1 Laura A. Bayless Dissertation submitted to the Faculty of Virginia Polytechnic Institute and State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy In Educational Leadership and Policy Studies Dr. Don G. Creamer, Chair Dr. Sherri Guilliams Turner Dr. David E. Hill Dr. Joan B. Hirt Dr. John A. Muffo April 11, 2001 Virginia Keywords: Distance Learning, Services for Distance Learners, Non-Academic Needs Copyright 2001, Laura A. Bayless
Transcript
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Laura A. Bayless
Dissertation submitted to the Facultyof Virginia Polytechnic Institute and State University
in partial fulfillment of the requirements for the degree of
Doctor of PhilosophyIn
Educational Leadership and Policy Studies
Dr. Don G. Creamer, ChairDr. Sherri Guilliams Turner
Dr. David E. HillDr. Joan B. Hirt
Dr. John A. Muffo
April 11, 2001 Virginia
Keywords: Distance Learning, Services for Distance Learners, Non-Academic Needs
Copyright 2001, Laura A. Bayless
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What are the Non-Academic Needs of Distance Learners?Laura A. Bayless
What is Distance Learning?........................................................................................................10Definitions..............................................................................................................................11
Introduction to Student Needs....................................................................................................14Brief Overview of Research on Distance Learning......................................................................17The Purpose of this Study..........................................................................................................18Limitations..................................................................................................................................19Overview of the Following Chapters...........................................................................................20
CHAPTER 2...................................................................................................................................22Current Understanding of the Non-Academic Needs of Distance Learners....................................22
How the Co-Curriculum Affects Students..................................................................................24Institutional Commitment to Serving Student Needs...................................................................27Professional Association Perspective on Services for Distance Learners....................................30Literature to Assist Institutions in Developing Student Services for Distance Learners..............32Expert Insights about Services for Distance Learners.................................................................36Summary of the Current Understanding of Distance Learners Non-Academic Needs................37
Sample........................................................................................................................................39Instrumentation...........................................................................................................................40Procedure....................................................................................................................................47Plan of Analysis..........................................................................................................................51
Descriptive Statistics...................................................................................................................53Results for Importance Questions...............................................................................................53Results for Accessibility Questions..........................................................................................153Results for Timing Questions...................................................................................................254Results Comparing Importance and Accessibility Responses...................................................307Summary of Results.................................................................................................................348
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CHAPTER 5.................................................................................................................................352Discussion and Implications.........................................................................................................352
Overview of the Study...............................................................................................................352Contribution to the Literature....................................................................................................353Discussion of Results and Implications for Practice.................................................................353
Discussion of Importance Results........................................................................................355Discussion of Accessibility Results......................................................................................363Discussion of Timing Results...............................................................................................366Discussion of Importance by Accessibility Results..............................................................367
Recommendations for Practice..................................................................................................367Recommendations for Future Research....................................................................................369
Recommendations for Research on the Academic Needs of Distance Learners....................370Recommendations for Research on the Non-Academic Needs of Distance Learners............370Recommendations to Consider when Designing a Similar Study.........................................372
Implications for Policy..............................................................................................................373Conclusion................................................................................................................................373
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List of Tables
TableNumber
Title Page
1 Participating Institutions and their Contacts, Number of Students andFaculty, and Method of Inviting Participants
41
2 Explanation of the Importance, Accessibility, and Timing of Need ResponseOptions
44
3 Student Descriptive Statistics 544 Faculty Descriptive Statistics 565 Group Means, Standard Deviations, and t Values for Importance Clusters 586 Means and Standard Deviations for Importance Clusters by Age 597 Significant Analysis of Variance Results for Importance Clusters by Age 608 Group Means, Standard Deviations, and t Values for Importance Clusters
by Sex61
9 Group Means and Standard Deviations for Importance Clusters by FamilyStatus
62
10 Group Means, Standard Deviations, and t Values for Importance Clustersby Employment Status
63
11 Group Means and Standard Deviations for Importance Clusters by WorkStatus
64
12 Group Significant Analysis of Variance Results for Importance Clusters byWork Status
65
13 Group Means and Standard Deviations for Importance Clusters by Level ofEducation
66
14 Group Significant Analysis of Variance Results for Importance Clusters byLevel of Education
67
15 Group Means and Standard Deviations for Importance Clusters by Level ofProgram
68
16 Group Significant Analysis of Variance Results for Importance Clusters byLevel of Program
69
17 Group Means and Standard Deviations for Importance Clusters byExperience with Distance Learning
70
18 Group Means, Standard Deviations, and t Values for Importance Clustersby Mode of Studying
71
19 Group Means, Standard Deviations, and t Values for Importance Clustersby Student Status
72
20 Group Means and Standard Deviations for Importance Clusters by WhyTake University Courses
73
21 Group Significant Analysis of Variance Results for Importance Clusters byWhy Take University Courses
75
22 Group Means and Standard Deviations for Importance Clusters by WhyChoose Distance Learning
76
23 Group Means and Standard Deviations for Importance Clusters by Distancefrom Campus
77
24 Means, Standard Deviations, and t Values for Importance 7925 Means and Standard Deviations for Importance by Age 8326 Significant Analysis of Variance Results for Importance by Age 8927 Means, Standard Deviations, and t Values for Importance by Sex 9128 Means and Standard Deviations for Importance by Family Status 9429 Significant Analysis of Variance Results for Importance by Family Status 9930 Means, Standard Deviations, and t Values for Importance by Employment
Status100
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31 Means and Standard Deviations for Importance by Work Status 10432 Significant Analysis of Variance Results for Importance by Work Status 10833 Means and Standard Deviations for Importance by Level of Education 11034 Significant Analysis of Variance Results for Importance by Level of
Education116
35 Means and Standard Deviations for Importance by Level of Program 12236 Significant Analysis of Variance Results for Importance by Level of
Program127
37 Means and Standard Deviations for Importance by Experience withDistance Learning
130
38 Significant Analysis of Variance Results for Importance by Experience withDistance Learning
135
39 Means, Standard Deviations, and t Values for Importance by Mode ofStudying
137
40 Means, Standard Deviations, and t Values for Importance by Student Status 14141 Means and Standard Deviations for Importance by Why Take University
Courses145
42 Significant Analysis of Variance Results for Importance by Why TakeUniversity Courses
152
43 Means and Standard Deviations for Importance by Why Choose DistanceLearning
154
44 Significant Analysis of Variance Results for Importance by Why ChooseDistance Learning
159
45 Means and Standard Deviations for Importance by Distance from Campus 16046 Significant Analysis of Variance Results for Importance by Distance from
Campus165
47 Means, Standard Deviations, and t Values for Accessibility 16748 Means and Standard Deviations for Accessibility by Age 17149 Significant Analysis of Variance Results for Accessibility by Age 17750 Means, Standard Deviations, and t Values for Accessibility by Sex 17951 Means and Standard Deviations for Accessibility by Family Status 18252 Means, Standard Deviations, and t Values for Accessibility by Employment
Status190
53 Means and Standard Deviations for Accessibility by Work Status 19254 Significant Analysis of Variance Results for Accessibility by Work Status 19655 Means and Standard Deviations for Accessibility by Level of Education 19956 Significant Analysis of Variance Results for Accessibility by Level of
Education205
57 Means and Standard Deviations for Accessibility by Level of Program 20958 Significant Analysis of Variance Results for Accessibility by Level of
Program214
59 Means and Standard Deviations for Accessibility by Experience withDistance Learning
217
60 Significant Analysis of Variance Results for Accessibility by Experiencewith Distance Learning
222
61 Means, Standard Deviations, and t Values for Accessibility by Mode ofStudying
224
62 Means, Standard Deviations, and t Values for Accessibility by StudentStatus
229
63 Means and Standard Deviations for Accessibility by Why Take UniversityCourses
233
64 Significant Analysis of Variance Results for Accessibility by Why TakeUniversity Courses
240
65 Means and Standard Deviations for Accessibility by Why Choose Distance 241
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Learning66 Significant Analysis of Variance Results for Accessibility by Why Choose
Distance Learning246
67 Means and Standard Deviations for Accessibility by Distance from Campus 24768 Significant Analysis of Variance Results for Accessibility by Distance from
Campus252
69 Frequencies for Timing of Need 25570 Significant Chi Square Results for Timing of Need by Group 26071 Frequencies for Timing of Need by Age 26172 Significant Chi Square Results for Timing of Need by Age 26873 Frequencies for Timing of Need by Sex 27074 Significant Chi Square Results for Timing of Need by Sex 27475 Frequencies for Timing of Need by Family Status 27576 Significant Chi Square Results for Timing of Need by Family Status 28377 Frequencies for Timing of Need by Employment Status 28478 Significant Chi Square Results for Timing of Need by Employment Status 28879 Frequencies for Timing of Need by Work Status 28980 Significant Chi Square Results for Timing of Need by Work Status 29381 Frequencies for Timing of Need by Level of Education 29482 Frequencies for Timing of Need by Level of Program 30183 Frequencies for Timing of Need by Experience with Distance Learning 30884 Significant Chi Square Results for Timing of Need by Experience with
Distance Learning313
85 Frequencies for Timing of Need by Mode of Studying 31486 Significant Chi Square Results for Timing of Need by Mode of Studying 31887 Frequencies for Timing of Need by Student Status 31988 Significant Chi Square Results for Timing of Need by Student Status 32289 Frequencies for Timing of Need by Why Take University Courses 32390 Frequencies for Timing of Need by Why Choose Distance Learning 33091 Significant Chi Square Results for Timing of Need by Why Choose
Distance Learning337
92 Frequencies for Timing of Need by Distance from Campus 34393 Means and Standard Deviations, and t Values for Importance by
Accessibility344
List of Appendices
Appendix A Student version of surveyAppendix B Faculty version of surveyAppendix C Virginia Tech Institutional Review Board approvalAppendix D University of Delaware Institutional Review Board approvalAppendix E Student email invitationAppendix F Faculty email invitationAppendix G Informed consentAppendix H Student reminder noteAppendix I Faculty reminder note
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Acknowledgements
While the work in this study is entirely my own, the dissertation process is made easier by
the guidance and assistance of others. I sincerely appreciate the help of the following people.
Dr. Don G. Creamer has been an excellent dissertation advisor. He guided me through the
process, steered me in the right direction, and provided excellent feedback. He made himself
available to me whenever I needed him, regardless of other commitments. He edited the drafts in
useful ways. He shared his knowledge and expertise of both the process and the topic freely. I
cannot imagine a better fit for my dissertation advisor.
I would also like to thank Dr. Joan B. Hirt, Ed Schwartz, George and Charlene Bayless, and
Chuck and Rebecca Theobald for their general support and guidance throughout the process.
Dr. Bruce Chaloux and Mary Larson of the Southern Regional Electronic Campus provided
valuable insights to help in the design my study, and gave me entrée to the institutions that would
become my sample.
Dr. Sally Johnstone and Barbara Krauth of the Western Cooperative for Educational
Telecommunications and Stacey Ludwig-Hardman of the Western Governor’s University were
instrumental in the design of the instrument. Others who provided insights that assisted in the
design of the instrument were Tom Wilkinson and Sherri Turner of the Institute for Distance and
Distributed Learning at Virginia Tech, Dr. Greg Sherman of Teaching and Learning at Virginia
Tech, Dr. Ted Settle of Continuing Education at Virginia Tech, Dr. David Hill of Radford
University, and Dr. Von Pittman.
The Student Affairs Assessment and Research Committee at Virginia Tech, under the
leadership of Dr. Cathryn Turrentine and Dr. Joan Hirt, provided funding.
The following people assisted me by proof reading the instrument and the dissertation
paper: Dr. Don Creamer and his distance education class the summer of 2000, Charlene H.
Bayless, Rebecca B. Theobald, Dr. John Muffo, Denise Collins, Dr. Mike Jenkins, Lisa Harper,
and Ed Schwartz. Ed Schwartz also spent long hours helping me proof the accuracy of the tables.
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Technical support was provided by Jackie Meese of the Institute for Distance Learning at
Virginia Tech.
I also appreciate the time and cooperation of the contacts at each of the institutions that
participated in the study.
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What are the Non-Academic Needs of Distance Learners?
Laura A. Bayless
(ABSTRACT)
Distance learning is a fast-growing method of delivery in higher education. The literature
about distance learning is rich with information about learning and course design. However, there is
little information about the non-academic support services that universities can and should provide
for distance students. This study addresses that gap in the literature by exploring the non-academic
needs of distance learners. Students and faculty members involved with distance learning at four-
year institutions in the Fall of 2000 were asked to identify what, if any, needs distance learners have
outside the classroom. Specifically, an original web-based survey was designed to identify 34
possible non-academic needs. Respondents were asked to rate the importance of those needs in the
success of distance learners, the accessibility of services to meet those needs, and when the needs
present themselves to distance learners. Findings indicate that the non-academic needs of distance
learners are very similar to those of campus-based students. The most important needs are basic:
information about the institution and program, a way to purchase books, a contact person at the
institution, and academic advising. More traditional developmental needs such as leadership
development, experience with diversity, and career services were important to respondents pursuing
Bachelors degrees. Services to meet the needs are currently not easily accessible. Most needs
present themselves throughout a student’s academic career. Institutions involved with distance
learning should consider addressing basic needs first. If an institution targets a large number of
students pursuing Bachelor degrees at a distance, they might also add services to meet more
traditional developmental needs.
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What Are the Non-Academic Needs of Distance Learners?
CHAPTER 1Introduction
Distance learning began as early as the late 1800s when correspondence courses were
offered at Harvard University and Pennsylvania State University (Froke, 1995; Pennsylvania State
University, 2001b). Early efforts focused on print, radio, and televised courses. Today, distance
learning differs from early efforts in the numbers of distance education programs and courses
offered and in the methods of course delivery. Static and interactive video courses have been
introduced. More recently, distance learners have been able to choose from satellite, online, and
multimedia based courses offered synchronously (where all students interact and learn course
material at the same time) or asynchronously (may or may not be at the same time). About 75% of
colleges and universities in the United States currently offer distance learning courses at some level,
with another 10% of medium and large sized institutions intending to do so in the future (Connick,
1999).
