There are several graduate programs that are offered through a distance learning modality. They are MA Behavioral Sciences, MBA, MA Humanities, Masters in Nursing (MSN), and MS Quality Assurance. There were 176 distance learning alumni that responded to the survey. These respondents received many of the same questions that were given to other respondents. The analysis of the other topic areas included references to how responses from these distance learning alumni are similar or different from other respondents. This analysis will focus on several questions that were asked only of the distance learning respondents.
Some programs offered multiple modes of delivery for the instruction students received in that different technology (TV and internet) may be incorporated in a single course. The emphasis in this analysis is not to compare programs, but to compare the four basic instructional modalities below:
It is possible for distance learning students to have experienced more than
one mode of instructional delivery. This was the case for 23 of the 176 distance
learning respondents. In order to eliminate the confounding effects of those
who experienced several modalities, only the132 respondents who each experienced
one modality are included in analysis where different modalities are compared
to each other. Furthermore, the number of responses also varies depending
on whether they answered a particular question at hand. Unfortunately, an
analysis by the four modes of delivery yields a small number of respondents
from some categories suggesting that the results should be viewed with some
caution.
Respondents were asked if they would have been able to meet their educational
goals without the availability of a distance learning program. Overall,
66.4% indicated that it would not be likely, as indicated by combining the
responses to “definitely not” and “probably not.” Alumni who felt most dependent
on distance learning in order to meet their educational goals were respondents
that took courses through mail correspondence (70.1%) and those who took courses
on-line (69.7%).
Respondents were asked to indicate the percentage
of their total coursework that was taken through a distance learning format
of instruction. The vast majority of distance learning respondents (80.5%)
took all of their courses through a distance learning format. For another
10.9% of respondents, 75%-99% of their courses were taken through distance
learning. Thus, nine out of ten alumni that graduated from a distance learning
program took at least three-quarters of their courses by means of some distance
learning mode of instruction. This proportion
varied by program, but at least three quarters of the respondents in each
program took at least three-quarters of their courses through a distance learning
mode of instruction. The exception was MSN for which only one alumnus responded
to the survey. All courses taken through mail correspondence were in the
MA Humanities external degree program. In this program, nearly all respondents
(96.9%) indicated that all their coursework was taken in this way.
The distance learning alumni were given a list of possible reasons that they may have had for choosing a distance learning program at CSUDH. They were asked to select as many reasons as applied to them. Overall, the most frequently chosen reason was the flexibility to adapt the time spent on coursework to their schedule (84.0%). This was particularly the case for those who took all their distance learning courses on-line (90.9%). Three quarters (74.8%) of the respondents were attracted to the particular curricula or degree offered. This was more the case for those who took courses through TV or video instruction (90.5%) than for the other modalities. There were those that simply preferred independent learning (42.0%). This was particularly the case for those who took courses through mail correspondence (53.7%). Some respondents indicated that their situation prevented them from traveling to college (40.5%) or that they did not live near a college (25.2%). The tuition rate was also a factor for many (38.9%). The reputation of CSUDH was not the most important reason for choosing distance learning over traditional college attendance (17.6%), nor was the reputation of faculty (6.1%).
Although these results are from a relatively small number of respondents, it does provide evidence that attendance in programs which offer distance learning modes of instruction provides a practical solution to issues of time and access. Although these distance learning respondents were employed at about the same rate as the regular university graduate degree respondents (87.5% compared to 84.8% for other graduate alumni), for those that did work, a greater percentage worked full-time (89.1% compared to 75.7% for other graduate alumni). Therefore, the combined time constraints created by the need to work and the desire to go to college was solved by enrolling in a distance learning program. Many distance learning students cannot attend college because of the location in which they live and/or work. For these people in particular, a master’s degree would not have been possible without the availability of distance learning.
The Alumni Survey contained an open-ended question asking respondents to explain how distance learning helped them achieve their educational goals. Although strictly anecdotal, this qualitative feedback provides some useful insight into how important distance learning programs were to these alumni.
“I wanted an MS in Quality Assurance. There are very few programs. I could not have done it without distance learning (I live in San Diego).”
