Graduate Students' Perceptions of Distance Learning (2000)

Abstract purpose of the study was to determine graduate students' perceptions of problems encountered when obtaining a master's degree via a distance learning program. sample was all graduate students (N=127) who enrolled in distance learning courses at a Midwestern graduate university in the Spring semester of 1999. 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 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. survey was at a Midwestern university in the 1999 Spring semester. Participants 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 principle investigator developed the instrument used to gather the data. survey was developed to measure students' perceptions of a distance learning environment. 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. survey consisted of 16 statements. 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 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 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. survey was distributed in a distance learning classroom setting and administered to all the students in that class willing to participate in the study. …