What is Distance Learning?
Definitions of distance learning vary. In its simplest terms, distance learning takes place
when the student and instructor are separated by physical distance. The terms distance education
and open learning are synonymous with distance learning. The term open learning is used primarily
in Europe, Australia, and Canada (Paul, 1990). Distributed learning is another synonym, usually
referring more specifically to programs where courses are taught online, and collaboration and
virtual interaction among students in the same course are encouraged (Connick, 1999). Some
institutions offer more specific definitions for their distance learning programs. For instance, the
Virginia Tech Institute for Distance and Distributed Learning defines it this way:
Distance education takes place when a student and instructional source are separated byphysical or temporal distance, and a combination of voice, video, data, and/or computertechnology are used to facilitate the instructional process. (Turner, S.G., personalcommunication, September 15, 1999)
For purposes of this study, distance learning and distance education will be used synonymously to
mean that the student and the instructional source are separated by physical distance, that they may
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interact synchronously or asynchronously, and that course delivery methods include the use of
various kinds of current technology.
Definitions
The following is an alphabetical list of definitions that will be used for purposes of this
study.
Accessibility is the extent to which a student can access services that an institution
provides to address non-academic needs.
Adult student is a person taking college or university courses who is 25 years of age or
older. Synonym is adult learner.
Campus-based student is a person taking college or university courses, enrolled full-time
for most of his/her academic career, taking most of his/her courses on the campus at the time
designated by the institution, who lives on or near the university campus. Synonym is residential
student.
Distance learning is when the student and the instructional source are separated by
physical distance and may interact synchronously or asynchronously. Course delivery methods
include the use of various kinds of technological delivery. Synonym is distance education.
Distance learning student is a person taking college or university courses, enrolled full-
or part-time, who takes courses at a distance using some form of technology. Synonyms are
distance learner and distance student.
Email is communication sent electronically to individuals using a software program such as
Eudora, a Web-based service such as Outlook Express or America Online, or a mainframe
computer.
Employment status is a demographic category for this study and refers whether or not a
student respondent is employed outside the home.
Family status is a demographic category for this study and refers to whether a student
respondent is single and has no children at home, is single and has children at home, is married/with
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a live-in partner and has no children at home, or is married/with a live-in partner and has children at
home.
Importance refers to how pressing a need is for a particular student. For example, some
students need a lot of guidance when choosing a major. Others enroll already knowing what course
of study to pursue. The level of importance each of these students places on the challenge of
choosing a major is different.
Level of education is a demographic category for this study and refers to the student
respondent’s level of education achieved before taking this distance course (e.g., a high school
diploma, a master’s degree).
Level of program is a demographic category for this study and refers to the level of the
program that the student respondent is pursuing (e.g., a bachelor’s degree, credits for continuing
education).
Mode of studying is a demographic category for this study and refers to the method by
which the student respondent takes courses (i.e., a combination of campus-based and distance
learning or entirely through distance learning).
Need is a challenge faced by distance learning students that does not relate directly to
coursework. Examples include unfamiliarity with the institution, personal crises, lack of a particular
skill, and not knowing what course to take. Synonyms are co-curricular need or issue and non-
academic need or issue.
Southern Regional Electronic Campus is a marketplace for electronically delivered
courses and programs from colleges and universities in the South, a part of the Southern Regional
Education Board. Acronym is SREC.
Student affairs is the people and offices on college and university campuses that are
tasked with addressing students’ non-academic needs. Typical offices included in divisions of
student affairs include residential life, student activities, career services centers, counseling centers,
dean of students offices, and orientation offices.
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Student development approach asserts that a student affairs professional’s role is to
facilitate the development of the whole student, primarily in work outside the classroom. Synonyms
are student development orientation or student development view.
Student services approach is based on quality management of services and customer
service, and asserts that a student affairs professional’s role is to provide effective services so that
student satisfaction is increased. Synonyms are student services orientation or student services
view.
Student status is a demographic category for this study and refers to whether the student
respondent is a full time or part time student.
Timing is when a need presents itself in a student’s academic experience. For example,
needing assistance with the transition to the academic environment will present itself at the
beginning of the student’s academic experience. Needing assistance choosing courses will present
itself throughout the student’s academic experience.
Traditional student is a person taking college or university courses who is 18-24 years of
age. Synonym is traditional age student.
Western Cooperative for Educational Telecommunications is a membership-
supported organization open to providers and users of educational telecommunications representing
the higher education community, nonprofit organizations, schools, and corporations. The Western
Cooperative responds to its members’ needs by anticipating and directing change, and is part of the
Western Interstate Commission on Higher Education. Acronym is WCET.
Western Governor’s University is a virtual university (no on-site classes offered) that
offers degrees and certificates based completely on competencies. Acronym is WGU.
Work status is a demographic category for this study and refers to whether the student
respondent is employed full time, part time, or not employed.
World Wide Web is a "network of networks" that links computers around the world.
Synonym is Web.
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Introduction to Student Needs
The typical distance learning student is not easy to classify. People of all ages and
characteristics take courses at a distance for many different reasons. Distance learners at colleges
and universities are aged 18 and older, a much more diverse group than the traditional 18-24 year
old found on many residential campuses. They work part- to full-time. They must balance many
competing life roles, such as parent, spouse, employee, volunteer, and caregiver to aging family
members. Distance learners are often constrained by locations and by competing job, family, and
community obligations. Some are dropouts, stopouts (students who take some time off and then
return to school again), second careerists, or displaced homemakers (Earwaker, 1992; Hill, 1995;
Tait & Mills, 1999).
Distance learners study at a distance for many reasons. They may need the convenience that
distance education offers. Perhaps they find it difficult to get to a campus because of living in a
rural setting, being physically disabled, or being incarcerated. Perhaps they are employed full-time
but need to earn an advanced degree or want to enter a new career field. Or perhaps the program in
which they wish to enroll is not offered at a location convenient to them (Connick, 1999; Hill,
1995). This variety in distance learning students’ characteristics and their reasons for choosing
distance education calls for a literature base that includes information on both traditional age and
adult college students.
There is little research published that addresses the non-academic needs of distance
learners. However, research on residential and adult students' non-academic needs provides a
starting point. Extensive research on residential students’ co-curricular lives and development and
on adult students and their development demonstrates that students’ non-academic needs affect
their level of academic success (Evans, Forney, & Guido-DiBrito, 1998; Schlossberg, 1984). For
example, adjusting to being away from home for the first time, learning self-discipline, defining
one’s identity, exploring and solidifying one’s value system, dealing with people who are different
from oneself, deciding on a major or career, learning new skills such as how to apply for
internships and jobs, and developing leadership skills are all needs experienced by traditional
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college students (Astin, 1993; Evans, Forney, & Guido-DiBrito, 1998; Kuh et al., 1991; Pascarella
& Terenzini, 1991).
Adult college students experience similar needs, but with a different character. For example,
recurring struggles with identity development, balancing competing life roles, redefining one’s
career, developing healthy interpersonal relationships, on-going struggles with feeling competent
and learning new skills, and feeling a part of one’s community are all needs that adult learners
Still other institutions commit to educating the whole student. Virginia Tech’s Institute for
Distance and Distributed Learning “Mission Statement” affirms that “The Institute takes a holistic
approach to distance and distributed learning where all aspects of a student's collegiate educational
experience are considered” (Virginia Tech, 2001, http://www.iddl.vt.edu/services/).
Other institutions commit to providing caring student services for students. Indiana
University states in its “Mission and Goals of Distributed Education:”
The mission of the office of Distributed Education is to facilitate the intellectual growth ofthe mind by showing genuine care for the student, by providing quality offerings based onthe best known pedagogical principles, and by using appropriate teaching and learningtechnologies.
To accomplish this mission, our goals are:
- to integrate the School of Continuing Studies into the academic life of theUniversity;
- to develop a high tech caring student services program;- to create academic networks among IU campuses and peer institutions beyond IU;- to facilitate the development of programs drawn from Indiana's strengths; and- to ensure that faculties are properly rewarded for their work in distributed
Other institutions go into greater detail about what students can expect from them. For
example, Central State University includes the following statement as part of its “Distance Learning
Founding Philosophy:”
The primary focus of the University will always be to respond to the needs of thestudents and to ensure that the students have the very best opportunity to learn thoseskills that they need to succeed in their chosen career.(Central State University, 2001,http://www.university.edu/About_CSU/Founding_Philosophy/founding_philosophy.html)
LaSalle University clarifies its new philosophy toward service for students with the following in its
statement “Get to Know LaSalle University:”
Guided by new leadership and a renewed focus on academic excellence, LaSalle’sfaculty and staff have implemented an innovative curriculum tailored to meet thespecific needs of students within a changing society.
Under the new administration, LaSalle’s staff and faculty have a commitment todistance learning that is reflected in our new curriculum and approach to studentservice.(LaSalle University, 2001, http://www.lasalleuniversity.edu/)
Some institutions specifically state what services are available. The University of Minnesota states
that its College of Continuing Education Student Support Service office:
… offers enrollment assistance, financial aid information, and advising services to allstudents enrolling or planning to enroll in courses offered by Independent andDistance Learning. (University of Minnesota, 2001,http://www.cee.umn.edu/idl/studentserv.html)
Other institutions go a step further to define which services are for general use and which
ones are geared to particular populations of students. University of Maryland – University College
is fairly explicit about its services, providing information resources, academic services, financial
information, and general services for all distance students, as well as specific services for its
graduate and undergraduate distance learner populations (University of Maryland – University
library services, services for students with disabilities, personal counseling, instructional support
and tutoring, bookstore, and services to promote a sense of community. Featured throughout the
discussion are links to Web pages that are good examples of the area being discussed. These Web
sites are taken from respondents to the survey discussed above. In addition to the service area-
specific links, there are links to two institutions that have developed comprehensive Web-based
student services systems.
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Expert Insights about Services for Distance Learners
Because of the scarcity of written resources, it was necessary to conduct interviews with
experts currently involved with distance learning. Interviews were conducted with Dr. Bruce
Chaloux, Director of the Southern Regional Electronic Campus (December 15, 1999), Stacey
Ludwig-Hardman, Manager of Student Services for the Western Governor’s University (January
12, 2000), and Dr. Sally Johnstone and Barbara Krauth of the Western Cooperative for Educational
Telecommunications (January 13, 2000). In addition, an on-going email conversation with Dr. Von
Pittman, Director of the Center for Independent Study at the University of Missouri-Columbia,
occurred (beginning March 9, 2000). All of these experts agree that services for distance learners
are important. The consensus is that distance learners’ needs are similar to residential student needs
with few exceptions. The differences may be in the difficulty of meeting some of those needs or in
the way a need plays out. While the learners’ needs may be similar, the learner’s age and life
situation make the most effective approach to meeting the need differently (Pittman, V., personal
communication, March 21, 2000).
Each interview provided examples of distance learner needs. These were fairly consistent
among all interviews. Both residential and distance students have a need to feel connected with and
be part of the community of learners. This may be more difficult to address when the community of
learners is spread out geographically. Another challenge for both residential and distance students
is understanding what services are available and encouraging students to take advantage of them. An
emerging need for both types of students is how to discriminate among levels of quality of the
information available on the World Wide Web. And both residential and distance students need
enhanced support to learn technology and keep it running.
Krauth and Johnstone suggested that there are at least two levels of needs to address. The
first level, which Krauth and Johnstone deem to be most important, includes more basic, logistical
functions. Without services to help students to negotiate the process, such as admissions,
registration, and financial aid to enroll students, all other services are useless. The second, but no
less important, level includes services like tutoring, writing labs, counseling, career services,
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technological support, and information about using online resources (Johnstone, S. & Krauth, B.,
personal communication, January 13, 2000). Johnstone also predicts that most services in the
foreseeable future should be delivered online, even to those students who take courses via other
methods like satellite (Johnstone, S., personal communication, January 13, 2000).
Summary of the Current Understanding of Distance Learners Non-Academic Needs
As is evident from the previous discussion of the literature, there is a large body of research
published about traditional age and adult students that demonstrates that both non-academic needs
and the co-curriculum affect students’ success. These range from basic access to information and
ways to negotiate the process of higher education to psychosocial and cognitive development. There
is little research-based information about whether or not non-academic needs affect distance
learners’ success in a similar way.
Accrediting bodies, professional associations, and published standards for higher education
acknowledge the importance of attending to distance learners’ non-academic needs. Institutions
offering courses via distance learning also acknowledge this importance. However, there is little
available in the way of specific guidelines for the design and delivery of services to meet these
needs. The most comprehensive resource available, the Western Cooperative for Educational
Telecommunications’ Guide to Developing Online Student Services (2001), is based primarily on
best practices, not on research.
Each of the resources discussed in this chapter contributes to the understanding of the
needs of distance learners. However, more research that aids institutions and practitioners in
understanding the non-academic needs of distance learning students is necessary. The present
study intends to expand the types of needs identified in previous studies (Potter, 1998; WCET,
1999) and to survey faculty members in addition to students about student needs. A larger number
of institutions also will be included to gain a broader perspective of distance learners.
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CHAPTER 3Method
This chapter provides a detailed explanation of the method used to examine distance
learners’ non-academic needs based on the experiences of students and faculty members involved
with distance learning at selected baccalaureate and/or graduate degree granting institutions in the
Southern region during the Fall semester of 2000. Participants examined distance learning
students’ experience of non-academic needs in three ways: (a) the importance of needs, (b) the
accessibility of institutional resources to address student needs, and (c) the timing of when needs
present themselves in a student’s program of study. Specifically, the study addressed the following
research questions:
Research Question 1: What level of importance do student respondents place on each of
the six clusters of needs (i.e., access to resources, negotiation of the process, advising/personal
development, skill development, interpersonal, and practical application)?
Research Question 2: What level of importance do faculty respondents place on each of
the six clusters of needs (i.e., access to resources, negotiation of the process, advising/personal
development, skill development, interpersonal, and practical application)?
