How decisions are made to support distance education programs and curricula often depends upon the knowledge and understanding of the administrative team. An administrator who has a basic understanding of alternative methods for learning is one that shows a greater inclination to support those methods. The purpose of this study was to gain an understanding of administrator attitudes and perceptions relative to distance education, and how those attitudes and perceptions affects their support of distance education.
Introduction
Historically, distance education has been defined as a process whereby place and/or time separate the student and instructor; thus the student learns independently of contact with the instructor and, often, other students. For example, learners have been able to participate in guided independent study through correspondence courses via the mail system for close to a century. With this process, learners received printed materials, completed written assignments, and received feedback from the remote instructor (Hirschbuhl & Bishop, 1996).
Currently, distance learning has become the popular term used to describe learning using telecommunications. Instruction relies on two-way communication of an organized education program through printed materials and electronically transmitted programming (Wagner, 1988; Holmberg, 1986; Keegan, 1983; Sewert, 1982). The term telecommunications refers to a wide variety of media configurations, including radio, telephone, television (broadcast, and satellite), and computers. The Quarterly Review of Distance Education defines distance education as institutionally- based, formal education, where the learning group is separated and where interactive technologies are used to unite the learning group.
Moore and Kearsley (1996) defined distance learning and education as “planned learning that normally occurs in a different place from teaching” (p. 2). These authors believe that distance learning requires special:
techniques of course design;
instructional techniques;
methods of communication by electronic and other technology; and
organizational and administrative arrangements (Moore & Kearsley, 1996).
One of the greatest advantages offered by modern information technologies is the ability to teach without the presence of an instructor. This technology allows for “time-shifting” instruction—experiencing instruction at some other time after the live lesson—and “place-shifting” instruction—experiencing instruction at some place away from the teacher (Heinich, et al., 1999, p. 284).
Purpose
The purpose of this research study was to address the following question: Is there a relationship between the attitudes and perceptions of lower-, mid-, and upper-level higher education academic administrators in the Southeast region of the United States and their support of distance learning? More specifically, the article will explore how administrators’ attitudes affect and shape policy, curriculum, and programs.
Literature review
In the distance learning literature, researchers have given considerable attention to investigations focusing on the students or learners involved in the distance education process. For example, numerous studies have evaluated tele-education in terms of student performance (Moore & Kearsley, 1996; Reid, 1995; Souder, 1993; Delbeq & Scates, 1989; DeLoughry, 1988; Stone, 1987, 1988). In most of these studies, the achievement of students taking tele-courses at remote sites is compared to the achievement of similar groups of students taking the same courses in a traditional face-to-face classroom. As a whole, this body of research shows that students taking televised courses at remote sites perform as well as and, in some cases, better than their traditionally taught counterparts (Reid, 1995; Cohen, et al., 1981).
Research on student and teacher perceptions of distance education indicates a general acceptance of programs in which they have participated (Lyons, et al., 1993-1994). Faculty surveyed during this study indicated a positive attitude towards increased access for students, the opportunity to develop courses utilizing the technology, and the availability of videotapes for review by students. The faculty did voice concern on the need to improve interactions with the students as well as dealing with various logistics problems with the technology (Lyons, et al., 1993-1994).
Little information about administrator attitudes and perceptions can be found in the distance education literature, though researchers have recognized the need to understand and explore their importance (Dillon & Walsh, 1992; Gunawardena, 1990: McNeil, 1990). Limited information about administrators who support distance education programs/courses at their institution contributes to a low understanding of educational diffusion. As Pellegrin (1975) states, “educators are seriously handicapped by the lack of managerial technologies that might provide assistance in the innovation process” (p. 29). Literature in educational innovation provides little practical help for those who plan and implement change in education.
Methodology
Population and Sample
The population for this study was lower-, middle-, and upper-level higher education academic administrators in the Southeast region of the United States. Levels of administrators were defined as: lower level (heads and chairs of departments or schools), middle level (deans and chairs of divisions or colleges), and upper level (chief academic officers, provosts and associate or assistant provosts). Specifically, the population was drawn from lower-, middle-, and upper-level administrators from nine universities that offered a diverse mix of institutional size and characteristics.
