Analyzing student achievement and satisfaction and faculty satisfaction using three modes of distance learning at Chippewa Valley Technical College

Abstract

The number of people who desire a post-secondary education has grown due to changes in the global economy and personal economics. The National Center for Education Statistics (NCES) reported that the total number of distance learners enrolled in college-level institutions during the 1997-98 academic year was 1,363,670; by the 2001-02 academic year, that number had grown to 2,876,000 (Saenz, 2002, Waits & Lewis, 2003, p.iv). The effectiveness of distance education is under new scrutiny because of the paradigm shift toward computerized distance education. How are schools going to provide distance education is under new scrutiny because of the paradigm shift toward computerized distance education. How are schools going to provide distance education that satisfies students and faculty and also allows student achievement comparable to traditional classroom education? This study looked at the effect of three different distance learning technologies on teacher and student satisfaction and student grades. It found that student and instructor satisfaction were lowest for IP video conferencing and for distance media that lacked adequate levels of interaction. Student satisfaction was highest in the control group, which was taught with traditional methods. However, grades were significantly higher for the experimental group than for the control group. Survey data pointed to a need for strong support services for distance education to be successful.