Research Question 3: How do the student self-reported data about the importance of
clusters of needs differ from the faculty observations of students’ experiences?
Research Question 4: How do the levels of importance of each of the six clusters of needs
differ for learners with varying characteristics (e.g., sex; family status; education level; program
level)?
Research Question 5: How accessible do students perceive services to meet the individual
needs (e.g., a contact person at the institution in addition to my faculty member, assistance with
choosing a course, assistance with choosing a major, opportunities to talk with someone about
personal matters in addition to my instructor, opportunities to practice leadership skills) to be at
their current institution?
Research Question 6: How accessible do faculty members perceive services to meet the
individual needs (e.g., a contact person at the institution in addition to a faculty member, assistance
39
with choosing a course, assistance with choosing a major, opportunities to talk with someone about
personal matters in addition to an instructor, opportunities to practice leadership skills) to be at their
current institution?
Research Question 7: How do student perceptions about the accessibility of services to
meet individual needs differ from faculty perceptions?
Research Question 8: How do student perceptions of the accessibility of services to meet
individual needs differ for learners with varying characteristics (e.g., sex; family status; education)?
Research Question 9: When do each of the individual needs present themselves to student
respondents?
Research Question 10: When do faculty respondents indicate that each of the individual
needs present themselves to the distance learning students with whom they come in contact?
Research Question 11: How does the timing of each of the individual needs differ
between faculty and student respondents?
Research Question 12: How do student responses about the timing of individual needs
differ between respondents with different demographic characteristics?
Research Question 13: How does the respondents’ level of importance for each individual
need (i.e., assistance signing up for classes, opportunities to talk with someone about academic
matters in addition to my instructor, opportunities to learn leadership skills, a contact person at the
institution in addition to my instructor) compare with the respondents’ current level of accessibility
of services to meet each individual need?
Sample
Twenty-two baccalaureate and/or graduate degree-granting institutions in the Southern
Region that have degrees that can be earned entirely at a distance and that are members of the
Southern Regional Electronic Campus were invited to be part of the sample. These were selected
because they are at varying stages of their experience with distance learning, they offer a variety of
types of degrees that can be earned at a distance, and they serve varying student populations. In
addition, the distance learning students at these institutions are likely to be at different stages of
40
their academic careers, to be taking distance courses for varying reasons, and to have varying levels
of experience with distance learning courses. Because of the variety of institutions and students, the
results should be generalizable to the students in the population of not-for-profit baccalaureate
and/or graduate degree-granting distance learning institutions at large. A total of 12 institutions
agreed to participate.
It was intended that all the students and faculty members involved with distance learning at
these institutions during the Fall semester of 2000 be afforded the opportunity to participate in the
study. However, because institutions were given discretion in the method of distributing the
invitations to participate, not all students and faculty at each participating institution were invited.
Specific information about the method can be found later in this chapter. In addition, not all
institutions provided the exact number of students and faculty members invited to participate. The
closest estimate of the number of students at participating institutions ranged from 10 to 2000. The
estimated number of faculty members ranged from 11 to 106. Specific information about each
institution can be found in Table 1. Because the response rate was low, the researcher attempted to
add an additional school, Virginia Polytechnic Institute and State University (Virginia Tech).
Unfortunately, the contact at Virginia Tech did not forward the invitations to students and faculty
members.
There are no institutional or national data available that describe the population of American
distance learners. However, there are anecdotal data that suggest that the respondents in this study
mirror the distance learning population at large. Professionals currently working in distance
learning shared stories and perceptions indicating that the distance learners with whom they work
are primarily graduate students studying part time who live over 50 miles from campus. There is a
growing number of distance learners who are taking baccalaureate classes both residentially and at a
distance simultaneously. This description is consistent with the respondents in this study.
Instrumentation
Original instruments were designed for this study based on a review of the relevant literature
and discussions with experts in the areas of traditional age student development, adult student
41
Table 1Participating Institutions and their Contacts, Number of Students and Faculty, and Method of InvitingParticipants.
Institution Contact Number of Students andFaculty Invited to Participate
Method of InvitingParticipants
AuburnUniversity
Richard A. Alekna No information. They saidthat they would notparticipate, but fromqualitative comments, itappears that they did indeedsend out the invitationsbecause some studentsmentioned Auburn.
It appears that the programdirectors forwarded theinvitation to faculty andstudents around September28, 2000.
Bluefield StateCollege
Tom Blevins 25 faculty651 students
Contact forwarded the emailinvitations to faculty andstudents around September15, 2000. The facultymembers decided how best tocontact students.
ChristopherNewportUniversity
Cathy Doyle 7 faculty133 students
Posted the URLs on theirDistance Learning websiteand made announcements tostudents around October 30,2000.
Florida GulfCoast University
Dr. KathleenDavey
No information. Contact forwarded the emailinvitations to faculty andstudents around September15, 2000.
Geogia Tech Joe Boland 42 faculty269 students
Contact forwarded the emailinvitations to faculty andstudents around September15, 2000.
Oklahoma StateUniversity
Teri Moore-Hirlinger
106 faculty452 students
Contact forwarded the emailinvitations to faculty andstudents on October 5 and 6,2000.
Texas Woman’sUniversity
Lynda Murphy 47 faculty2000 students
Contact forwarded the emailinvitations to students andfaculty by batches (not all atonce) around October 1,2000.
42
Table 1 Continued
Institution Contact Number of Students andFaculty Invited to Participate
Method of InvitingParticipants
Troy StateUniversity
Debbie Fortune 12 faculty305 students
Contact forwarded the emailinvitations to faculty andstudents around October 18,2000.
University ofDelaware
Mary Pritchard 82 faculty723 students
Contact distributed thefaculty invitations via emailand used postal mail todistribute the emailinvitations to students aroundOctober 1, 2000.
University ofHouston
Dr. MarshallSchott
4 faculty51 students
Contact forwarded the emailinvitations to students andfaculty on September 22,2000.
University ofMemphis
Dan Lattimore 8 facultyNo information on students
Contact forwarded the emailinvitations to faculty aroundOctober 1, 2000 and thefaculty forwarded theinvitation to students at theirdiscretion.
University ofNorth Texas
Dr. ChristyCrutsinger
5 faculty10 students
Contact forwarded the emailinvitations to faculty andstudents around September22, 2000.
43
development, and distance learning. The surveys can be found in Appendixes A (student) and B
(faculty). The instructions for the student and faculty versions were slightly different. Students were
asked to reflect on their own experience as distance learners and faculty members were asked to
reflect on their observations of the distance students with whom they come in contact. In addition,
the demographic questions varied. The student questions asked personal characteristics about
themselves, such as sex, family status (marital status and whether children live with them), and how
far they live from campus. The student demographic questions were used both to classify the
sample and to analyze the data. Faculty questions asked about their experience teaching distance
courses, and were only used to classify the sample. However, the questions in the body of the
survey (questions 1-34) were the same to allow comparisons.
The instrument was designed to address individual needs and to divide the individual needs
into six clusters of needs (access to resources, negotiation of the process, advising/personal
development, skill development, interpersonal, and practical application). These were addressed in
the main body of the survey, questions 1-34. Respondents rated each need on three scales:
importance, accessibility, and timing. Importance and accessibility were measured on 4-point scales
and timing was measured on a 6-point scale. The scales on both the faculty and student versions of
the survey were the same, with the wording being slightly different so that it made sense to each
population. Table 2 details the three scales in the wording appropriate for student respondents.
Questions 1, 2, 3, 4, and 12 comprised the access to resources cluster. For example,
respondents indicated how important “General information about how to be a successful distance
learner” and “A contact person at the institution in addition to my instructor” were to students’
success as distance learners, how accessible current services are to meet these needs, and when
these needs presented themselves in students’ academic careers.
Questions 5, 6, 7, 10, 11, 15, and 31 comprised the negotiation of the process cluster. For
example, respondents indicated how important “Assistance applying for scholarships, grants, loans,
and other means of paying for education” and “Assistance signing up for courses” were to
44
Table 2Explanation of the Importance, Accessibility, and Timing Response Options
Scale Response Options
Importance 1 2 3 4 5 6
Notimportant
Lowimportance
Moderateimportance
Highimportance
Has noeffect on mysuccess as adistancelearner.
Has littleeffect on mysuccess as adistancelearner.
Has someeffect on mysuccess as adistancelearner.
Has a greateffect on mysuccess as adistancelearner.
Accessibility Services notavailable
Not easy toaccess
Moderatelyeasy toaccess
Easy toaccess
No servicesare availableto meet thisneed that Iknow of.
students’ success as distance learners, how accessible current services are to meet these needs, and
when these needs presented themselves in students’ academic careers.
Questions 8, 17, 19, 22, 24, and 25 comprised the advising/personal development cluster.
For example, respondents indicated how important “Opportunities to talk with someone about
academic matters in addition to my instructor” and “Opportunities to talk with someone about
personal issues” were to students’ success as distance learners, how accessible current services are
to meet these needs, and when these needs presented themselves in students’ academic careers.
Questions 9, 13, 14, 16, 18, 20, 27, and 30 comprised the skill development cluster. For
example, respondents indicated how important “Assistance with technology issues” and
“Opportunities to learn leadership skills” were to students’ success as distance learners, how
accessible current services are to meet these needs, and when these needs presented themselves in
students’ academic careers.
Questions 21, 23, 32, and 33 comprised the interpersonal cluster. For example, respondents
indicated how “Opportunities to get to know other students outside of coursework” and
“Opportunities to learn about people from different backgrounds” were to students’ success as
distance learners, how accessible current services are to meet these needs, and when these needs
presented themselves in students’ academic careers.
Questions 26, 28, 29 and 34 comprised the practical application cluster. For example,
respondents indicated how important “Opportunities to do community service” and
“Opportunities to practice leadership skills” were to students’ success as distance learners, how
accessible current services are to meet these needs, and when these needs presented themselves in
students’ academic careers.
Each of these individual needs and clusters came from the relevant adult and student
development literature, publications about services for distance learners, and interviews with experts
involved with distance learning and who work with traditional age and adult students. Attempts were
made to include needs that all students exhibit as well as needs that are particular to distance
learners.
46
The demographics also served as variables when analyzing the student responses. Included
are demographic characteristics that the literature and experts in student and adult development and
in distance learning consider important to distance learners. Fourteen demographic questions were
asked of student participants. The numbers below also correspond with the numbers assigned to
demographic questions in the survey.
1. Age
2. Sex
3. Family status (married/with a live-in partner or not, with children at home or not)
4. Employment status (employed outside the home or not)
5. Level of employment (part- or full-time)
6. Level of education attained before starting program
7. Level of the student’s current distance program
8. Amount of experience with distance learning
9. Mode of studying (exclusively distance, both distance and residential)
10. Student status (normally a part- or full-time student)
11. Reason for taking university courses
12. Reason for taking courses at a distance
13. Distance the student lives from the campus
14. Institution where student is enrolled in distance courses
The demographic questions asked of faculty were used only to assist in describing the
sample. The following four demographic questions are asked of faculty respondents.
1. Sex
2. Field of expertise
3. Primary mode of teaching (campus-based, distance, combination)
4. Level of experience teaching distance courses (first course, 1-3 prior to this one, (4 or
more prior to this one)
5. Employed by which institution
47
Reliability for this instrument was very high. A split half reliability test compared
respondents’ answers in the first and second halves of the instrument. The correlations between
their responses was .97. Content-related validity was determined by the method used to design the
variables (i.e., reliance on traditional and non-traditional student development theory and expert
advice) and by the instrument’s review by experts. Five experts on traditional student development,
adult development, and/or distance learning reviewed the instrument. Their feedback was
incorporated into the final version.
Procedure
Dr. Bruce Chaloux, Director of the Southern Regional Electronic Campus, contacted the 22
institutions considered for the sample by email. He provided a brief overview of the study and
asked them to offer their support. The following day, the researcher sent an email to the institutional
contacts providing additional information and officially requesting their assistance. Follow-up
phone calls were made when necessary. On-going communication with institutions was conducted
via email and telephone to answer questions and gain affirmation of institutional participation.
Following the study’s approval by committee, permission to conduct the study was obtained
from the Virginia Tech Institutional Review Board (IRB) for Human Subjects. Approval was
granted in June 2000. The approval form was shared with participating institutions. One
participating institution, the University of Delaware, requested that the study be approved by its own
IRB. The application for approval at the University of Delaware was made following approval by
Virginia Tech’s IRB. The University of Delaware’s Human Subjects Review Board granted
approval for the study in a letter dated July 19, 2000. Copies of these letters can be found as
Appendix C (Virginia Tech) and D (University of Delaware).
A pilot study was conducted during the Summer of 2000 to test the survey instrument.
Distance learners and faculty members at the researcher’s home institution participated in the pilot
study following the same procedure used in the Fall of 2000. In addition, five other persons
participated in the pilot. The participants received an email that served as a letter of introduction and
included the appropriate URL for the surveys. Feedback was solicited from pilot study participants
48
by email and interviews. Specifically, pilot study participants were asked to address (a) clarity of
instructions and questions, (b) the ease of completing the survey form and how long the survey
took to complete, and (c) whether the survey assessed the variables the researcher attempted to
assess. The pilot also allowed for practicing the transfer of data from the university server where it
was collected to the researcher’s computer. Pilot participants reported that it took between 20 and
30 minutes to complete the survey. They informed the researcher about typographical errors and
confusing questions. All found the web form easy to use and understand.
Summer of 2000 was also used to continue ongoing interaction with the institutional
contacts. For example, the approval form from the Human Subjects Review Board was distributed.
The URLs of the surveys were shared both before and after the revisions resulting from the pilot.
Specific methods of contacting faculty members and students at each institution were finalized. In
mid-August 2000, an email was sent to each institutional contact confirming their participation and
the specific arrangements made to contact students and faculty members. Follow-up phone calls
were made as necessary.
