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Assessing Distributed Learning: Student Perceptions and Future Directions
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, , , University of West Georgia, United States

Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-44-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Abstract

The purpose of this study was to assess distance students' perceptions of distributed learning, the advantages and disadvantages; the impact it had on their learning; and to plan future directions with web-based courses. Graduate students, enrolled in distance courses in the College of Education in a medium size university in the southeastern United States, were surveyed fall 2000 through summer 2001 (N=185). The surveys were entered into SPSS and analyzed. Frequencies and percentages were calculated to determine the rank order findings for the advantages and disadvantages of web-based courses. Means were calculated for the Likert scale items, student attitudes toward web-based instruction. Chi-square tests were also run to determine if any relationships existed between selected student characteristics such as gender, technology background, degree program, and online experience and attitudes toward web-based courses. Major advantages of web-based courses included decreased travel requirements, flexibility in completing the course and assignments, ability to communicate electronically with the instructor and class and easy accessibility of course materials. The greatest obstacle reported by students was the frustration that resulted when they were unable to get online.

Citation

Bennett, E., Mims, N. & McKenzie, B. (2002). Assessing Distributed Learning: Student Perceptions and Future Directions. In D. Willis, J. Price & N. Davis (Eds.), Proceedings of SITE 2002--Society for Information Technology & Teacher Education International Conference (pp. 2379-2382). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 20, 2022 from .

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