The researchers surveyed the complete population of identified mid-and upper level academic administrators (N = 168) at selected universities. To contain costs, the researchers drew a 1-in-3 systematic sample from the lower level academic administrators (N = 512) at the institutions. This systematic sample yielded a lower-level administrator sample of 170. This type of sampling procedure was conducted as outlined by Scheaffer, et al., (1996), utilizing a “random numbers table” for initiating the selection process.
A sample of 338 administrators (n = 28 upper-level; n = 140 mid-level; and n = 170 lower-level administrators) was selected and received the survey instrument. Of the 117 returned surveys, 115 were usable (N = 115). The response rate for the different levels of administrators was upper level = 46 percent; mid-level = 30 percent; and lower level = 36.3 percent for a total return rate of 34 percent.
Procedures
Participants were mailed a cover letter accompanied by the survey instrument with the description and purpose of the study outlined. Materials stressed that participation was voluntary and respondent confidentiality would be strictly followed. Each questionnaire was precoded with a school number to determine the number of responses from each university with only the researcher having access to the temporary master list of school codes. The master list was destroyed once data analysis was completed. Data were reported as group tendencies and summary statistics with all identifying information removed.
Survey Instrument
The instrument, “Survey of Administrator Perceptions and Attitudes Towards Technology-Based Distance Education,” was adapted from the Survey of Faculty Perceptions and Attitudes Toward Technology-Based Distance Education (Walsh, 1993). Walsh developed this instrument to measure faculty attitudes and perceptions towards technology-based distance education. The survey contains five sections. Section one contains the definitions of key terms used in the survey. Section two consists of 20 postulates, reflecting either a negative or positive attitude regarding distance education using a five-point Likert-type scale from strongly disagree to strongly agree. In section three, questions address the respondent’s past exposure to distance education and the level of preparation received. The fourth section has questions specifically related to the applicability of distance education to the administrative domain, which includes inquiries into the administrator’s willingness to support distance education courses or programs, as well as questions regarding administrators’ perceptions of major challenges and incentives needed to support distance education. The last section of the survey instrument collects demographic data.
Walsh (1993) reported a calculated Chron- bach Alpha of 0.91 on the Survey of Faculty Perceptions and Attitudes Toward Technology-Based Distance Education. The Chronbach Alpha is suitable for determining internal consistency (Gay, 1992).
Treatment of Data
Combinations of several different types of statistical analyses were used to address theresearch questions. Descriptive statistics were used to analyze the demographic data as well as various research questions. In addition, analysis of variance (ANOVA) for non-equivalent groups with pairwise comparisons was used to test for significance of differences among the means of the three levels of administrators (Ott, 1993). Analysis of variance is used to determine whether the groups differed significantly on the variables being studied. Due to differences in sample size, Analysis of Variance was used to examine the between and within group differences. Pairwise comparisons were used for group comparison to explore where the population means differ from the rest. Pairwise comparisons were useful to determine significant differences (Ott, 1993).
Results
Unless otherwise noted, all findings to the research questions are based on survey responses of the entire sample (N = 115). The first research question asks what are the prevalent academic administrator attitudes and perceptions regarding distance education? Table 1 items reflect reverse scoring procedures employed for data analysis by mean and variance. The overall mean attitude score to the survey was 69.28 (standard deviation 10.85). The range of scores for all 115 respondents was 27 to 87. The range of item responses was from 1 to 5.