On September 14, 2000, a letter of introduction including the URLs of the surveys was sent
to participating institutional contacts or faculty and students individually, depending on the
arrangements for each institution. Institutional contacts were asked to distribute these emails to the
appropriate groups on September 15, 2000. Copies of the text of these emails can be found in
Appendixes E (student version) and F (faculty version). Table 1 detailed the method of contacting
participating students and faculty members for each institution. The letter of invitation had a link
taking the participant to an informed consent statement. A copy of this statement can be found as
Appendix G. The student and faculty versions were virtually the same, with the exception of
students being asked to respond from their own experience and faculty members being asked to
respond from their observations of student experiences. By clicking on "I Agree" after reading the
statement, participants acknowledged the limited benefits and risks associated with participation and
indicated their willingness to participate. "I Agree" was a link that took them to the survey located
on the Institute for Distance and Distributed Learning server. On September 22, a reminder was
49
sent encouraging participation from those who had not yet responded. Examples of these reminders
can be found as Appendixes H (student version) and I (faculty version). Reminders continued to be
sent by email, particularly to the institutions that did not distribute the invitations on or about
September 15, 2000.
There were a number of anomalies in the method of distributing the survey. First, the survey
was initially distributed on Friday, September 15, 2000. Sometime on Friday of that week, the
Institute for Distance and Distributed Learning server, on which the survey resided, crashed.
Participants who attempted to take the survey upon receipt of the letter of invitation were able to
reach the informed consent form, which was housed on a different server, but the link from the
informed consent form to the actual survey did not work. Some participants contacted the
researcher via email to explain the difficulty and ask for a solution. In these cases, the researcher
explained the problem and asked them to continue to attempt connecting to the survey until it
worked. It is likely that many others made one attempt to connect and, when it did not work, gave
the matter no additional thought. This clearly had the potential of affecting the response rate.
Second, some time over the summer, Virginia Tech changed the location of personal web
pages for its faculty and students but did not inform the campus community at large. It was
supposed to be a seamless transition. The informed consent form was found on the researcher’s
personal web page, and the initial invitation to participate included the old URL. Some respondents
were not able to connect to the informed consent form and contacted the researcher. She then
provided the updated URL to the respondent and they proceeded with no further trouble. It is likely
that in this case, as well, other potential participants attempted to connect and, when it did not work,
gave the matter no additional thought. Again, this clearly had the potential to affect the response
rate.
Third, as is evident in Table 1, participating institutions delivered the invitations to participate
to students and faculty with different methods and at different times. Four institutions distributed
the invitations around September 15, 2000. Two institutions distributed the invitations around
September 22, 2000. Four institutions distributed the invitations around October 1, 2000. Three
50
institutions distributed the invitations after October 18, 2000. The surveys were kept active until
November 20, 2000. In terms of method of delivery, one institution provided the researcher with
email addresses so that students and faculty members might be contacted directly. Eight institutions
forwarded the letters of invitation to students and faculty members (two did it in several batches).
Three forwarded both letters of invitations to faculty and left it up to faculty discretion about how to
communicate the invitation to students (one of these also posted the URLs on their distance
learning web page). One institution emailed the invitations to faculty and used a printed copy of the
email sent via postal mail to invite the students. This variance in timing and method of delivery is
likely to affect the response rate.
Fourth, it is not possible to determine the response rate for each of the participating
institutions. A syntax error in the HTML code on the institutional demographic question on both
versions of the survey resulted in data on institutional affiliation not being collected. Some
respondents mentioned their institution by name in qualitative comments, so there is some
indication of participation rates. However, it is far from complete. This means it is difficult to
determine what effect the varying methods of distribution had on response rate.
Fifth, an additional syntax error was found in the HTML code on the accessibility portion
of Question 15 in the main body of the survey (“assistance with special needs like disabilities”).
This error resulted in no data being collected for this portion of Question 15 for both the faculty
and student versions of the survey.
Sixth, one institution, Christopher Newport University (CNU), had a firewall in its computer
system that prevented it from accessing the survey on the Institute for Distance and Distributed
Learning (IDDL) server. As this was determined prior to the letters of invitation being distributed,
the researcher provided CNU with letters of invitation that took participants to surveys located on
her personal web page. Responses from participants at CNU were sent to the researcher via email.
She then printed these responses and personally input them into the database located on the IDDL
server verbatim.
51
Plan of Analysis
The present research was designed to answer thirteen questions. Each of the three ways that
respondents commented on the non-academic needs of distance learners (importance, accessibility,
and timing) was addressed by four research questions. The final question compared importance
responses with accessibility responses.
The researcher added another set of analyses to the ones approved by committee. The
"importance" research questions were to be addressed in the clusters of needs identified above. In
addition to this analysis, the researcher added an analysis by individual need. It is evident from the
data that, while the clusters provide some useful information, more relevant information was
obtained from analyzing the data by individual need. For example, the "negotiation of the process"
cluster includes a question about the need for getting assistance with special needs like disabilities.
Student participants were asked to respond in terms of their personal experience. Therefore, the
results for the question may indicate a low level of importance, even though respondents may think
that these services are important for the distance learning population as a whole. Not only may the
mean for question 15 (assistance with special needs like disabilities) be low, it brings down the
mean for the cluster (negotiation of the process). It was easier to make meaning from the data from
the level of individual needs. Both sets of results are provided in Chapter 4. The following four
research questions have been answered in addition to the 13 research questions stated above.
Research Question 1a: What level of importance do student respondents place on each of
the individual needs?
Research Question 2a: What level of importance do faculty respondents place on each of
the individual needs?
Research Question 3a: How do the student self-reported data about the importance of
individual needs differ from the faculty observations of students’ experiences?
Research Question 4a: How do the levels of importance of each of the individual needs
differ for learners with varying characteristics (e.g., sex; family status; education level; program
level)?
52
Research questions 1, 1a, 2, 2a, 5, 6, 9, and 10 ask for the student and faculty member level
of importance, perceived accessibility, or timing of the non-academic needs of distance learners. The
importance question was analyzed by cluster of need, and all three were analyzed by individual need
using means and standard deviations for importance and accessibility and frequency for timing.
Research questions 3, 3a, 7, and 11 compared the responses of students and faculty
members with regard to importance, accessibility, and timing. The importance question was
analyzed by cluster of need, and all three were analyzed by individual need using independent
samples t-tests for the importance and accessibility questions and a chi square test of independence
for timing.
Research questions 4, 4a, 8, and 12 compared the responses of different student
demographic groups with regard to importance, accessibility, and timing. The importance question
was analyzed by cluster of need, and all three were analyzed by individual need using independent
samples t-tests and ANOVAs for the importance and accessibility questions and a chi square test of
independence for the timing question.
Research question 13 compared the importance and accessibility means for individual needs
for student respondents using a paired sample t-test.
The overall level of significance (alpha) is .05. The Bonferroni adjustment was used to
control for the increased risk of Type I error. The Bonferroni adjustment tests significance at a
more conservative level, making significance more difficult to achieve and making Type I error less
likely.
53
CHAPTER 4Results
This chapter presents the results of the study. A more detailed interpretation of the results
and a discussion of the implications can be found in Chapter 5.
Descriptive Statistics
From an estimated total sample of 5443 (5094 students and 349 faculty members), 330
responded, resulting in a response rate of 6% overall. The response rate for students was 5%, with
285 student respondents. The response rate for faculty was 12%, with 45 faculty member
respondents.
Though the response rate was low, the respondents exhibit a range of characteristics of
distance learners. Table 3 details the descriptive statistics of the students in the sample. Table 4
details the descriptive statistics of the faculty respondents.
Student respondents were roughly equally divided by sex. Most were either between 21-29
or 30-39 years of age. Respondents also were fairly equally divided by family status. The vast
majority were employed, with most of those being employed full-time. Almost half earned a
Bachelor’s degree prior to starting the program, and 70% were currently pursuing a Master’s
degree. Almost 75% have taken at least one course at a distance prior to this one. Two-thirds of
student respondents were pursuing their degree entirely at a distance, mostly part-time. Most were
taking courses to earn a degree, and most chose to do it at a distance because of the flexibility
inherent in distance learning. Most lived 56 or more miles from campus.
Faculty respondents were roughly equally divided by sex. Most taught a combination of
distance and residential courses, and have taught 4 or more courses at a distance prior to this one.
Faculty members reported 24 different fields of expertise.
Results for Importance Questions
Tables 5-46 show results for the research questions addressing importance of needs (1-4a).
The data were analyzed both by cluster of need (Tables 5-23) and by individual needs (Tables 24-
46). The four-point response options scale for this analysis is defined as follows:
1 = has no effect on success as a distance learner
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Table 3Student Descriptive Statistics
Demographic Group Number (Percent)
Female 131 (46%)Male 149 (52%)
Sex
Under 21 11 (4%)21-29 123 (43%)30-39 92 (32%)40-49 46 (16%)50-59 7 (3%)60 or older 2 (<1%)
Age
Single and no children at home 94 (33%)Single with children at home 12 (4%)With a live-in partner and no children at home 85 (30%)With a live-in partner with children at home 89 (31%)
Family Status
Employed 255 (90%)Not employed 26 (9%)
Employment Status
Full-time 221 (78%)Part-time 37 (13%)Don’t work 23 (8%)
Work How Much
GED 0High school 25 (9%)Associate or technical degree 37 (13%)BA 139 (49%)Some grad school 42 (15%)Graduate degree 28 (10%)Other 8 (3%)
Current Level ofEducation
BA 70 (25%)MA 195 (70%)PhD 7 (3%)Certificate 4 (1%)Credits for Continuing Education 5 (1%)
Level of Program
Experience withDistance Learning
None 71 (25%)
1-3 courses 85 (30%)4 or more courses 121 (43%)Earned a degree at a distance 4 (1%)
Mode of Studying All distance 187 (66%)Both campus and distance 87 (30%)
55
Table 3 Continued
Demographic Group Number (Percent)
Full-time 67 (24%)Part-time 214 (75%
Student Status
Earn a degree 124 (44%)Gain employment 7 (3%)Advance career 91 (32%)Change jobs 12 (4%)Intellectual challenge 17 (6%)Personal fulfillment 19 (7%)To meet people 0Other 9 (3%)
Why take universitycourses?
Distance from a college campus 24 (8%)Can’t find the right program locally 42 (15%)Like the flexibility of distance learning 170 (60%)Physically prevented from traveling 0Prefer distance learning as a mode of education 4 (1%)Other 36 (13%)
Why choose distancelearning?
0-10 miles 42 (15%)11-25 miles 38 (13%)26-40 miles 15 (5%)41-55 miles 8 (3%)56 or more miles 177 (62%)
Distance from Campus
Note: Percentages do not reflect the number of non-respondents.
Note: The post hoc analysis was conducted using the Bonferroni procedure. The symbol “∆”indicates “significantly different from part-time.”
66
Table 13Means and Standard Deviations for Importance Clusters by Level of Education
Importance Cluster Level of Education n M SD
High School 25 3.13 .30Associate Degree 36 3.37 .59BA 136 3.27 .45Some Grad School 42 3.22 .45MA or PhD 26 3.03 .54Other 8 3.20 .58
Access to Resources
High School 25 3.26 .50Associate Degree 34 3.19 .63BA 136 2.93 .56Some Grad School 41 2.89 .53MA or PhD 27 2.95 .67
Negotiation of the Process
Other 8 2.89 .77
High School 24 3.01 .74Associate Degree 35 2.58 .75BA 136 2.43 .63Some Grad School 41 2.18 .58MA or PhD 26 2.32 .65Other 8 2.41 .67
Advising / Personal Development
High School 24 2.86 .78Associate Degree 36 2.45 .81BA 136 2.31 .85Some Grad School 40 2.08 .87MA or PhD 28 2.46 .99Other 8 2.56 .88
Interpersonal
High School 25 3.09 .63Associate Degree 33 2.85 .65BA 135 2.44 .74Some Grad School 40 2.34 .64MA or PhD 26 2.43 .83Other 8 2.60 .77
Skill Development
High School 23 3.33 .57Associate Degree 34 2.89 .79BA 137 2.68 .78Some Grad School 41 2.48 .78MA or PhD 27 2.74 .97Other 7 2.53 .97
Practical Application
Note: No participants indicated that their current level of education is having earned a GED.Therefore, that category is not included in this Table.
67
Table 14Significant Analysis of Variance Results for Importance Clusters by Level of Education
ImportanceCluster
Level of Education n M SD df Sum ofSquares
F ratio p value
High School 24 3.01 .74 5, 264 11.65 5.43 .00Associate Degree 35 2.58 .75BA* 136 2.43 .63Some Grad School* 41 2.18 .58MA or PhD * 268 2.32 .65Other 2.41 .67
Advising /PersonalDevelopment
High School 24 2.86 .78 5, 266 10.18 2.73 .01Associate Degree 36 2.45 .81BA 136 2.31 .85Some Grad School* 40 2.08 .87MA or PhD 28 2.46 .99Other 8 2.56 .88
Interpersonal
High School 25 3.09 .63 5, 261 13.94 5.37 .00Associate Degree ∆ 33 2.85 .65BA* 135 2.44 .74Some Grad School* 40 2.34 .64MA or PhD* 26 2.43 .83Other 8 2.60 .77
SkillDevelopment
High School 23 3.33 .57 5, 263 12.40 3.92 .00Associate Degree 34 2.89 .79BA* 137 2.68 .78Some Grad School* 41 2.48 .78MA or PhD 27 2.74 .97Other 7 2.53 .97
PracticalApplication
Note: No participants indicated that their current level of education is having earned a GED.Therefore, that category is not included in this Table. The post hoc analysis was conducted using theBonferroni procedure. The symbol “*” indicates “significantly different from high school” andthe symbol “∆” indicates “significantly different from some grad school.”
68
Table 15Means and Standard Deviations for Importance Clusters by Level of Program
Note: No participants indicated that their reason for studying is to meet people. Therefore, thatcategory is not included in this Table. The post hoc analysis was conducted using the Bonferroniprocedure. The symbol “*” indicates “significantly different from personal fulfillment.”
