Perceptions of online course communications and collaboration

An increasing number of students are choosing online education programs to complete their higher education. Research concludes that student satisfaction and retention are related to program completion. Furthermore, research indicates that physical distance alone does not influence student satisfaction and retention. In this study, we examined those factors associated with student perceptions of online course communications and collaboration at a large, public university located in the southwestern United States. Results indicate that academic program characteristics and whether a student would recommend their program are associated with differences in perception of online course communications and collaboration. Perceptions of online course communications and collaboration In the fall of 2005, more than 3.1 million U.S. college students took at least one higher education course online (Allen & Seaman, 2006, p. 5). An increasing number of students are choosing distance education programs to complete this long term commitment to higher education. Characteristics of this population of students vary, yet students who elect face-to-face instruction typically “tend to be older, and often hold additional employment and family responsibilities” (Allen & Seaman, 2006, p. 1). This growing population of students may be seeking learning experiences in higher education that offer greater accessibility to courses and increased flexibility in scheduling that allows them to accommodate family and work obligations. Given these varied characteristics, distance students may have unique learning needs, which may contribute to higher rates of attrition (anywhere from 10 to 20% higher) than students enrolled in traditional, face-to-face courses (Carr, 2000). The aspect of physical distance between student, instructor, and other students alone, however, does not appear to explain why students enrolled in courses offered at a distance have higher rates of attrition. In a study of 326 adult learners, Rovai (2002) found no differences in program satisfaction and sense of community among those students enrolled in face-to-face courses and those students enrolled in the same courses offered at a distance. Students enrolled in either an online or face-to-face course format appeared to be similarly satisfied and have similar senses of community. In a meta-analysis of twenty-five studies, Allen, Bourhis, Burrell and Mabry (2002) found slight differences in the satisfaction levels of students enrolled in courses offered face-to-face and at a distance (r = .031, p <.05). Because dissatisfaction with the degree of physical distance does not appear to exclusively explain higher rates of attrition among students enrolled in courses offered at a distance, the psychological or transactional distance experienced by students taking courses at a distance should be examined. According to Moore (1993), distance education is a transactional process that occurs between the learner and instructor, who are often separated by both time and space, but always separated by space. This separation by space can create a psychological or transactional distance between the student and the instructor that influences student achievement and retention over and above the degree of physical distance. In view of Heidegger (1962), this transactional distance experienced by instructors and learners would be a function of time elapsed and how individuals experience time rather than the aspect of physical distance or space. Psychological distance is not limited to distance education because large, face-to-face lecture courses have the potential to produce a similar, if not greater, effect between the student, instructor, and fellow students than courses offered at a distance. Physical proximity appears to enhance student retention and achievement by minimizing perceived psychological distance. For instance, research involving students who live on-campus during their first year in college has demonstrated higher levels of retention than for those students who live off-campus during the same period (St. John, Hu, Simmons, & Musoba, 2001). Additionally, Braxton, Johnson, and Shaw-Sullivan (1997) have suggested that higher degrees of social integration lead to corresponding levels of commitment to the institution. In other words, students with clear social involvement oncampus were found to persist at a higher rate than those who are socially isolated for one reason or another. Additionally, the medium of communication is indicated as influencing the teaching and learning process in online education. Communication via the medium of writing is typical in online courses. In pointing out several reasons why students drop out of their online programs, Murray (2001) discusses that one of these reasons is the perception that online classes are easier to complete than face-to-face classes. In fact, online courses often require more time for the completion of assigned work and readings than that required by face-to-face classes. In particular, online written communications may be far more time consuming than face-to-face class attendance and assignments. However, these communications are essential to meaningful and quality interactions in the online learning environment and are a pivotal part of the learning process. The purpose of this study was to examine the association of students’ perceptions of online written course communications and collaboration with student gender, academic program classification, and whether a student would recommend their respective program to another student. We hypothesized that student perceptions of online course communications and collaboration would be influenced by student gender, classification of academic program as either hard or soft (according to Biglan 1973a & 1973b), and whether a student would recommend their program to another student. To achieve the purpose of this study, we examined three research questions. The first research question was to examine whether an association exists between student gender with academic program classification as either hard or soft. We examined this first question to determine whether males or females were more likely to be enrolled in an academic program offering online courses classified as either hard or soft. Our second research question was to examine whether an association exists between student gender and classification of academic program as either hard versus soft on students’ perceptions of online course communications and collaboration. The researchers hypothesize that an interaction effect of student gender by classification of academic program such that male students in academic programs classified as hard would have less positive perceptions of online course communications and collaboration than female students in academic programs classified as soft. We also hypothesize the main effects of student gender and classification of academic program as either hard or soft to be significant. We suggest that female students would have better perceptions of online course communications and collaboration than male students given that female student enrollment in programs offered online or at a distance outnumbers male student enrollment (Kamarae, 2001), indicating the possibility of self-selection bias. We also suggest that students in academic programs classified as soft would have better perceptions of online course communications and collaboration than those students in academic programs classified as hard. The third and final research question was whether there are differences in student’s perceptions of online course communications and collaboration based upon whether a student would recommend their academic program to another student. The researchers reasoned that students who would recommend their program to another student would be associated with better perceptions of online course communications and collaboration.