Means for Survey Items 1 Through 20
| Survey Item | Mean 1 = Strongly Disagree 5 = Strongly Agree |
|---|---|
| 1. Distance education has the potential to effect society in a positive manner. | 3.98 |
| 2. Distance education methods should be used only in situations where traditional education is impossible. | 3.40 |
| 3. The quality of most Distance Education programs is questionable at best. | 3.17 |
| 4. Face to face student instructor interaction is imperative for effective instruction. | 3.15 |
| 5. The technology used in distance education is inhibiting for the instruction. | 3.16 |
| 6. Distance education methods can be as effective as traditional education methods. | 3.29 |
| 7. Prior to participation, students in distance education programs are not usually as well prepared as students who engage in traditional education programs. | 3.36 |
| 8. There is very little reliable information available concerning the effectiveness of distance education. | 2.86 |
| 9. Distance education has the capability to serve effectively, otherwise unreachable students. | 4.12 |
| 10. Distance Education poses a threat to more traditional methods of teaching. | 3.57 |
| 11. Distance education is an interesting concept, and justifies further research | 4.04 |
| 12. Opportunity for instructor training in distance education is extremely important. | 4.22 |
| 13. Any course that has a significant history of being taught and revised can be a candidate for distance education. | 3.03 |
| 14. End-of-course tests should be conducted in all distance education courses in order to ensure their effectiveness. | 3.69 |
| 15. Distance education limits the capability of the instructor to express such teacher characteristics as humor and enthusiasm. | 3.24 |
| 16. Highly technical material is well suited to distance education. | 3.17 |
| 17. Regardless of technological improvements, distance education will never be as effective as traditional instruction. | 3.17 |
| 18. Distance education offers opportunities and experiences for learning that traditional education can not. | 3.53 |
| 19. The concept of combining distance education technology with traditional instruction is worthwhile. | 4.22 |
| 20. Distance education can be a more stimulating method of learning than traditional instruction. | 2.92 |
| Survey Item | Mean 1 = Strongly Disagree 5 = Strongly Agree |
|---|---|
| 1. Distance education has the potential to effect society in a positive manner. | 3.98 |
| 2. Distance education methods should be used only in situations where traditional education is impossible. | 3.40 |
| 3. The quality of most Distance Education programs is questionable at best. | 3.17 |
| 4. Face to face student instructor interaction is imperative for effective instruction. | 3.15 |
| 5. The technology used in distance education is inhibiting for the instruction. | 3.16 |
| 6. Distance education methods can be as effective as traditional education methods. | 3.29 |
| 7. Prior to participation, students in distance education programs are not usually as well prepared as students who engage in traditional education programs. | 3.36 |
| 8. There is very little reliable information available concerning the effectiveness of distance education. | 2.86 |
| 9. Distance education has the capability to serve effectively, otherwise unreachable students. | 4.12 |
| 10. Distance Education poses a threat to more traditional methods of teaching. | 3.57 |
| 11. Distance education is an interesting concept, and justifies further research | 4.04 |
| 12. Opportunity for instructor training in distance education is extremely important. | 4.22 |
| 13. Any course that has a significant history of being taught and revised can be a candidate for distance education. | 3.03 |
| 14. End-of-course tests should be conducted in all distance education courses in order to ensure their effectiveness. | 3.69 |
| 15. Distance education limits the capability of the instructor to express such teacher characteristics as humor and enthusiasm. | 3.24 |
| 16. Highly technical material is well suited to distance education. | 3.17 |
| 17. Regardless of technological improvements, distance education will never be as effective as traditional instruction. | 3.17 |
| 18. Distance education offers opportunities and experiences for learning that traditional education can not. | 3.53 |
| 19. The concept of combining distance education technology with traditional instruction is worthwhile. | 4.22 |
| 20. Distance education can be a more stimulating method of learning than traditional instruction. | 2.92 |
Analysis of Variance on Attitudes for the Three Levels of Administrators
| Source of Variation | SS | df | MS | F | p-value |
|---|---|---|---|---|---|
| Between Groups | 1390.92 | 2 | 695.46 | 6.48 | 0.002 |
| Within Groups | 12012.25 | 112 | 107.25 | ||
| Total | 13403.17 | 114 |
| Source of Variation | SS | df | MS | F | p-value |
|---|---|---|---|---|---|
| Between Groups | 1390.92 | 2 | 695.46 | 6.48 | 0.002 |
| Within Groups | 12012.25 | 112 | 107.25 | ||
| Total | 13403.17 | 114 |
p<.05 (.002)
Results of the ANOVA indicated that there was a statistically significant difference at the p < .05 level between the attitudes and perceptions of lower-level administrators (n = 59) towards technology-based distance education and the attitudes and perceptions of upper- and mid-level administrators (n = 56) (see Table 2). The mean for the lower-level administrators was 65.80, with a standard deviation of 11.34 on items 1 through 20 on the survey instrument. The mean of the high level administrators was 73.08 (standard deviation of 6.86) and the mean for the mid-level was 72.65 (standard deviation 9.75). This comparison of means indicates that lower level administrators in this study tend to have a significantly lower attitude and perception towards technology based distance education than upper and mid-level administrators (see Table 3).
