Graduate Students' Perceptions of Distance Learning.

Abstract

The purpose of the study was to determine graduate students' perceptions of problems encountered when obtaining a master's degree via a distance learning program. The sample was all graduate students (N=127) who enrolled in distance learning courses at a Midwestern graduate university in the Spring semester of 1999. The study addressed the differences in problems based on: (a) gender, (b) age, and (c) number of distance learning sites.

Introduction

"The distance learning classroom varies from the conventional classroom in the sense that the distance learning classroom not only separates the instructor from students, but from students as well" (Freitas, Meyers, & Avitgis, 1998, p. 366). Because of this separation many problems are encountered by students due to the technological difficulties that can arise and the lack of personal contact between instructors and students (Freitas, et al., 1998). Because of the physical separation of instructors and students, students' perceptions will be distinctly different compared to the perceptions expressed by students in a traditional classroom.

Students' perceptions of problems encountered in distance learning programs are often correlated with student achievement and retention in the distance learning program (Garrison, 1990). Studies pertaining to students' perceptions of problems encountered during distance learning classes will enable educators to identify program characteristics that impede learning. Further studies should be conducted to provide strategies for avoiding student problems that are encountered during the learning process.

According to Cyrs (1997), if distance instructors have planned and reorganized their courses for interactive video, present their material well, and have students with entry-level skills and motivation, then there is a high probability that students will learn. Interactive video simply extends the same quality to students who are separated physically from the instructor. Cyrs offers a plethora of instructions on how to teach with the merging technologies.

Methodology

The purpose of the study was to determine graduate students' perceptions of problems encountered when obtaining a master's degree via a distance learning program. Outcomes of the study were determined from the analysis of a survey developed by the principle investigator. The survey was at a Midwestern university in the 1999 Spring semester.

Participants

The participants of the study were chosen from the graduate student population enrolled at a Midwestern university. All the students were enrolled in graduate distance learning courses during the 1999 Spring semester. Participation was voluntary, although all the students chose to participate.

Instrumentation

The principle investigator developed the instrument used to gather the data. The survey was developed to measure students' perceptions of a distance learning environment. The survey was developed on a 4 point Likert-based scale; 1 being never a problem, 2 being sometimes a problem, 3 being often a problem, and 4 being always a problem.

The survey consisted of 16 statements. The statements were areas associated with the major problems in a distance learning environment: gender and age differences students faced during the students' distance learning experience and the effect of the number of sites.

Reliability of the Instrument

The reliability of the groups was examined using Cronbach's alpha to analyze the 16 items in the perception scale. Cronbach's alpha coefficient for this scale was found to be 0.91 for home sites and 0.92 for remote sites.

Data Collection

The survey was administered to all of the graduate students enrolled in the distance learning program at a Midwestern university in the Spring semester of 1999. The survey was distributed in a distance learning classroom setting and administered to all the students in that class willing to participate in the study. Participants were informed of the intent of the research, its confidentiality, and that participation was voluntary.

Data Analysis

The department was interested in how the graduate students were feeling about the distance learning program. Therefore, descriptive statistics were used as the primary statistic to understand the perceptions of the graduate students.

Findings

The sample consisted of 127 graduate students. Seventy-six percent (n=96) of the sample were female and twenty-four percent (n=31) of the sample were male. The sample fell into four age categories: (1) 20% (n=25) in the 46-50 years old category, (2) 40% (n=51) 40-45 years old category, (3) 22% (n=28) 30-34 years old category, and (4) 18% (n=23) 25-29 years old category (see Table 1).

Table 1, Percentage of Sample in the Four Age Categories.

Age Category      N      Percentage

46-50             25            28%
40-45             51            40%
35-39              0             0
30-34             28            22%
25-29             23            18%      Note. N=127

Are there differences in the major problems that students faced during their distance learning experience related to gender?

Home Site

At the home site, thirty-three percent of the females (n=42) and no males felt as though they had problems contacting the instructor for help between classes. Forty-eight percent of the females (n=61) and six percent (n=8) of the males felt as though distance learning did not meet their specific educational needs. Thirty-two percent of the females (n=41) and forty-four percent (n=51) of the males felt that there was a problem with interaction with other students. Thirty-six percent (n=46) of the females and thirty-nine percent (n=50) of the males felt there was a problem with isolation from the university (see Table 2).

Table 2 Differences in the major problems those students faced during their distance learning experience related to gender.

Site              Problems           Gender    N    Percent

Home Site         Contacting the     Females   42       33%
                    Instructor       Males      0        0%

External Sites    Contacting the     Females   75       59%
                    Instructor       Males     39       30%

Home Site         Didn't Meet Edu    Females   41       32%
                    Needs            Males     51       44%

External Sites    Didn't Meet Edu    Females   53       42%
                    Needs            Males     58       46%

Home Site         Problem with       Females   46       36%
                    Isolation        Males     50       39%

External Site     Problem with       Females   76       60%
                    Isolation        Males     50       39%

Note. N=127

External Sites

At the external sites (n=6), fifty-nine percent of the females (n=75) and thirty percent (n=39) of the males felt as though they had problems contacting the instructor for help between classes. Forty-two percent (n=53) of the females and forty-six percent (n=58) of the males felt that distance learning did not meet their specific educational needs. Fifty-four percent (n=69) of the females and thirty-one percent of the males felt that there was a problem with interaction with other students. Sixty percent (n=76) of the females and thirty-nine percent (n=50) of the males felt that there was a problem with isolation from the university (see Table 2).

