses or online/Internet classes during spring 1999. Surveys for students in interactive teleclasses were distributed and collected by the college contact person. Students responded to a 31 item questionnaire; those taking the classes from remote sites responded to a 36 item questionnaire.

Results

Online Courses

555 students responded to the online survey. These students represented 18 different community colleges and were enrolled in 113 different courses. Responses to demographic questions indicated that 67% of the responding students were female; 33% were male. Thirty-four percent were between the ages of 21 and 29, 25% were 30-39 years old, and 22% were over 40 years old. Eighty-two percent of the respondents were White; 6% African-American, 5 % Latino, 4% other ethnicity.

Students were asked about their reasons for enrolling in an online distance learning course. 47% of the respondents stated that they would not have been able to take the course they were in if it had not been offered through distance technology. 87% of the students gave convenience in accommodating work, family, or other competing demands as a reason for taking the course. 62% were taking the online course to satisfy a degree or certificate requirement.

Students were asked about a variety of aspects of the online course administration, instruction, and delivery format. Those who responded to the survey indicated high levels of satisfaction in all areas. 84% indicated that they were satisfied or very satisfied with the online course they were taking. 86% of the students said that they would recommend this online course to other students, and 90% stated that they would take another online course. Although 62% of the respondents answered that the workload in the online course had been demanding, 50% of the student respondents found the online course to be equivalent to the traditional classroom, and 36% said it was better.

Teleclasses

952 usable answer sheets were received from students taking interactive teleclasses during spring 1999. These students represented 14 different community colleges and were enrolled in over 50 different courses. Of the respondents, 361 indicated that they were taking the course from a remote site, and 591 were taking the course onsite (i.e., in the same room/building as the instructor). Among the remote site students, responses to demographic questions indicated that approximately 35% of responding students were male, 65% were female. 45% of the remote site students were 20 years of age or younger. 25% were between the ages of 21 and 29; 17% were 30-39, and 13% were over 40 years old. 84% of the remote site respondents were White, 8% African-American, 4% Latino, and 4% other ethnicity. In the onsite student populations 34% of responding students were male; 64% were female. 37% of the onsite students were 20 years of age or younger. 34% were between the ages of 21 and 29; 18% were 30-39, and 10% were over 40 years old. 69% of the onsite respondents were White, 12% African-American, 6% Latino, and 4% Asian American.

Students were asked about their reasons for enrolling in a teleclass. 32% stated that they would not have been able to take the course if it had not been offered through distance technology. As expected this response came primarily from the students at the remote sites. 65% of the respondents indicated that they were taking the interactive teleclass to satisfy a degree or certification requirement. 50% of the remote site students and 18% of the onsite students also indicated that they enrolled in the teleclass because of its convenience.

The teleclass students were also asked about a variety of aspects of the teleclass course administration, instruction, and delivery format. Students responding to the survey were generally satisfied with all of these areas of the teleclass learning experience.

Technology issues are of particular concern in courses that employ interactive video technologies. Students were asked several questions about this issue. Although 60% of the remote site students reported that a broadcast failure had interrupted their teleclass at least once, their responses also indicated high reliability of the technology used to deliver distance learning d and that students had learned to adapt to this environment. 75% of onsite students and 73% of remote site students were satisfied with the technological aspects of the teleclass. If technology presented a problem in teleclasses, one would expect a significant difference between responses of onsite and remote students.

82% of the onsite students indicated that in general they were satisfied or very satisfied with the teleclass environment. However only 67% of the remote site respondents indicated that in general they were satisfied or very satisfied with the teleclass environment. 80% of the onsite students, compared with 72% of the remote site students, said that they would recommend this teleclass to other students. 76% of the onsite students and 75% of the students taking the course from a remote site stated that they would take another teleclass. Among the onsite students, 83% found the teleclass experience to be equivalent to or better than the traditional classroom, but 16% said it was worse or ineffective. 70% of the remote site students responded that they perceived the teleclass experience to be equal to or better than the traditional classroom, and 30% said it was worse or ineffective.

Discussion

In summary, students who responded to this survey were satisfied with the distance learning experience. Many of the students indicated that they would not have been able to take the class they were in if it had not been offered via distance learning. This was especially true among students enrolled in online courses. Students were taking distance learning courses for their convenience in helping them cope with the demands of busy schedules and to meet the requirements of their programs of study. Although the technology may present challenges on occasion, students consider interactive teleclasses and online courses to be viable alternatives to the traditional classroom.

Several themes emerge from a review of these findings. Many community college administrators view distance learning as an opportunity to provide access and needed service to untapped markets in their service areas and beyond. In this regard they appear to be successful, given that 47% of online students and 32% of teleclass students in the study stated that they would not have been able to take the course they were in if it had not been available via distance learning. The results of the study indicate that community college students appreciate the access and convenience of distance learning courses and are willing to adapt to and accommodate themselves to the technology. Students and administrators both see that distance learning can help them meet their goals.

While access is being provided, a look at the demographics of the distance learning population, as represented by the sample in this study, gives rise to the question: Access for whom? One of the issues in various discussions on distance learning and educational technology is the concern that underrepresented populations will be further disadvantaged with the increasing use of technology for educational delivery. According to the most recent data published by the Florida community college system, ethnic minority students represent approximately 34% of their community college student body (Florida Division of Community Colleges, 1999). A review of the demographics of the three student groups in this study indicates that vis-h-vis ethnicity, only the onsite study group (31% minority students) comes close to reflecting the general community college student population. In both the online (18% minority) and remote (16% minority) student groups, minority students are significantly underrepresented. Community colleges have proven to be the access point to higher education for large numbers of minority students. The demographics of this study indicate that community colleges that move to an increased reliance on distance learning technology for course delivery should monitor how this affects their minority student populations.

On the other hand, female students are 59% of the Florida community college student population (Florida Division of Community Colleges, 1999). In this study female students were over-represented (67% online; 64% onsite; 65% remote) in each of the student groups. Since females in our society tend to work and to be the primary caregivers for the children in their households, this over-representation of females in the online and remote student groups supports the notion that students will use distance learning opportunities to help them manage the multiple responsibilities and roles that compete for their time.

As the distance learning marketplace expands, students will have a wider variety of educational choices and competition will increase. The colleges that are successful in providing quality courses to distant students will be those that have successfully responded to the issues that emerged in this study. The leaders will be those who have planned and carried out strategies to improve the student distance learning experience and those who have made a financial commitment to the necessary support and infrastructure needed to create a learning experience where students are successful.

References

Florida State University. Department of Educational Leadership/Administration. Available: http://www.fsu.edu/~edleadr/(23 May 2000).

Florida Division of Community Colleges. (1999). The Fact Book, Report for Florida Community Colleges. Tallahassee, FL: Author. Available: http://www.dcc.firn.edu/dccrepts/factbook/fb1999/factbk99.htm (19 March, 2000).

National Center for Educational Statistics. (1997). Statistical analysis report: Distance education in higher educational institutions (NCES-98-062). Washington, DC: Author. Available http://nces.edu.gov/pubs98/distance/98062-6.html (12 July, 1999).

Beverly L. Bower is an Assistant Professor. Her professional experiences and research interests converge in the areas of community college mission and philosophy, and teaching in the distance learning environment. E-mail.' <[e-mail]>.