The second research question asks what is the relationship between exposure to distance education and attitudes and perceptions toward distance education. Two questions were used specifically from participants’ responses. “Have you ever been a student (participant) in a distance education program or offering?” and “Have you ever taught a course utilizing distance education methods?” From these two questions two categories were developed. Respondents having “some experience” with distance education and respondents having “no experience” with distance education. A linear contrast was utilized to compare the two means for differences. There was a statistically significant difference at the .05 alpha level with a calculated t-score of 2.68. This data reveals a trend that with some exposure to distance education there tends to be an increase in attitude and perceptions toward technology-based distance education (see Table 4).
Several studies have linked exposure to technology-based distance education with more positive attitudes toward the innovation (Annenberg CPB, January, 1986; Giltcher & Johnstone, 1989; Kirby & Garrison, 1989; Walsh, 1993). The findings from this research study support these past studies, where an administrator’s exposure to distance education translates to a more positive attitude on distance education.
The third research question asks what is the relationship between administrator attitudes and perceptions towards distance education and their willingness to support distance education courses/programs. There was a statistically significant difference between the attitudes and perceptions of administrators who were willing to support distance education in the future and those administrators who were not willing to support distance education in the future. The mean attitude of administrators who are willing to support distance education was 71.20. The mean attitude of administrators who are not willing to support distance education was 56.94. This indicates a strong probability that attitude affects willingness to support distance education.
Summary Statistics on Attitudes for the Three Levels of Administrators
| Administrator | (N = 115) | Mean | Standard Deviation | Standard Mean Error | Variance |
|---|---|---|---|---|---|
| Upper | 13 | 73.08a | 6.86 | 2.87 | 47.08 |
| Middle | 43 | 72.65a | 9.75 | 1.58 | 95.09 |
| Lower | 59 | 65.80b | 11.34 | 0.05 | 128.51 |
| Administrator | (N = 115) | Mean | Standard Deviation | Standard Mean Error | Variance |
|---|---|---|---|---|---|
| Upper | 13 | 73.08a | 6.86 | 2.87 | 47.08 |
| Middle | 43 | 72.65a | 9.75 | 1.58 | 95.09 |
| Lower | 59 | 65.80b | 11.34 | 0.05 | 128.51 |
Note:‘b’ denotes significant difference (p < .05) level with pairwise comparison.
Summary Statistics for the Relationship Between Exposure to Distance Education and Attitudes for Two Groups—One Group With Some Exposure and No Exposure
| Group | (N = 115) | Mean | Standard Deviation |
|---|---|---|---|
| Experience | 49 | 72.35a | 18.54 |
| No Experience | 66 | 67.00b | 11.07 |
| Group | (N = 115) | Mean | Standard Deviation |
|---|---|---|---|
| Experience | 49 | 72.35a | 18.54 |
| No Experience | 66 | 67.00b | 11.07 |
Note:‘b’ denotes significant difference (p < .05) when using linear contrast.
The survey responses revealed that 13 of 13 (100 percent) of the upper level academic administrators reported a willingness to support distance education, while 40 of 43 (93 percent) of mid-level administrators, and only 44 of 59 (75 percent) of lower level administrators reported being supportive. The data in Table 5 summarizes the results as reported by the participants.
There tends to be a strong, positive relationship between attitude toward distance education and willingness to support distance education in the future. The findings revealed a tendency for lower-level administrators to be less willing to support distance education. When administrators were asked what would make them unwilling to support distance education, most of the responses were centered on the need for adequate resources and support and ability to continue offering quality courses/programs. Attitudes toward distance education vary among the three levels of administrators. Lower-level administrators in this study tended to have a significantly less supportive attitude and perceptions toward technology-based distance education than upper- and mid-level administrators.