Are there differences in the major problems that students faced during their distance learning experience related to age?

Eighty percent (n=102) of participants in the age category of 25 to 29 felt they had a problem getting advisement for their education program. Seventy percent (n=89) of participants in the age category of 30 to 34 felt they had a problem interacting with other students (see Table 3).

Table 3 Differences in the major problems those students faced during their distance learning experience related to age.

Age        Problems                      N     Percent

25-29      Getting Advisement           102        80%
30-34      Interacting with Students     89        70%
40-45      Didn't Meet Edu Needs         76        60%
40-45      Hearing Students              57        40%
30-34      Hearing Students             104        82%
25-29      Hearing Students              64        50%

Note. N=127

Sixty percent of participants in the age category of 40 to 45 felt the classes taught by distance learning did not meet their specific educational needs. Eighty-two percent (n=104) of participants in the age category of 30 to 34, fifty percent (n=64) in the age category 25 to 29, and forty percent (n=51) in the age category 40 to 45 indicated they had a problem hearing the students at remote sites (see Table 3).

Does number of sites affect students' perceptions?

One Home Site and One External Site

The data indicated that the home site participants felt the classes that handled one home site and one external site had three problems perceived by the students attending: (1) isolation, (2) receiving educational advisement, and (3) scheduling of classes was not convenient. The data indicated that the remote site participants felt the classes that handled one home site and one remote site had nine problems perceived by the students attending: (1) isolation from the university, (2) obtaining educational advisement for their educational program, (3) getting the materials for the class on time, (4) the teacher paying attention to them, (5) interacting with other students in class, (6) interacting between teacher and students during the class, (7) class schedule, (8) contacting the instructor for help between classes, and (9) getting feedback in a timely manner from instructor on assignments.

One Home Site and Two External Sites

The data indicated that the home site participants felt that the classes that handled one home site and two remote sites had ten problems perceived by the students attending: (1) could not hear students at the other sites, (2) teacher did not get to know them, (3) materials did not arrive on time, (4) local facilitator was not efficient in handling their problems, (5) teacher did not give them adequate attention, (6) poor interaction between the class, (7) poor interaction between the teacher and the class, (8) could not hear the teacher, (9) did not get good feedback on their assignments, and (10) could not ask questions during the class.

One Home Site and Three Remote Sites

The data indicated that the home site participants felt that the classes that handled one home site and three remote sites had three problems perceived by the students attending: (1) could not see the materials being presented, (2) classes offered did not meet their specific educational needs, and (3) could not contact the instructor between classes. The data indicated that the remote sites participants felt that the classes that handled one home site and three remote site had six problems perceived by the students attending: (1) teacher did not get to know them, (2) could not see the materials presented by the instructor, (3) classes offered did not meet their specific educational needs, (4) local facilitator was not efficient in handling all problems, (5) could not hear the teacher, and 6) could not easily ask questions during class.

Considerations

Based on the findings of the study, instructors teaching in the distance learning environment should

?? Be readily available at given times for student help between classes,

?? Allow class time for students to interact with fellow students,

?? Address the problems associated with isolation from the university,

?? Address students' ability to hear at remote sites,

?? Allow time to get to know students,

?? Have facilitators at remote sites who are knowledgeable in content area,

?? Improve transport of hands-on materials,

?? Provide interaction between students at the sites,

?? Develop and use appropriate visual aids,

?? Establish communication channels for students outside of class time,

?? Provide sufficient advising for students at distance learning sites,

?? Maintain sufficient contact with distance learning students, and

?? Determine distance students' specific educational needs and the times when it is most convenient for them to take classes.

It is essential that the knowledge associated with instructor communication behaviors increases (Freitas et al., 1998) as the use of distance learning classes in higher education increases (Cotton, 1995). Other instructor behaviors must be further researched as well.

References

Cotton, C. (1995). Time-and-place independent learning: The higher education market for computers emerges. Syllabus, 8, 37-39.

Cyrs, T. E. (1997). Teaching at a distance with the merging technologies. Las Cruces, NM: Center for Educational Development, New Mexico State University Printing and Duplication Center.

Freitas, F. A., Meyers, S. A., & Avitgas, T. A. (1998). Student perceptions of instructor immediacy in conventional and distributed learning classrooms. Communication Education, 47(4), 366-372.

Garrison, D. R. (1990). An analysis and evaluation of audio teleconferencing to facilitate education at a distance. The American Journal of Distance Education, 4(3), 13-24.

Ping-Yeh Tsai, Ed.D., is Assistant Professor in Taipei, Taiwan. Renee L. Cambiano, Ed.D., is Assistant Professor in the Department of Teacher Education <[e-mail]>. Jack B. De Vore, Ph.D., is Associate Professor in the Department of Vocational and Adult Education <[e-mail]>. Rhonda L. Harvey, Ph.D., is Associate Professor of Adult Education in the Department of Vocational and Adult Education. <[e-mail]>.