76
Table 22Means and Standard Deviations for Importance Clusters by Why Choose Distance Learning
Importance Cluster Why Choose DistanceLearning
n M SD
Distance from campus 22 3.22 .54No local program 42 3.18 .50Flexibility 167 3.26 .48Prefer distance learning 4 3.00 .48Other 35 3.20 .44
Access to Resources
Distance from campus 23 2.95 .61No local program 41 2.97 .56Flexibility 166 3.00 .58Prefer distance learning 3 3.00 .89Other 35 3.00 .59
Negotiation of the Process
Distance from campus 24 2.48 .71No local program 40 2.37 .69Flexibility 164 2.45 .67Prefer distance learning 4 2.79 1.12Other 35 2.45 .65
Advising / Personal Development
Distance from campus 23 2.40 .92No local program 41 2.31 .91Flexibility 166 2.39 .84Prefer distance learning 4 2.06 .80Other 35 2.33 .99
Interpersonal
Distance from campus 24 2.49 .64No local program 40 2.43 .82Flexibility 165 2.56 .76Prefer distance learning 3 2.41 1.15Other 32 2.61 .67
Skill Development
Distance from campus 23 2.66 .85No local program 41 2.60 .89Flexibility 163 2.77 .77Prefer distance learning 4 3.00 .86Other 35 2.74 .89
Practical Application
Note: No participants indicated that their reason for choosing distance learning is due to a physicalreason making it impossible to travel such as incarceration or a disability. Therefore, that category isnot included in this Table.
77
Table 23Means and Standard Deviations for Importance Clusters by Distance from Campus
Importance Cluster Distance n M SD
0-10 miles 42 3.11 .4511-25 miles 38 3.20 .4826-40 miles 14 3.07 .3441-55 miles 8 3.15 .4656+ miles 172 3.29 .49
Access to Resources
0-10 miles 39 2.92 .6011-25 miles 37 3.06 .6126-40 miles 15 2.84 .5541-55 miles 7 3.10 .5756+ miles 174 3.00 .58
Negotiation of the Process
0-10 miles 40 2.50 .7811-25 miles 36 2.52 .8126-40 miles 15 2.36 .6241-55 miles 8 2.75 .6856+ miles 172 2.42 .63
Advising / Personal Development
0-10 miles 40 2.34 .8811-25 miles 37 2.48 .9526-40 miles 15 2.08 .8341-55 miles 8 2.40 .9956+ miles 173 2.36 .86
Interpersonal
0-10 miles 40 2.69 .7811-25 miles 36 2.76 .7326-40 miles 14 2.40 .7141-55 miles 7 2.67 .4956+ miles 171 2.46 .75
Skill Development
0-10 miles 39 2.78 .9511-25 miles 36 2.90 .6926-40 miles 14 2.66 .7641-55 miles 5 2.75 1.0756+ miles 176 2.70 .80
Practical Application
78
- Counseling for “opportunities to talk with someone about personal issues”
- Career services for “opportunities to learn how to write a resume, cover letter, and
conduct a job search”
Table 24 shows the analysis for importance by individual need for students and faculty
members. Students’ most important need was access to information about the program (3.75).
Other needs rated above a 3.5 were:
1. General information about the institution (3.56)
2. A contact person at the institution in addition to the instructor (3.53)
3. A way to purchase books and other educational materials (3.53)
4. Academic advising (3.51)
Other needs scored moderately important or above (at least a 3.0 on the scale):
1. Opportunities to do internships and co-ops (3.30)
2. Information about services available to them as distance learners (3.29)
3. Assistance with technology issues (3.27)
4. An opportunity to use the skills learned in a practical setting (3.24)
5. Assistance with registering for classes (3.19)
6. Assistance applying for admission (3.09)
7. The opportunity to talk with someone about academics in addition to their instructor
(3.04)
8. General information about distance learning (3.04)
Students indicated that their least important need was the opportunity to talk with someone
about personal matters (1.55). Opportunities to do community service (1.81), assistance with
special needs like disabilities (1.84), and opportunities to explore personal value systems (1.95)
were also listed as needs not important to their success as distance learners (below a 2.0 on the
scale).
79
Table 24Group Means, Standard Deviations, and t Values for Importance of Needs
Opportunities tolearn how to write aresume, cover letter,and conduct a jobsearch.
60+ 2 - -
Note: The post hoc analysis was conducted using the Bonferroni procedure. The symbol “∆”indicates “significantly different from 40-49” and the symbol “*” indicates “significantlydifferent from 50-59.” Data for cells with fewer than 5 respondents are not included to preserveanonymity.
90
the needs showed statistically significant differences by age. The results can be found in Tables 25
and 26. Generally, the differences are found between respondents aged 21-39 and 40 and older.
Those 59 and older rated information about the services available to them as distance learners to be
less important (2.42) than respondents aged 21-49. Those aged 40-49 rated assistance with writing
to be more important (2.71) than respondents aged 21-39. Those aged 40-49 rated assistance
choosing a major to be more important (2.97) than those aged 21-29 or 50-59. Respondents aged
40-49 indicated that training on time management was more important (2.68) than to those 30-39.
And those 40-49 rated opportunities to learn how to conduct a job search more important (2.47)
than those aged 50-59.
Women and men differed significantly on nine of the individual needs. Results can be found
in Table 27. In eight of the nine cases, women rated the need as more important than did men. Men
indicated that it was more important to have a contact person at the institution in addition to the
instructor (3.62). Women said that information about how to be a successful distance learner (3.16)
and financial aid (3.03) were more important than men did. Women also rated training about how to
use online resources (3.10), to improve study skills (2.38), and on time management (2.40) as more
important then men. Finally, women rated assistance with writing (2.35) and assistance with
choosing a major (2.60) as more important than did men.
Respondents differed significantly by family status on three of the individual needs. Results
can be found in Tables 28 and 29. Single respondents with no children rated assistance with special
needs (2.10) and assistance with finding a job/internship (3.09) more important than respondents
with a live-in partner and children at home. Single respondents with no children also rated
opportunities to do community service (2.07) as more important than did respondents with a live-in
partner and no children.
For employment status, respondents differed significantly on nine of the individual needs.
Results can be found in Table 30. For eight of the nine needs, respondents who were not employed
rated the need as more important. Employed respondents rated information about the program
91
Table 27Means, Standard Deviations, and t Values for Importance of Needs by Sex
Need Sex n M SD t value p value
Female 131 2.72 1.04 -.32 .75Male 148 2.76 .98
Help assessing if distance learning isright for me.
Female 131 3.16 .87 2.01 .04Male 147 2.95 .91
General information about how to be asuccessful distance learner.
Female 131 3.55 .62 -.47 .63Male 147 3.59 .60
General information about my currentinstitution.
Female 131 3.30 .72 .01 .98Male 148 3.30 .73
Information about the non-academicand academic services available to meas a distance learner.
Female 131 3.77 .53 .51 .61Male 149 3.74 .57
Information about the program I ampursuing.
Female 130 3.11 .96 .31 .75Male 149 3.08 .91
Assistance applying for admission.
Female 131 3.03 1.19 3.53 .00Male 149 2.53 1.17
Assistance applying for scholarships,grants, loans, and other means ofpaying for my education.
Female 131 3.57 .80 .98 .32Male 148 3.47 .76
Help deciding which courses to take.
Female 131 3.34 .85 1.03 .30Male 146 3.23 .91
Assistance with technology issues.
Female 131 3.16 .90 -.69 .49Male 146 3.23 .83
Assistance signing up for courses.
Female 130 3.50 .78 -.39 .69Male 149 3.54 .74
A way to purchase books and othereducational materials for my courses.
Female 131 3.45 .77 -2.09 .03Male 149 3.62 .58
A contact person at the institution inaddition to my instructor.
Female 131 3.10 1.01 2.20 .02Male 149 2.85 .90
Training about how to use on-lineresources.
92
Table 27 Continued
Need Sex n M SD t value p value
Female 130 2.73 1.00 2.92 .00Male 149 2.36 1.14
Training about how to discriminateamong levels of quality of theinformation on the World Wide Web.
Female 129 1.96 1.17 1.46 .14Male 149 1.75 1.13
Assistance with special needs likedisabilities.
Female 129 2.38 1.12 2.85 .00Male 149 2.02 1.01
Training to improve study skills.
Female 129 2.42 1.16 1.85 .06Male 149 2.17 1.10
Training to understand and best use mylearning style.
Female 129 2.35 1.17 2.13 .03Male 148 2.06 1.06
Assistance with writing.
Female 128 2.60 1.25 2.32 .02Male 149 2.25 1.22
Assistance with choosing a major.
Female 129 2.40 1.13 2.54 .01Male 149 2.05 1.15
Training on time management.
Female 128 2.21 1.07 -.14 .88Male 149 2.22 .94
Opportunities to get to know otherstudents outside of coursework.
Female 130 3.04 .88 .05 .95Male 148 3.04 .92
Opportunities to talk about academicmatters with someone in addition to myinstructor.
Female 130 2.18 1.02 .39 .69Male 148 2.13 1.09
Opportunities to learn about peoplefrom different backgrounds.
Female 130 1.96 1.04 .08 .93Male 147 1.95 1.09
Opportunities to explore my valuesystem.
Female 129 1.66 .96 1.84 .06Male 148 1.46 .82
Opportunities to talk with someoneabout personal issues.
Female 129 1.85 1.02 .55 .58Male 149 1.78 1.03
Opportunities to do community service.
Female 130 2.56 1.13 -.20 .83Male 147 2.59 1.26
Opportunities to learn leadership skills.
93
Table 27 Continued
Need Sex n M SD t value p value
Female 130 2.58 1.16 -.14 .88Male 147 2.60 1.23
Opportunities to practice leadershipskills.
Female 130 3.35 .96 .71 .47Male 149 3.26 1.02
Opportunities to apply what I’mlearning in a practical setting.
Female 129 2.66 1.12 -.50 .61Male 149 2.73 1.24
Opportunities to learn how to be aneffective team member.
Female 128 2.39 1.17 -.09 .92Male 149 2.40 1.08
Opportunities to develop friendshipsand relationships with peers.
Female 124 3.31 .99 1.06 .29Male 149 3.18 1.07
Opportunities to use the values, skills,and knowledge that I have learned.
94
Table 28Means and Standard Deviations for Importance of Needs by Family Status
Need Family Status n M SD
Single with no children at home 94 2.79 .96Single with children at home 12 2.16 .83With a live-in partner and no children at home 84 2.61 1.02
Help assessing if distancelearning is right for me.
With a live-in partner and children at home 89 2.86 1.03
Single with no children at home 93 3.04 .83Single with children at home 12 3.08 .66With a live-in partner and no children at home 85 3.01 .93
General information abouthow to be a successfuldistance learner.
With a live-in partner and children at home 89 3.10 .96
Single with no children at home 92 3.60 .59Single with children at home 12 3.41 .79With a live-in partner and no children at home 85 3.55 .60
General information aboutmy current institution.
With a live-in partner and children at home 89 3.58 .61
Single with no children at home 94 3.25 .68Single with children at home 12 3.08 .66With a live-in partner and no children at home 84 3.46 .61
Information about the non-academic and academicservices available to me as adistance learner. With a live-in partner and children at home 89 3.23 .85
Single with no children at home 94 3.72 .61Single with children at home 12 3.58 .66With a live-in partner and no children at home 85 3.81 .44
Information about theprogram I am pursuing.
With a live-in partner and children at home 89 3.76 .56
Single with no children at home 94 3.08 .91Single with children at home 12 2.91 .99With a live-in partner and no children at home 85 2.98 1.01
Assistance applying foradmission.
With a live-in partner and children at home 88 3.22 .86
Single with no children at home 94 2.91 1.15Single with children at home 12 3.25 .96With a live-in partner and no children at home 85 2.60 1.27
Assistance applying forscholarships, grants, loans,and other means of payingfor my education. With a live-in partner and children at home 89 2.69 1.22
95
Table 28 Continued
Need Family Status n M SD
Single with no children at home 93 3.50 .84Single with children at home 12 3.08 .79With a live-in partner and no children at home 85 3.55 .82
Help deciding whichcourses to take.
With a live-in partner and children at home 89 3.53 .72
Single with no children at home 93 3.32 .82Single with children at home 12 2.66 .77With a live-in partner and no children at home 84 3.22 .93
Assistance with technologyissues.
With a live-in partner and children at home 88 3.35 .93
Single with no children at home 92 3.14 .85Single with children at home 12 3.25 .86With a live-in partner and no children at home 85 3.16 .92
Assistance signing up forcourses.
With a live-in partner and children at home 88 3.29 .81
Single with no children at home 94 3.51 .68Single with children at home 11 3.27 1.00With a live-in partner and no children at home 85 3.40 .88
A way to purchase booksand other educationalmaterials for my courses.
With a live-in partner and children at home 89 3.69 .62
Single with no children at home 94 3.42 .74Single with children at home 12 3.33 .77With a live-in partner and no children at home 85 3.61 .59
A contact person at theinstitution in addition to myinstructor.
With a live-in partner and children at home 89 3.62 .68
Single with no children at home 94 2.92 .85Single with children at home 12 3.08 1.08With a live-in partner and no children at home 85 2.96 1.01
Training about how to useon-line resources.
With a live-in partner and children at home 89 3.00 1.01
Single with no children at home 94 2.58 1.07Single with children at home 12 3.08 .79With a live-in partner and no children at home 85 2.56 1.13
Training about how todiscriminate among levelsof quality of theinformation on the WorldWide Web.
With a live-in partner and children at home 89 2.40 1.11
96
Table 28 Continued
Need Family Status n M SD
Single with no children at home 94 2.10 1.21Single with children at home 11 2.09 .94With a live-in partner and no children at home 84 1.73 1.13
Assistance with specialneeds like disabilities.
With a live-in partner and children at home 89 1.62 1.07
Single with no children at home 94 2.39 1.07Single with children at home 11 2.27 1.10With a live-in partner and no children at home 84 2.08 1.06
Training to improve studyskills.
With a live-in partner and children at home 89 2.05 1.06
Single with no children at home 94 2.46 1.10Single with children at home 11 2.27 1.10With a live-in partner and no children at home 84 2.17 1.16
Training to understand andbest use my learning style.