“I chose CSUDH’s Master’s in Humanities because it allowed me to design independent research courses that met my personal career goals as a writer/researcher.”
“During my CSUDH enrollment: I lived in three different countries, was on bed rest for a short period during a difficult pregnancy, and still was able to earn my M.A. in the Humanities through CSUDH. Thanks!”
“I worked full-time while studying for my MBA. I lived in an area where getting to a university would have taken one hour. Flexibility was 100% the key to getting my MBA!”
“I was doing a great deal of travel at the time. I could not have completed my degree without distance learning!”
“Being unable to attend classes physically was all that was keeping me from going back for my M.A. Also, I become distracted in classrooms. I can focus on what I want to learn much faster at home.”
“I am in prison, so distance learning in general was essential and, specifically, CSUDH faculty and course selection was fantastic.”
“My job required me to move regularly and this was the only way I could see to earn my Master’s. Also, you made it affordable.”
“The coursework at CSUDH provided the flexibility and independence I wanted, along with the structure I needed. Just the right mix!”
The Alumni Survey asked distance learning respondents to compare their experiences in distance learning courses to their traditional classroom experience. There were seven questions that addressed common issues. The respondents were to compare each one to traditional classroom instruction by rating each as “much better,” “somewhat better,” “about the same,” “somewhat worse,” or “much worse.” For this analysis, the first two ratings are often combined and will be referred to as “better” and the last two will be referred to as “worse.” In many cases the number of respondents in some categories of distance learning modalities is very small. This is particularly the case since often respondents thought the item didn’t apply to them. Therefore, additional research is necessary to substantiate these findings. This could be in the form of surveys administered to current students or soliciting feedback from focus groups.
Regarding the subsequent analysis in this section, it would be misleading just to describe the experiences of distance learning alumni overall since significant distinctions exist among distance learning modes of delivery. In fact, a distance learning program is often selected because the modality facilitates access to the university or suits a participant’s particular learning style. So, rather than describing distance learning overall, which would be misleading, the following analysis points out the relative strengths in which these modalities are viewed by distance learning alumni. It would also be inappropriate to view the quality of a distance learning modality based on any single attribute discussed below. For example, while on-line courses facilitate networking among students, traditional distance learning programs conducted through mail correspondence, such as the MA Humanities External Degree, invite a one-on-one faculty-student mentoring relationship that is particularly suited to individualized research on topics in the humanities. So, comparing distance learning modalities in terms of opportunities for contact with classmates or the instructor would not be a fair assessment of the educational quality received in light of the opportunities that each modality affords. With this in mind, the following analysis describes how respondents viewed various experiences while they were distance learning students.
Overall, half (50.0%) of the distance learning respondents thought that the
distance learning format of instruction helped them learn the materials better
than would have been the case in a traditional classroom. Another 41.5% felt
it would have been about the same and only 8.5% though it was worse. Mail
correspondence courses received the highest percentage of “better” ratings
(59.7%) and on-line courses were given the lowest percentage of “better”
ratings (33.3%). In this last category, about half (58.5%) thought there
was no difference between the two formats in terms of their ability to learn
the materials.
Just over a third (37.5%) of the respondents that took all of their distance
learning courses on-line thought that their on-line interactions was
better than the interactions they’ve experienced in traditional courses.
Almost half (46.9%) thought they were about the same. Almost the same could
be said for courses taken through mail correspondence between faculty
and student in that almost a third (31.0%) thought that these interactions
were better than in traditional courses and almost half (48.3%) though they
were about the same. The respondents who indicated that they took all their
courses through TV or video instruction felt the least comfortable engaging
in discussions during class in that only 23.8% thought that these interactions
were better than those experienced in traditional courses and 47.6% actually
thought they were worse. These respondents were obviously referring to those
specific courses that are televised live and have an interactive component.
Perhaps the awareness that one is on TV can have an inhibiting effect on some
people. There were only eight respondents who only experienced distance learning
in classroom instruction at an off-campus site that thought this question
was applicable to them. Out of these, six (75.0%) felt these discussions were
better than they would be in a classroom on campus. Conducting a focus group
of current students that take courses at these off-campus sites would be a
useful way to see if these courses do indeed afford students with a more intimate
learning environment which promotes classroom discussion.
