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Investigation of factors affecting completion of distance-learning courses at a community college for a seven-year period

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Date Issued:
2005
Summary:
This research study investigated factors affecting completion of distance-learning courses at a south Florida community college by analyzing pre-existing and newly collected data on distance-learning students for a seven-year period (1997-2004). Distance-learning instructors were also included in the study. The investigation focused on three distance-learning methodologies---telecourse, live interactive television, and Internet. The study attempted to determine relationship between completion and the variables of gender, age, ethnicity, and degree-seeking status for students; differences in completion rates for students using the different methodologies; level of students' self-directed learning readiness; level of instructor involvement; and level of student and instructor satisfaction. Subjects of the samples of study included 5,004 distance-learning students and 88 distance-learning instructors of a community college located in south Florida. Analysis of pre-existing data resulted in findings concerning gender, ethnicity, age, and degree-seeking status. Findings revealed no significant relationship between gender and completion, by modality or for the overall group, but findings did indicate some significant relationships (though weak because of very small effect sizes) in analyses of other demographic variables. White students tended to be equally completers and non-completers whereas non-whites tended to be non-completers. Findings also showed significant positive correlations between age and completion: As age increased, completion rates increased. Results further revealed a significant relationship between degree-seeking status and completion. More than half of the degree-seeking students tended to complete their courses; fewer than half of the non-degree seeking students tended complete. Also, Learning Preference Assessment statistical results showed no significant relationship between completer status and self-directed learning readiness. Another factor of the study, the level of student satisfaction with distance learning modalities, was inconclusive. The study also included instructor involvement and instructor satisfaction with distance-learning modalities. Findings revealed that, overall, most instructors did not schedule additional time (time not institutionally mandated) to meet or chat with their students but did require students to use specified support services, such as the library and the Center for Personalized Instruction (CPI). A final segment of the survey indicated little difference in instructor satisfaction with an individual distance-learning modality and little difference in satisfaction in comparison to other modalities.
Title: Investigation of factors affecting completion of distance-learning courses at a community college for a seven-year period.
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Name(s): Johnson, Jacquelyn A.
Florida Atlantic University, Degree grantor
Bryan, Valerie, Thesis advisor
Type of Resource: text
Genre: Electronic Thesis Or Dissertation
Issuance: monographic
Date Issued: 2005
Publisher: Florida Atlantic University
Place of Publication: Boca Raton, Fla.
Physical Form: application/pdf
Extent: 166 p.
Language(s): English
Summary: This research study investigated factors affecting completion of distance-learning courses at a south Florida community college by analyzing pre-existing and newly collected data on distance-learning students for a seven-year period (1997-2004). Distance-learning instructors were also included in the study. The investigation focused on three distance-learning methodologies---telecourse, live interactive television, and Internet. The study attempted to determine relationship between completion and the variables of gender, age, ethnicity, and degree-seeking status for students; differences in completion rates for students using the different methodologies; level of students' self-directed learning readiness; level of instructor involvement; and level of student and instructor satisfaction. Subjects of the samples of study included 5,004 distance-learning students and 88 distance-learning instructors of a community college located in south Florida. Analysis of pre-existing data resulted in findings concerning gender, ethnicity, age, and degree-seeking status. Findings revealed no significant relationship between gender and completion, by modality or for the overall group, but findings did indicate some significant relationships (though weak because of very small effect sizes) in analyses of other demographic variables. White students tended to be equally completers and non-completers whereas non-whites tended to be non-completers. Findings also showed significant positive correlations between age and completion: As age increased, completion rates increased. Results further revealed a significant relationship between degree-seeking status and completion. More than half of the degree-seeking students tended to complete their courses; fewer than half of the non-degree seeking students tended complete. Also, Learning Preference Assessment statistical results showed no significant relationship between completer status and self-directed learning readiness. Another factor of the study, the level of student satisfaction with distance learning modalities, was inconclusive. The study also included instructor involvement and instructor satisfaction with distance-learning modalities. Findings revealed that, overall, most instructors did not schedule additional time (time not institutionally mandated) to meet or chat with their students but did require students to use specified support services, such as the library and the Center for Personalized Instruction (CPI). A final segment of the survey indicated little difference in instructor satisfaction with an individual distance-learning modality and little difference in satisfaction in comparison to other modalities.
Identifier: 9780542419560 (isbn), 12188 (digitool), FADT12188 (IID), fau:9095 (fedora)
Collection: FAU Electronic Theses and Dissertations Collection
Note(s): College of Education
Thesis (Ph.D.)--Florida Atlantic University, 2005.
Subject(s): Adult education
Education, Higher--Effect of technological innovations on--United States
Distance education--United States
Community colleges--Curricula--Florida
Held by: Florida Atlantic University Libraries
Persistent Link to This Record: http://purl.flvc.org/fcla/dt/12188
Sublocation: Digital Library
Use and Reproduction: Copyright © is held by the author, with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
Use and Reproduction: http://rightsstatements.org/vocab/InC/1.0/
Host Institution: FAU
Is Part of Series: Florida Atlantic University Digital Library Collections.