With a live-in partner and children at home 89 2.17 1.13
Single with no children at home 94 2.31 1.15Single with children at home 11 1.90 .83With a live-in partner and no children at home 83 2.12 1.13
Assistance with writing.
With a live-in partner and children at home 89 2.15 1.11
Single with no children at home 94 2.47 1.24Single with children at home 11 2.72 1.27With a live-in partner and no children at home 83 2.34 1.28
Assistance with choosing amajor.
With a live-in partner and children at home 89 2.33 1.23
Single with no children at home 94 2.40 1.12Single with children at home 11 2.54 .93With a live-in partner and no children at home 84 2.14 1.20
Training on timemanagement.
With a live-in partner and children at home 89 2.03 1.12
Single with no children at home 93 2.25 1.04Single with children at home 12 2.08 .99With a live-in partner and no children at home 83 2.37 1.05
Opportunities to get toknow other students outsideof coursework.
With a live-in partner and children at home 89 2.06 .92
97
Table 28 Continued
Need Family Status n M SD
Single with no children at home 94 3.06 .87Single with children at home 12 3.00 .73With a live-in partner and no children at home 83 3.04 .99
Opportunities to talk aboutacademic matters withsomeone in addition to myinstructor. With a live-in partner and children at home 89 3.03 .88
Single with no children at home 94 2.22 1.02Single with children at home 12 2.25 1.13With a live-in partner and no children at home 83 2.19 1.16
Opportunities to learn aboutpeople from differentbackgrounds.
With a live-in partner and children at home 89 2.04 .98
Single with no children at home 93 2.16 1.03Single with children at home 11 2.18 1.25With a live-in partner and no children at home 84 1.84 1.11
Opportunities to exploremy value system.
With a live-in partner and children at home 89 1.82 1.01
Single with no children at home 92 1.72 .95Single with children at home 11 1.54 .93With a live-in partner and no children at home 85 1.52 .89
Opportunities to talk withsomeone about personalissues.
With a live-in partner and children at home 89 1.40 .82
Single with no children at home 94 2.07 1.09Single with children at home 11 1.72 .78With a live-in partner and no children at home 84 1.60 .96
Opportunities to docommunity service.
With a live-in partner and children at home 89 1.73 .97
Single with no children at home 93 2.68 1.18Single with children at home 11 2.45 1.21With a live-in partner and no children at home 85 2.51 1.20
Opportunities to learnleadership skills.
With a live-in partner and children at home 88 2.52 1.23
Single with no children at home 92 2.72 1.21Single with children at home 11 2.45 1.21With a live-in partner and no children at home 85 2.44 1.19
Opportunities to practiceleadership skills.
With a live-in partner and children at home 89 2.58 1.20
98
Table 28 Continued
Need Family Status n M SD
Single with no children at home 94 3.36 .91Single with children at home 11 3.36 1.02With a live-in partner and no children at home 85 3.24 1.04
Opportunities to apply whatI’m learning in a practicalsetting.
With a live-in partner and children at home 89 3.29 1.03
Single with no children at home 93 2.78 1.19Single with children at home 11 2.72 1.00With a live-in partner and no children at home 84 2.38 1.34
Opportunities to learn howto write a resume, coverletter, and conduct a jobsearch. With a live-in partner and children at home 89 2.37 1.33
Single with no children at home 92 3.09 1.20Single with children at home 11 2.90 1.22With a live-in partner and no children at home 85 2.71 1.32
Assistance with finding ajob/internship.
With a live-in partner and children at home 89 2.53 1.34
Single with no children at home 94 2.65 1.17Single with children at home 11 2.72 1.00With a live-in partner and no children at home 85 2.70 1.20
Opportunities to learn howto be an effective teammember.
With a live-in partner and children at home 88 2.73 1.20
Single with no children at home 93 2.52 1.12Single with children at home 11 2.72 1.00With a live-in partner and no children at home 85 2.38 1.18
Opportunities to developfriendships andrelationships with peers.
With a live-in partner and children at home 88 2.19 1.04
Single with no children at home 92 3.31 1.01Single with children at home 10 3.20 1.03With a live-in partner and no children at home 83 3.21 1.11
Opportunities to use thevalues, skills, andknowledge that I havelearned. With a live-in partner and children at home 88 3.18 .98
99
Table 29Significant Analysis of Variance Results for Importance of Needs by Family Status
Need Family Status n M SD df Sum ofSquares
F ratio p value
Single with no childrenat home ∆
94 2.10 1.21 3, 274 12.18 3.15 .02
Single with children athome
11 2.09 .94
With a live-in partnerand no children at home
84 1.73 1.13
Assistancewith specialneeds likedisabilities.
With a live-in partnerand children at home
89 1.62 1.07
Single with no childrenat home *
94 2.07 1.09 3, 274 10.67 3.47 .01
Single with children athome
11 1.72 .78
With a live-in partnerand no children at home
84 1.60 .96
Opportuni-ties to docommunityservice.
With a live-in partnerand children at home
89 1.73 .97
Single with no childrenat home ∆
92 3.09 1.20 3, 273 14.90 2.99 .03
Single with children athome
11 2.90 1.22
With a live-in partnerand no children at home
85 2.71 1.32
Assistancewith findinga job/internship.
With a live-in partnerand children at home
89 2.53 1.34
Note: The post hoc analysis was conducted using the Bonferroni procedure. The symbol “*”indicates “significantly different from with a live-in partner and no children at home” and thesymbol “∆” indicates “significantly different from with a live-in partner and children at home.”
100
Table 30Means, Standard Deviations, and t Values for Importance of Needs by Employment Status
Opportunities to use the values,skills, and knowledge that I havelearned.
103
(3.78) as more important than unemployed respondents. Not surprisingly, unemployed respondents
rated financial aid (3.23) as more important than did employed respondents. Training to improve
study skills (2.65) and assistance with writing (2.65) were also more important to unemployed
respondents. Those not employed rated opportunities to learn leadership skills (3.00) and practice
leadership skills (3.03) as more important. In addition, unemployed respondents rated career
services (3.26) , assistance with finding a job/internship (3.50), and opportunities to learn how to be
an effective team member (3.26) as more important than did employed respondents.
Twelve needs showed statistically significant differences when compared by work status.
Results can be found in Tables 31 and 32. Most differences were found between respondents
employed full-time and part-time. Respondents employed full-time rated a way to purchase books
(3.57) and a contact at the institution in addition to the instructor (3.61) as more important than did
those employed part-time. Respondents employed part-time rated financial aid (3.24), training about
how to discriminate among levels of quality of information on the World Wide Web (3.11),
improving study skills (2.62), and time management (2.75) as more important than did those
employed full-time. They also rated opportunities to explore their value system (2.40), counseling
(1.88), opportunities to do community service (2.29), and assistance finding a job/internship (3.36)
more important than did those employed full-time. Respondents who do not work rated information
about the program and assistance finding a job/internship (3.39) as more important than those
employed full-time. Respondents employed full-time rated information about the program (3.77) as
more important than did those not employed.
Analyzing the data by level of education resulted in statistically significant differences in 19
of the individual needs. Generally, the differences present themselves when comparing respondents
who have earned high school and Associate/technical degrees with those who have earned a
Bachelor’s degree or higher. Results can be found in Tables 33 and 34.
104
Table 31Means and Standard Deviations for Importance of Needs by Work Status
Need Work Status n M SD
Full Time 220 2.76 1.02Part Time 37 2.70 .87
Help assessing if distance learning is rightfor me.
Don’t Work 23 2.56 1.12
Full Time 219 3.02 .91Part Time 37 3.18 .70
General information about how to be asuccessful distance learner.
Don’t Work 23 3.13 1.05
Full Time 219 3.56 .62Part Time 37 3.59 .59
General information about my currentinstitution.
Don’t Work 23 3.65 .57
Full Time 220 3.33 .73Part Time 37 3.24 .72
Information about the non-academic andacademic services available to me as adistance learner. Don’t Work 23 3.17 .71
Full Time 221 3.77 .54Part Time 37 3.81 .46
Information about the program I ampursuing.
Don’t Work 23 3.47 .66
Full Time 220 3.10 .92Part Time 37 3.05 .99
Assistance applying for admission.
Don’t Work 23 3.08 .94
Full Time 221 2.63 1.22Part Time 37 3.24 1.09
Assistance applying for scholarships, grants,loans, and other means of paying for myeducation. Don’t Work 23 3.21 .95
Full Time 220 3.54 .76Part Time 37 3.43 .86
Help deciding which courses to take.
Don’t Work 23 3.34 .98
Full Time 218 3.27 .90Part Time 37 3.45 .69
Assistance with technology issues.
Don’t Work 23 3.00 1.04
Full Time 218 3.25 .84Part Time 37 3.13 .82
Assistance signing up for courses.
Don’t Work 23 2.86 1.05
105
Table 31 Continued
Need Work Status n M SD
Full Time 220 3.57 .73Part Time 37 3.18 .81
A way to purchase books and othereducational materials for my courses.
Don’t Work 23 3.56 .72
Full Time 221 3.61 .62Part Time 37 3.18 .87
A contact person at the institution inaddition to my instructor.
Don’t Work 23 3.47 .73
Full Time 221 2.94 .97Part Time 37 3.10 .96
Training about how to use on-lineresources.
Don’t Work 23 3.00 .90
Full Time 221 2.44 1.11Part Time 36 3.11 .91
Training about how to discriminate amonglevels of quality of the information on theWorld Wide Web. Don’t Work 23 2.60 .94
Full Time 219 1.77 1.13Part Time 37 2.21 1.20
Assistance with special needs likedisabilities.
Don’t Work 23 1.95 1.18
Full Time 219 2.08 1.06Part Time 37 2.62 1.03
Training to improve study skills.
Don’t Work 23 2.52 1.08
Full Time 219 2.20 1.13Part Time 37 2.64 1.05
Training to understand and best use mylearning style.
Don’t Work 23 2.52 1.20
Full Time 218 2.14 1.10Part Time 37 2.29 1.15
Assistance with writing.
Don’t Work 23 2.56 1.23
Full Time 218 2.34 1.23Part Time 37 2.72 1.21
Assistance with choosing a major.
Don’t Work 23 2.52 1.37
Full Time 219 2.12 1.16Part Time 37 2.75 1.06
Training on time management.
Don’t Work 23 2.21 .95
Full Time 219 2.19 1.00Part Time 36 2.36 1.04
Opportunities to get to know other studentsoutside of coursework.
Don’t Work 23 2.30 1.06
106
Table 31 Continued
Need Work Status n M SD
Full Time 219 3.05 .90Part Time 37 2.97 .89
Opportunities to talk about academicmatters with someone in addition to myinstructor. Don’t Work 23 3.08 .94
Full Time 219 2.08 1.06Part Time 37 2.48 .98
Opportunities to learn about people fromdifferent backgrounds.
Don’t Work 23 2.43 1.07
Full Time 218 1.89 1.06Part Time 37 2.40 1.06
Opportunities to explore my value system.
Don’t Work 23 1.82 .98
Full Time 219 1.49 .84Part Time 36 1.88 1.11
Opportunities to talk with someone aboutpersonal issues.
Don’t Work 23 1.65 .93
Full Time 219 1.70 .97Part Time 37 2.29 1.15
Opportunities to do community service.
Don’t Work 23 2.04 1.10
Full Time 218 2.50 1.23Part Time 37 2.81 1.07
Opportunities to learn leadership skills.
Don’t Work 23 2.86 1.05
Full Time 218 2.50 1.23Part Time 37 2.86 1.03
Opportunities to practice leadership skills.
Don’t Work 23 2.95 1.06
Full Time 220 3.28 1.03Part Time 37 3.45 .76
Opportunities to apply what I’m learning ina practical setting.
Don’t Work 23 3.30 .97
Full Time 218 2.39 1.30Part Time 37 2.91 1.11
Opportunities to learn how to write aresume, cover letter, and conduct a jobsearch. Don’t Work 23 3.17 1.11
Full Time 219 2.64 1.31Part Time 36 3.36 1.07
Assistance with finding a job/internship.
Don’t Work 23 3.39 1.07
Full Time 219 2.62 1.21Part Time 37 2.89 .93
Opportunities to learn how to be aneffective team member.
Don’t Work 23 3.21 1.08
107
Table 31 Continued
Need Work Status n M SD
Full Time 218 2.33 1.10Part Time 37 2.67 1.13
Opportunities to develop friendships andrelationships with peers.
Don’t Work 23 2.52 1.27
Full Time 217 3.20 1.06Part Time 35 3.48 .85
Opportunities to use the values, skills, andknowledge that I have learned.
Don’t Work 22 3.22 .97
108
Table 32Significant Analysis of Variance Results for Importance of Needs by Work Status
Need Work Status n M SD df Sum ofSquares
Fratio
pvalue
Full Time√ 221 3.77 .54 2, 278 1.99 3.31 .03Part Time 37 3.81 .46
Information about theprogram I am pursuing.
Don’t Work 23 3.47 .66
Full Time∆ 221 2.63 1.22 2, 278 16.73 5.90 .00Part Time 37 3.24 1.09
Assistance applying forscholarships, grants,loans, and other meansof paying for myeducation.
Don’t Work 23 3.21 .95
Full Time∆ 220 3.57 .73 2, 277 4.81 4.29 .01Part Time 37 3.18 .81
A way to purchasebooks and othereducational materialsfor my courses.
Don’t Work 23 3.56 .72
Full Time∆ 221 3.61 .62 2, 278 5.74 6.34 .00Part Time 37 3.18 .87
A contact person at theinstitution in addition tomy instructor. Don’t Work 23 3.47 .73
Full Time∆ 221 2.44 1.11 2, 277 13.90 5.99 .00Part Time 36 3.11 .91
Training about how todiscriminate amonglevels of quality of theinformation on theWorld Wide Web.
Don’t Work 23 2.60 .94
Full Time∆ 219 2.08 1.06 2, 276 11.96 5.31 .00Part Time 37 2.62 1.03
Training to improvestudy skills.
