Based on the learner's needs and current technology status, this study provides a review on the feasibility of online education for modern students in a developed nation. This research provides an analysis of the survey responses of 203 undergraduate students by focusing on views, needs, and wants for offering online courses and programs.
Introduction
Most schools can easily integrate online education in their existing programs. Some experts believe that “The technical infrastructure prerequisite to e-tutoring is widely available in schools and institutes of higher learning” (Johnson & Bratt, 2009, p. 33). Cyberspace technologies are now complimenting all learning formats. “With regard to technologic tools, faculty and students alike identified the importance of using multiple tools appealing to diverse learning styles” (Menchaca & Bekele, 2008, p. 247). Others say that “the greatest growth and use of online learning is at the tertiary level, the impact of distance education is also being felt in secondary schools” (Hannum, Irvin, Lei, & Farmer, 2008, p. 211). Hannum et al. also mention that “The incidence of distance education in high schools in rural areas of the USA is higher than the national average” (2008, p. 212). Researchers are continuing to study cyberspace learning and modalities as “Distance education and related research has continued to proliferate” (Menchaca & Bekele, 2008, p. 231). Faculty members and administrators are still trying to find the right mix of technologies and approaches for achieving student learning outcomes (Mujtaba & Mujtaba, 2004). Interestingly enough, “both infrastructure and tools were crucial for success reflected a highly contextual nature for online learning environments” (Menchaca & Bekele, 2008, p. 234).
Limited research is done each year to survey students' needs, wants, and their overall perceptions with the operation.
Mujtaba (2005) and Eastmond (1998) discussed three different types of Internet-based courses: first, there are distance education programs that are supplemented by use of Internet technologies as a support mechanism as opposed to being the primary medium of delivery; second, there is the computer conferencing medium, in which the Internet is the primary delivery technology, utilizing asynchronous discussions and e-mail; third, there is the virtual course from the virtual institution where all or most aspects of the course are delivered online. With a teaching-learning process in the online world, adult students are expected to be actively involved in the knowledge generation process while interacting with the instructor and their colleagues about the material to be learned as guided by the faculty. Faculty members make the difference in student learning as their facilitation skills can be geared toward truly learning or simply having students memorize so they can pass an exam. Online faculty members should involve the student in the learning process through their formal and informal facilitation, since their involvement can lead to real learning, application and long-term retention. As such, the faculty serves as a facilitator in the learning process, as is the case in many of today's nontraditional schools and adult training sessions in the workforce, rather than being the primary transmitter of knowledge. This is even more important in the online environment if the material is to be learned, utilized, and retained by the graduates of a course or program.
Study Analysis and Results
The purpose of this research, based on the survey of undergraduate students, is to provide an assessment of the learner's views, needs, and wants for an online program. The goal is to provide recommendations for administrators to enhance their online offerings as a result of the feedback from students. Some of the research questions regarding feasibility of online education for this study are as follows:
Is there a gender or ethnicity effect in computer usage and ownership?
Do all students own a computer?
Do students use computers on a daily basis?
Do online students use computers from home or work?
This research looked at how demographic factors impacted online education. There were 15 dependent variables representing online education, and six independent variables representing demographic factors.
There were 203 participants in this study, which included 85 males and 118 females. One hundred thirty-five participants were between the ages of 17 and 25. Sixty-seven were between the ages of 26 and 35 and only one was between 46 and 55. This reflected the typical younger student body at the institution studied. There were 55 White participants, 55 Black participants, 47 Hispanic participants, 11 Asians, 12 American Indians, and 23 Other.
With regards to online study capability, 15 questions were asked. The first question was how often you use your computer. One hundred and thirty participants used the computer every day, 39 used it every other day, 10 used it once a week, and 24 responded other. The second question was about computer ownership. One hundred fifty-five participants (76%) owned a computer. The third question was about having Internet access. One hundred and fifty-eight participants had their own Internet service provider. The fourth question was about place of access for online class. Ninety-three said they access online courses from home, 55 from school, 6 from the office, and 49 from both home and school. The fifth question was about proficiency with computers. Two had no computer training, 11 were below average, 110 were average, 51 were above average, and 29 were excellent. The sixth question was about proficiency with the Internet. Two had no training, 4 were below average, 104 were average, 50 were above average, and 43 were excellent. The seventh question was about motivation and ability to work independently. One hundred sixty-seven stated that they were capable of working independently. The eighth question was about having enough time to do online study. One hundred twentyfour stated that they had enough time to do online study. The ninth question was about time management skills. Ten had none, 28 were below average, 96 were average, 46 were above average, and 23 were excellent. The tenth question was about taking an online class before. Thirty-three participants said they did. The 11th question was about having the option to take classes online. One hundred eighteen stated that they would like the option to take online classes. The 12th question was about taking all classes online. Only 59 participants wanted to take all classes online. The 13th question was about doing group work in an online setting. Ninety-three participants stated that they would be willing to do group work online. The 14th question was about the biggest concern in online education. Forty-six stated that they would not learn as much, 59 were concerned about no face-to-face interaction, 38 were concerned about no support from institution, 19 were concerned about no frequent feedback, and 41 were concerned about too many distractions. The 15th question asked about the effectiveness of an online program if there was a computer lab and tutors on campus. One hundred and forty-seven participants responded yes to this question.
A correlation analysis was done for all variables. The six demographic variables, to be used as independent variables, had low correlation coefficients (less than 0.35). The 15 online education variables also had low correlations, except for Question 2 (computer ownership), Question 3 (own Internet service provider), Question 5 (computer proficiency), and Question 6 (Internet proficiency). Question 2 and Question 3 had a correlation of 0.5403. This was not surprising, as Question 2 is about owning a computer and Question 3 was about having an Internet service provider. It is common for those who own computers to have an Internet service provider. Question 5 and Question 6 had a correlation of 0.6275. This again was not surprising as Question 5 was about proficiency with computers and Question 6 was about proficiency with the Internet.
Multiple regression analyses were done for all 15 dependent variables. The independent variables were: Age Group, Race, Education, Work Experience, and School Program. The independent variables were tested for multicollinearity using a variance inflation factor (VIF) test. All estimates were approximately 1, which were much lower than the usual benchmark of 5.
The first dependent variable, Frequency of Computer Use, was significantly related to the independent variables Education and Employment. The variable Education had a beta coefficient of 0.365 and a p value of 0.048. This result was reasonable, as we expect more educated people to utilize the computer more frequently. The next variable, Employment, had a beta coefficient of −0.101 with a p value of 0.101, which is marginally significant at the 10 percent level. This implied that the unemployed used the computer more often. This was not a surprising result as the unemployed were full-time students.
Conclusions and Implications
The widespread existence of new technologies has put distance education in high demand and more schools are getting into online education. As such, this study focused on understanding the needs of current and prospective learners. Understanding the common denominator of technology available to students can assist administrators and faculty members design their admission, teaching and curriculum requirements. This study, based on a survey of undergraduate students, provided an assessment of their views, needs, and wants for online distance education programs. Overall, the analysis demonstrated that demographic variables were significant. For example, gender showed up as significant in several of the multiple regression analyses. Age Group, Education, and Ethnicity were significant in several regression estimations. Also, employment was significant in several regression estimations and Program was significant in only one regression estimation. Consequently, administrators can enhance their online offerings as a result of the feedback from students and positively impact the success of learners in higher education.