About a third (35.5%) of the respondents that took all their distance learning
courses on-line thought that the on-line interactions they had were
a better way of getting to know and network with other students and about
the same percentage (38.7%) thought it was worse. The respondents that tended
to feel that their modality of distance learning instruction was not a better
way to get to know or network with other students were those that took their
courses through mail correspondence or through TV or video instruction.
The TV courses was considered a better way to get to know other students by
19% of those who experienced distance learning this way, but 61.9% thought
that TV based courses was a worse way to get to know other students. Although
only based on nine respondents, about half (55.6%) of those that experienced
distance learning exclusively through classroom instruction at an off-campus
site thought it offered better opportunities to get to know and network
with other students compared to classrooms on campus. When comparing this
result with the issue of feeling comfortable in class discussions, it appears
that these particular respondents experienced a smaller and more intimate
educational experience than they experienced in on-campus courses. Further
research, such as focus groups of current students taking courses at these
off-campus sites, would be necessary to determine if this perception is widespread.
One of the major advantages of distance learning programs is the flexibility
of class scheduling, even for courses that are scheduled. The majority of
distance learning respondents (71.9%) thought that class scheduling was better
for distance learning courses than traditional courses. Almost another quarter
(23.6%) thought they were about the same. Very few (4.4%) thought that scheduling
distance learning courses was worse than scheduling traditional courses.
Many of those who took courses through mail correspondence (41.5%)
thought faculty/student communication was better than in on-campus courses.
This was also the case for those who took all their distance learning courses
on-line (42.4%). Compared to the other distance learning students,
fewer respondents who took their courses through TV or video instruction
(19.0%) thought that their communication with faculty was better than they’ve
experienced in traditional on-campus classrooms. In fact, 38.1% thought it
was worse. The nine distance learning respondents that experienced all their
classroom instruction at an off-campus site gave very positive feedback
on their ability to communicate with their faculty in that 55.6% thought that
such communication was better than they would expect on campus, 44.4% thought
it was about the same, and none thought it was worse.
For respondents that took all of their distance learning courses on-line,
28.2% thought that their on-line discussions were more meaningful than in
traditional classes, about a third (34.4%) thought they were about the same,
and just over a third (37.5%) thought they were worse. Most of those that
took all their courses through TV or video instruction, and thought
the question was applicable to them, provided relatively low ratings to this
item in that 61.9% thought the classroom discussions were not as meaningful
as in traditional courses. Out of the eight respondents that took all of their
distance learning courses at an off-campus site, 62.5% felt that their
class discussions were more meaningful than they have experienced in on-campus
courses. These results are all from a small number of cases, but point to
the possibility that the regular contacts students have in these off-campus
courses facilitate meaningful dialogue. Further research would be necessary
to see if this perception is in fact shared by others.
Of those distance learning respondents that took their courses through mail correspondence, only 9.5% thought that it was easier to obtain library resources. It was slightly higher for those who took all of their courses on-line in that 13.0% though it was better than in traditional courses. None of those who took all their courses through TV or video instruction thought that obtaining library resources was better than in a traditional college environment. In fact, 57.9% thought it was about the same and 42.2% thought it was worse.
The majority of respondents from each distance learning modality indicated that the amount of work in distance learning courses was about the same as the amount of work in traditional classroom courses. For courses taken through mail correspondence, 41.4% thought there was more coursework, 56.9% thought it was the same, and only 1.7% thought there was less work in distance learning courses. For on-line courses, 32.3% indicated that there was more coursework than in traditional classrooms while 51.6% said it was about the same. Although only based on the small number of respondents, the easiest type of distance learning modality seemed to be courses taken through TV or video instruction. Here 68.4% said the courses had about the same amount of work as traditional classroom courses and 31.6% said that there was less work. Only nine respondents that took all of their courses at an off-campus site answered this question. Out of these nine, two (22.2%) indicated that they had more coursework and seven (77.8%) indicated that the amount of coursework was about the same as in traditional classes. Although these results are from a small sample of distance learning alumni, it appears that distance learning is not a way to avoid the work required for a proper education. In fact, for many respondents distance learning required even more work.