Don’t Work 23 2.52 1.08
Full Time∆ 219 2.12 1.16 2, 276 12.51 4.83 .00Part Time 37 2.75 1.06
Training on timemanagement.
Don’t Work 23 2.21 .95
Full Time∆ 218 1.89 1.06 2, 275 8.56 3.82 .02Part Time 37 2.40 1.06
Opportunities toexplore my valuesystem. Don’t Work 23 1.82 .98
Full Time∆ 219 1.49 .84 2, 275 5.06 3.20 .04Part Time 36 1.88 1.11
Opportunities to talkwith someone aboutpersonal issues. Don’t Work 23 1.65 .93
109
Table 32 Continued
Need Work Status n M SD df Sum ofSquares
Fratio
pvalue
Full Time∆ 219 1.70 .97 2, 276 12.32 6.07 .00Part Time 37 2.29 1.15
Opportunities to docommunity service.
Don’t Work 23 2.04 1.10
Full Time√ 218 2.39 1.30 2, 275 18.86 5.86 .00Part Time 37 2.91 1.11
Opportunities to learnhow to write a resume,cover letter, andconduct a job search.
Don’t Work 23 3.17 1.11
Full Time 219 2.64 1.31 2, 275 24.71 7.65 .00Part Time* 36 3.36 1.07
Assistance with findinga job/internship.
Don’tWork*
23 3.39 1.07
Note: The post hoc analysis was conducted using the Bonferroni procedure. The symbol “*”indicates “significantly different from full-time.” The symbol “∆” indicates “significantlydifferent from part-time.” The symbol “√” indicates “significantly different from don’t work.”
110
Table 33Means and Standard Deviations for Importance of Needs by Level of Education
Need Level of Education n M SD
High School 25 2.68 .74Associate Degree 37 3.18 .87BA 138 2.73 1.02Some Grad School 42 2.66 1.00MA or PhD 28 2.50 1.10Other 8 2.37 1.30
Help assessing if distancelearning is right for me.
High School 25 3.16 .62Associate Degree 36 3.33 .89BA 139 3.05 .86Some Grad School 42 2.97 .92MA or PhD 27 2.81 1.14Other 8 3.00 .75
General information about howto be a successful distancelearner.
High School 25 3.64 .56Associate Degree 37 3.56 .68BA 138 3.63 .58Some Grad School 42 3.47 .63MA or PhD 27 3.48 .64Other 8 3.50 .75
General information about mycurrent institution.
High School 25 3.20 .81Associate Degree 37 3.27 .87BA 138 3.34 .64Some Grad School 42 3.33 .68MA or PhD 28 3.14 .93Other 8 3.75 .46
Information about the non-academic and academic servicesavailable to me as a distancelearner.
High School 25 3.60 .64Associate Degree 37 3.86 .41BA 139 3.77 .49Some Grad School 42 3.73 .62MA or PhD 28 3.60 .78Other 8 4.00 .00
Information about the programI am pursuing.
High School 25 3.04 .97Associate Degree 36 3.22 1.01BA 139 3.15 .82Some Grad School 42 3.04 .93MA or PhD 28 2.92 1.15Other 8 2.87 1.35
Assistance applying foradmission.
111
Table 33 Continued
Need Level of Education n M SD
High School 25 3.44 1.00Associate Degree 37 3.29 1.07BA 139 2.64 1.23Some Grad School 42 2.38 1.03MA or PhD 28 2.67 1.27Other 8 2.87 1.35
Assistance applying forscholarships, grants, loans, andother means of paying for myeducation.
High School 25 3.48 .71Associate Degree 36 3.69 .66BA 139 3.57 .78Some Grad School 42 3.11 1.04MA or PhD 28 3.60 .56Other 8 3.50 .53
Help deciding which courses totake.
High School 25 3.28 .79Associate Degree 35 3.51 .61BA 139 3.26 .89Some Grad School 42 3.35 .90MA or PhD 27 3.03 1.22Other 8 2.87 .83
Assistance with technologyissues.
High School 25 3.08 .86Associate Degree 35 3.22 .91BA 138 3.21 .85Some Grad School 42 3.21 .87MA or PhD 28 3.32 .81Other 8 3.00 1.06
Assistance signing up forcourses.
High School 25 3.48 .58Associate Degree 37 3.64 .63BA 139 3.48 .79Some Grad School 41 3.60 .77MA or PhD 28 3.50 .74Other 8 3.25 1.16
A way to purchase books andother educational materials formy courses.
High School 25 3.00 .91Associate Degree 37 3.56 .83BA 139 3.61 .56Some Grad School 42 3.66 .57MA or PhD 28 3.50 .74Other 8 3.75 .74
A contact person at theinstitution in addition to myinstructor.
112
Table 33 Continued
Need Level of Education n M SD
High School 25 2.76 1.05Associate Degree 37 3.45 .76BA 139 2.88 1.00Some Grad School 42 2.90 .79MA or PhD 28 3.00 .98Other 8 3.25 1.16
Training about how to use on-line resources.
High School 25 3.04 .88Associate Degree 36 3.16 .81BA 139 2.39 1.08Some Grad School 42 2.14 1.07MA or PhD 28 2.60 1.25Other 8 2.87 1.12
Training about how todiscriminate among levels ofquality of the information onthe World Wide Web.
High School 25 2.40 1.38Associate Degree 37 2.48 1.32BA 138 1.71 1.04Some Grad School 41 1.43 .77MA or PhD 28 1.92 1.24Other 8 1.62 1.18
Assistance with special needslike disabilities.
High School 25 3.00 1.00Associate Degree 37 2.67 1.05BA 138 2.09 1.01Some Grad School 41 1.85 .98MA or PhD 28 2.03 1.13Other 8 1.62 1.06
Training to improve studyskills.
High School 25 3.08 .99Associate Degree 37 .248 1.12BA 138 2.18 1.11Some Grad School 41 2.19 1.07MA or PhD 28 2.10 1.22Other 8 1.75 1.16
Training to understand and bestuse my learning style.
High School 25 2.96 1.13Associate Degree 37 2.48 1.14BA 138 2.00 1.07Some Grad School 40 2.07 1.09MA or PhD 28 2.25 1.10Other 8 2.50 1.19
Assistance with writing.
113
Table 33 Continued
Need Level of Education n M SD
High School 25 3.24 1.23Associate Degree 36 2.52 1.29BA 138 2.42 1.17Some Grad School 41 1.95 1.20MA or PhD 28 2.21 1.25Other 8 2.37 1.50
Assistance with choosing amajor.
High School 25 3.04 .97Associate Degree 36 2.30 1.14BA 139 2.13 1.14Some Grad School 41 1.87 1.09MA or PhD 28 2.25 1.17Other 8 2.37 1.18
Training on time management.
High School 25 2.68 .85Associate Degree 36 2.11 .91BA 137 2.18 1.03Some Grad School 42 2.14 1.02MA or PhD 28 2.17 1.02Other 8 2.87 1.12
Opportunities to get to knowother students outside ofcoursework.
High School 25 3.08 .81Associate Degree 36 3.13 .79BA 139 3.03 .92Some Grad School 42 3.00 1.01MA or PhD 27 3.03 .93Other 8 2.87 .99
Opportunities to talk aboutacademic matters with someonein addition to my instructor.
High School 25 2.64 1.03Associate Degree 36 2.50 1.02BA 139 2.08 1.06Some Grad School 41 1.87 .92MA or PhD 28 2.21 1.16Other 8 2.12 .99
Opportunities to learn aboutpeople from differentbackgrounds.
High School 25 2.64 1.15Associate Degree 37 2.08 1.13BA 138 1.94 1.05Some Grad School 41 1.56 .83MA or PhD 27 1.88 1.05Other 8 2.00 1.06
Opportunities to explore myvalue system.
114
Table 33 Continued
Need Level of Education n M SD
High School 24 2.58 1.28Associate Degree 37 1.70 .90BA 139 1.42 .75Some Grad School 41 1.21 .47MA or PhD 27 1.55 .97Other 8 2.00 1.06
Opportunities to talk withsomeone about personal issues.
High School 25 2.80 1.11Associate Degree 36 2.05 .95BA 139 1.65 .94Some Grad School 41 1.46 .77MA or PhD 28 2.03 1.20Other 8 1.62 .91
Opportunities to do communityservice.
High School 25 3.20 .86Associate Degree 37 3.02 1.06BA 138 2.48 1.18Some Grad School 41 2.21 1.27MA or PhD 27 2.48 1.34Other 8 2.75 1.16
Opportunities to learnleadership skills.
High School 25 3.32 .80Associate Degree 37 2.86 1.13BA 138 2.55 1.19Some Grad School 41 2.21 1.27MA or PhD 27 2.48 1.25Other 8 2.37 1.30
Opportunities to practiceleadership skills.
High School 25 3.60 .57Associate Degree 37 3.24 1.03BA 139 3.35 .94Some Grad School 41 3.17 1.11MA or PhD 28 3.14 1.20Other 8 3.00 1.30
Opportunities to apply whatI’m learning in a practicalsetting.
High School 25 3.44 .86Associate Degree 37 2.59 1.36BA 137 2.43 1.28Some Grad School 41 2.26 1.24MA or PhD 28 2.50 1.29Other 8 2.62 1.50
Opportunities to learn how towrite a resume, cover letter, andconduct a job search.
115
Table 33 Continued
Need Level of Education n M SD
High School 25 3.84 .62Associate Degree 37 2.75 1.38BA 138 2.61 1.30Some Grad School 41 2.75 1.28MA or PhD 27 2.88 1.25Other 8 2.62 1.50
Assistance with finding ajob/internship.
High School 25 3.08 .90Associate Degree 37 2.89 1.14BA 138 2.76 1.18Some Grad School 41 2.31 1.23MA or PhD 28 2.60 1.28Other 8 2.12 .83
Opportunities to learn how tobe an effective team member.
High School 24 3.00 1.10Associate Degree 37 2.35 1.11BA 138 2.26 1.11Some Grad School 41 2.04 .99MA or PhD 28 2.85 1.07Other 8 3.12 1.12
Opportunities to developfriendships and relationshipswith peers.
High School 23 3.65 .71Associate Degree 35 3.31 .99BA 138 3.20 1.03Some Grad School 41 3.07 1.05MA or PhD 28 3.25 1.17Other 7 3.00 1.41
Opportunities to use the values,skills, and knowledge that Ihave learned.
Note: No participants indicated that their current level of education is having earned a GED.Therefore, that category is not included in this Table.
116
Table 34Significant Analysis of Variance Results for Importance of Needs by Level of Education
Need Level of Education n M SD df Sum ofSquares
F ratio pvalue
High School ∆ √ 25 3.44 1.00 5, 273 30.27 4.38 .00Associate Degree∆ √ 37 3.29 1.07BA 139 2.64 1.23Some Grad School 42 2.38 1.03MA or PhD 28 2.67 1.27Other 8 2.87 1.35
Assistanceapplying forscholarships,grants, loans, andother means ofpaying for myeducation.
High School 25 3.48 .71 5, 272 8.52 2.74 .01Associate Degree √ 36 3.69 .66BA α 139 3.57 .78Some Grad School 42 3.11 1.04MA or PhD 28 3.60 .56Other 8 3.50 .53
Help decidingwhich courses totake.
High School 25 3.00 .91 5, 273 9.10 4.07 .00Associate Degree * 37 3.56 .83BA * 139 3.61 .56Some Grad School * 42 3.66 .57MA or PhD 28 3.50 .74Other 8 3.75 .74
A contact personat the institutionin addition to myinstructor.
High School 25 2.76 1.05 5, 273 11.79 2.60 .02Associate Degree ∆ 37 3.45 .76BA 139 2.88 1.00Some Grad School 42 2.90 .79MA or PhD 28 3.00 .98Other 8 3.25 1.16
Training abouthow to use on-lineresources.
High School √ 25 3.04 .88 5, 272 30.90 5.56 .00Associate Degree∆ √ 36 3.16 .81BA 139 2.39 1.08Some Grad School 42 2.14 1.07MA or PhD 28 2.60 1.25Other 8 2.87 1.12
Training abouthow todiscriminateamong levels ofquality of theinformation onthe World WideWeb.
117
Table 34 Continued
Need Level of Education n M SD df Sum ofSquares
F ratio pvalue
High School √ 25 2.40 1.38 5, 271 32.74 5.29 .00Associate Degree∆ √ 37 2.48 1.32BA 138 1.71 1.04Some Grad School 41 1.43 .77MA or PhD 28 1.92 1.24Other 8 1.62 1.18
Assistance withspecial needs likedisabilities.
High School 25 3.00 1.00 5, 271 34.23 6.49 .00Associate Degree∆ √ 37 2.67 1.05BA * 138 2.09 1.01Some Grad School * 41 1.85 .98MA or PhD * 28 2.03 1.13Other * 8 1.62 1.06
Training toimprove studyskills.
High School 25 3.08 .99 5, 271 22.09 3.57 .00Associate Degree 37 .248 1.12BA * 138 2.18 1.11Some Grad School * 41 2.19 1.07MA or PhD * 28 2.10 1.22Other 8 1.75 1.16
Training tounderstand andbest use mylearning style.
High School 25 2.96 1.13 5, 270 24.00 3.98 .00Associate Degree 37 2.48 1.14BA * 138 2.00 1.07Some Grad School * 40 2.07 1.09MA or PhD 28 2.25 1.10Other 8 2.50 1.19
Assistance withwriting.
High School 25 3.24 1.23 5, 270 27.44 3.68 .00Associate Degree 36 2.52 1.29BA * 138 2.42 1.17Some Grad School * 41 1.95 1.20MA or PhD * 28 2.21 1.25Other 8 2.37 1.50
Assistance withchoosing a major.
High School 25 3.04 .97 5, 271 23.04 3.62 .00Associate Degree 36 2.30 1.14BA * 139 2.13 1.14Some Grad School * 41 1.87 1.09MA or PhD 28 2.25 1.17Other 8 2.37 1.18
Training on timemanagement.