It appears that a complex relationship exists between exposure to distance education, attitude toward distance education and willingness to support distance education. Exposure to distance education, either as an instructor or as a student/participant, does tend to influence an attitude of openness toward distance education, as reported in the literature. Through these analyses, a participant’s perception of the experience, and resultant attitude, affects the administrator’s willingness to support distance education.
Summary Statistics for the Relationship Between Administrator Attitudes and Perceptions Towards Distance Education and Willingness to Support Distance Education by levels.
| Group | (N = 115) | Mean | Standard Deviation |
|---|---|---|---|
| Support | n = 93 | ||
| Upper Level | 13 | ||
| Middle Level | 40 | 71.20a | 9.15 |
| Lower Level | 44 | ||
| No Support | n = 17 | ||
| Upper Level | 0 | ||
| Middle Level | 3 | 56.94b | 12.85 |
| Lower Level | 14 |
| Group | (N = 115) | Mean | Standard Deviation |
|---|---|---|---|
| Support | n = 93 | ||
| Upper Level | 13 | ||
| Middle Level | 40 | 71.20a | 9.15 |
| Lower Level | 44 | ||
| No Support | n = 17 | ||
| Upper Level | 0 | ||
| Middle Level | 3 | 56.94b | 12.85 |
| Lower Level | 14 |
Note: ‘b’ denotes a significant difference (p < .05) when using pairwise comparison.
Implications for policy, programs, and curricula
The findings of this study have implications for academic administrators in higher education. It is important to understand that lower-level administrators tend to have less positive attitudes and perceptions toward technology-based distance education. If distance education efforts are to be accepted and promoted, it is important to address the possible factors affecting the attitude of lower-level, as well as other administrators. The factors could include providing opportunities to engage in positive distance education experiences. Administrators need to be cognizant of the need to provide these opportunities for administrators both above and/or below their level of administration. Experiences for these administrators could be accomplished in several ways. One way would be to encourage hands-on experiences for administrators through utilizing distance education modalities in conducting conferences, meetings, and courses. An additional approach would be to provide administrator/faculty/staff development opportunities in distance education by promoting participation in workshops and conferences that address issues in distance education.
Another factor that affects administrator attitude toward distance education is the actual and perceived levels of support for innovative educational methods. Many of the administrators questioned expressed concern for having adequate resources to deliver quality courses through distance education. There were also numerous comments regarding providing rewards, extra pay and time for faculty as incentives to participate in distance education.
Zeller (1995) offers some suggestions for future directions for policy concerns regarding distance education that may affect administrators in institutions of higher education.
Technology is advancing so rapidly that it threatens to outstrip the capacity of existing structures (social, organizational, management) to manage it. This often- repeated comment reveals a growing awareness of the problems associated with technology-driven distance education.
Institutions will develop their own distance education systems at the expense of state-wide or institutional compatibility.
Access to distance education resources and pathways need to be considered when attempting to meet the needs and goals of the institutional agents and students.
While technical personnel have provided leadership in distance education in the past, academic personnel need to play an increasingly greater role in programming decisions and planning for distance education.
Administrators should include the user and teachers of technology from the onset and planning stage regardless if they support or not support alternative methods of learning.
Higher education is in an era of intense accountability, tight fiscal resources, and fierce competition. Moreover, college administrators are searching for appropriate and effective methods of delivering educational programs (Fried, 1997; Sherritt, 1996; Speck, 1996; and Talley, 1997). Therefore, academic administrators must find creative approaches to appropriate the levels of support and resources needed in the delivery of quality distance education courses. These creative approaches could include developing partnerships between institutions of higher education and business and industry, creating consortia among institutions of higher education, and encouraging intra-institutional cooperation. By applying these approaches, the intensive resources needed to create quality learning environments through distance education could be shared.
Distance education has been a part of the learning environment for some time. Today, with the array of emerging technologies available, academic administrators in higher education are faced with a multitude of decisions regarding support for distance education. This study reinforces the need to continue to explore factors that may influence the implementation and support of innovative educational practices like distance education. Furthermore, understanding the role of higher education academic administrators in the support and delivery of distance education is essential to the future acceptance and implementation of emerging technologies in higher education.