118
Table 34 Continued
Need Level of Education n M SD df Sum ofSquares
F ratio pvalue
High School 25 2.64 1.15 5, 270 18.78 3.42 .00Associate Degree 37 2.08 1.13BA * 138 1.94 1.05Some Grad School * 41 1.56 .83MA or PhD 27 1.88 1.05Other 8 2.00 1.06
Opportunities toexplore my valuesystem.
High School 24 2.58 1.28 5, 270 34.74 10.02 .00Associate Degree * 37 1.70 .90BA * 139 1.42 .75Some Grad School * 41 1.21 .47MA or PhD * 27 1.55 .97Other 8 2.00 1.06
Opportunities totalk with someoneabout personalissues.
High School 25 2.80 1.11 5, 271 36.62 7.80 .00Associate Degree 36 2.05 .95BA * 139 1.65 .94Some Grad School * 41 1.46 .77MA or PhD 28 2.03 1.20Other * 8 1.62 .91
Opportunities todo communityservice.
High School √ 25 3.20 .86 5, 270 24.02 3.48 .00Associate Degree √ 37 3.02 1.06BA 138 2.48 1.18Some Grad School 41 2.21 1.27MA or PhD 27 2.48 1.34Other 8 2.75 1.16
Opportunities tolearn leadershipskills.
High School 25 3.32 .80 5, 270 22.61 3.26 .00Associate Degree 37 2.86 1.13BA * 138 2.55 1.19Some Grad School * 41 2.21 1.27MA or PhD 27 2.48 1.25Other 8 2.37 1.30
Opportunities topracticeleadership skills.
High School 25 3.44 .86 5, 270 25.11 3.14 .00Associate Degree 37 2.59 1.36BA * 137 2.43 1.28Some Grad School * 41 2.26 1.24MA or PhD 28 2.50 1.29Other 8 2.62 1.50
Opportunities tolearn how to writea resume, coverletter, and conducta job search.
119
Table 34 Continued
Need Level of Education n M SD df Sum ofSquares
F ratio pvalue
High School 25 3.84 .62 5, 270 32.30 4.01 .00Associate Degree * 37 2.75 1.38BA * 138 2.61 1.30Some Grad School * 41 2.75 1.28MA or PhD 27 2.88 1.25Other 8 2.62 1.50
Assistance withfinding ajob/internship.
High School 24 3.00 1.10 5, 270 26.49 4.42 .00Associate Degree 37 2.35 1.11BA * 138 2.26 1.11Some Grad School * 41 2.04 .99MA or PhD √ 28 2.85 1.07Other 8 3.12 1.12
Note: No participants indicated that their current level of education is having earned a GED.Therefore, that category is not included in this Table. The post hoc analysis was conducted using theBonferroni procedure. The symbol “*” indicates “significantly different from high school.” Thesymbol “∆” indicates “significantly different from BA.” The symbol “√” indicates “significantlydifferent from some grad school.”
120
Those having earned a high school degree rated the following needs as more important:
1. Financial aid (3.44)
2. Training to improve study skills (3.00)
3. Training about learning style (3.08)
4. Training on time management (3.04)
5. Assistance with writing (2.96)
6. Assistance choosing a major (3.24)
7. Opportunities to explore values (2.64)
8. Counseling (2.58)
9. Opportunities to do community service (2.80)
10. Opportunities to learn leadership skills (3.20)
11. Opportunities to practice leadership skills (3.32)
12. Opportunities to develop friendships with peers (3.00)
13. Career services (3.44)
14. Assistance finding a job/internship 3.84)
Those having earned an Associate or technical degree rated the following needs as more important:
1. Academic advising (3.69)
2. A contact person at the institution (3.56)
3. Assistance with special needs (2.48)
4. Training about how to use online resources (3.45)
5. Training about how to discriminate among levels of quality of information on the World
Wide Web (3.16)
Respondents pursuing academic programs of different levels also showed differences.
Results can be found in Tables 35 and 36. Most differences were found between those pursuing a
Bachelor’s degree (BA) and those pursuing a Master’s degree (MA). Respondents pursuing a BA
rated the following needs as more important than other respondents:
1. Financial aid (3.22)
121
2. A way to purchase books and other educational materials (3.61)
3. Assistance with special needs (2.30)
4. Training to improve study skills (2.70)
5. Training on time management (2.55)
6. Assistance with writing (2.58)
7. Counseling (2.01)
8. Opportunities to learn leadership skills (3.08)
9. Opportunities to practice leadership (2.97)
10. Career services (2.90)
11. Assistance finding a job/internship (3.18)
Those pursuing a doctorate rated a contact person at the institution (3.71), training about how to
discriminate among levels of quality of information on the World Wide Web (3.57), and
opportunities to do community service (3.00) as more important than did other groups.
A respondent’s experience with distance learning made a difference in the results for three
of the individual needs. Results can be found in Tables 37 and 38. Respondents with no prior
experience with distance learning rated financial aid (3.02) as more important than did those having
taken 4 or more courses at a distance prior to this one. Those who have taken 1-3 prior courses at a
distance rated training to improve study skills (2.38) as more important than did those who have
taken 4 or more courses. Those who have earned a degree at a distance rated special needs (3.25) as
more important than those with 4 or more previous courses at a distance.
122
Table 35Means and Standard Deviations for Importance of Needs by Level of Program
Note: The post hoc analysis was conducted using the Bonferroni procedure. The symbol “√”indicates “significantly different from MA.” The symbol “*” indicates “significantly differentfrom certificate.” The symbol “∆” indicates “significantly different from continuing education.”Data for cells with fewer than 5 respondents are not included to preserve anonymity.
130
Table 37Means and Standard Deviations for Importance of Needs by Experience with Distance Learning
Need Experience withDistance Learning
n M SD
None 71 2.87 .871-3 courses 85 2.83 1.044 or more courses 120 2.62 1.04
Help assessing if distancelearning is right for me.
Completed degree 4 - -
None 71 3.19 .871-3 courses 84 3.11 .854 or more courses 120 2.92 .91
General information about howto be a successful distancelearner.
Completed degree 4 - -
None 70 3.68 .521-3 courses 85 3.44 .684 or more courses 120 3.59 .60
General information about mycurrent institution.
Completed degree 4 - -
None 71 3.38 .641-3 courses 85 3.31 .644 or more courses 120 3.25 .82
Information about the non-academic and academic servicesavailable to me as a distancelearner. Completed degree 4 - -
None 71 3.63 .681-3 courses 85 3.80 .504 or more courses 121 3.80 .49
Information about the programI am pursuing.
Completed degree 4 - -
None 70 3.17 .901-3 courses 85 3.02 .994 or more courses 121 3.07 .91
Assistance applying foradmission.
Completed degree 4 - -
None 71 3.02 1.151-3 courses 85 2.90 1.194 or more courses 121 2.49 1.20
Assistance applying forscholarships, grants, loans, andother means of paying for myeducation. Completed degree 4 - -
None 71 3.46 .851-3 courses 84 3.46 .874 or more courses 121 3.56 .71
Help deciding which courses totake.
Completed degree 4 - -
131
Table 37 Continued
Need Experience withDistance Learning
n M SD
None 71 3.18 .991-3 courses 83 3.44 .834 or more courses 120 3.21 .88
Assistance with technologyissues.
Completed degree 4 - -
None 70 3.34 .691-3 courses 84 3.05 .964 or more courses 120 3.23 .87
Assistance signing up forcourses.
Completed degree 4 - -
None 71 3.38 .791-3 courses 84 3.47 .754 or more courses 121 3.62 .73
A way to purchase books andother educational materials formy courses.
Completed degree 4 - -
None 71 3.49 .621-3 courses 85 3.48 .744 or more courses 121 3.60 .67
A contact person at theinstitution in addition to myinstructor.
Completed degree 4 - -
None 71 2.92 .971-3 courses 85 2.98 1.024 or more courses 121 3.00 .91
Training about how to use on-line resources.
Completed degree 4 - -
None 71 2.63 1.051-3 courses 85 2.62 1.124 or more courses 120 2.42 1.10
Training about how todiscriminate among levels ofquality of the information onthe World Wide Web. Completed degree 4 - -
None 71 1.97 1.131-3 courses 84 1.89 1.224 or more courses 120 1.70 1.07
Assistance with special needslike disabilities.
Completed degree 4 - -
None 71 2.35 1.131-3 courses 84 2.38 1.104 or more courses 120 1.95 .97
Training to improve studyskills.
Completed degree 4 - -
132
Table 37 Continued
Need Experience withDistance Learning
n M SD
None 71 2.33 1.191-3 courses 84 2.47 1.144 or more courses 120 2.11 1.07
Training to understand and bestuse my learning style.
Completed degree 4 - -
None 71 2.30 1.171-3 courses 84 2.30 1.174 or more courses 119 2.03 1.04
Assistance with writing.
Completed degree 4 - -
None 71 2.32 1.301-3 courses 83 2.55 1.244 or more courses 120 2.35 1.21
Assistance with choosing amajor.
Completed degree 4 - -
None 71 2.26 1.121-3 courses 83 2.43 1.164 or more courses 121 2.04 1.14
Training on time management.
Completed degree 4 - -
None 70 2.21 1.081-3 courses 84 2.26 1.034 or more courses 120 2.22 .96
Opportunities to get to knowother students outside ofcoursework.
Completed degree 4 - -
None 71 2.90 .971-3 courses 83 3.19 .864 or more courses 121 3.03 .89
Opportunities to talk aboutacademic matters with someonein addition to my instructor.
Completed degree 4 - -
None 71 2.35 1.051-3 courses 84 2.10 1.014 or more courses 120 2.10 1.08
Opportunities to learn aboutpeople from differentbackgrounds.
Completed degree 4 - -
None 70 2.00 1.021-3 courses 83 1.89 1.014 or more courses 121 1.96 1.13
Opportunities to explore myvalue system.
Completed degree 4 - -
133
Table 37 Continued
Need Experience withDistance Learning
n M SD
None 70 1.45 .811-3 courses 83 1.66 .974 or more courses 121 1.54 .88
Opportunities to talk withsomeone about personal issues.
Completed degree 4 - -
None 71 1.97 1.141-3 courses 84 1.89 1.004 or more courses 120 1.66 .95
Opportunities to do communityservice.
Completed degree 4 - -
None 71 2.54 1.261-3 courses 82 2.68 1.194 or more courses 121 2.52 1.18
Opportunities to learnleadership skills.
Completed degree 4 - -
None 71 2.56 1.231-3 courses 83 2.71 1.154 or more courses 120 2.52 1.22
Opportunities to practiceleadership skills.
Completed degree 4 - -
None 71 3.18 1.051-3 courses 84 3.46 .824 or more courses 121 3.30 1.02
Opportunities to apply whatI’m learning in a practicalsetting.
Completed degree 4 - -
None 71 2.61 1.311-3 courses 83 2.77 1.204 or more courses 120 2.30 1.30
Opportunities to learn how towrite a resume, cover letter, andconduct a job search.
Completed degree 4 - -
None 71 2.87 1.291-3 courses 84 3.00 1.264 or more courses 119 2.57 1.31
Assistance with finding ajob/internship.
Completed degree 4 - -
None 71 2.90 1.171-3 courses 83 2.60 1.164 or more courses 121 0.65 1.19
Opportunities to learn how tobe an effective team member.
Completed degree 4 - -
134
Table 37 Continued
Need Experience withDistance Learning
n M SD
None 71 2.42 1.171-3 courses 83 2.57 1.124 or more courses 120 2.26 1.08
Opportunities to developfriendships and relationshipswith peers.
Completed degree 4 - -
None 68 3.27 .971-3 courses 81 3.25 .994 or more courses 121 3.23 1.07
Opportunities to use the values,skills, and knowledge that Ihave learned.
Completed degree 4 - -
Note: Data for cells with fewer than 5 respondents are not included to preserve anonymity.
135
Table 38Significant Analysis of Variance Results for Importance of Needs by Experience with DistanceLearning
Need Experience withDistance Learning
n M SD df Sum ofSquares
F ratio pvalue
None ∆ 71 3.02 1.15 3, 277 16.30 3.82 .011-3 courses 85 2.90 1.194 or more courses 121 2.49 1.20
Assistanceapplying forscholarships,grants, loans, andother means ofpaying for myeducation.
Completed degree 4 - -
None 71 1.97 1.13 3, 275 11.74 3.00 .031-3 courses 84 1.89 1.224 or more courses * 120 1.70 1.07
Assistance withspecial needs likedisabilities.
Completed degree 4 - -
None 71 2.35 1.13 3, 275 12.22 3.60 .011-3 courses ∆ 84 2.38 1.104 or more courses 120 1.95 .97
Training toimprove studyskills.
Completed degree 4 - -
Note: The post hoc analysis was conducted using the Bonferroni procedure. The symbol “∆”indicates “significantly different from 4 or more courses” and the symbol “*” indicates“significantly different from completed degree.” Data for cells with fewer than 5 respondents arenot included to preserve anonymity.
136
A statistically significant difference was found in 20 needs when analyzing the data by
mode of studying. Results can be found in Table 39. In three cases, respondents who study entirely
at a distance rated these needs as more important: information about the program (3.82), a way to
purchase books and other educational materials (3.59), and a contact person at the institution (3.68).
Respondents who study both on campus and at a distance rated the following needs are more
important than did those who study only at a distance:
1. Financial aid (3.04)
2. Training about how to discriminate among quality of information on the World Wide
Web (2.86)
3. Assistance with special needs (2.06)
4. Training to improve study skills (2.48)
5. Training to use learning styles (2.46)
6. Training on time management (2.58)
7. Assistance with writing (2.52)
8. Assistance choosing a major (2.79)
9. Diversity (2.33)
10. Counseling (1.80)
11. Opportunities to do community service (2.13)
12. Opportunities to develop friendships with peers (2.67)
13. Opportunities to learn leadership skills (2.88)
14. Opportunities to practice leadership skills (2.86)
15. Opportunities to learn how to be an effective team member (2.88)
16. Career services (2.97)
17. Assistance finding a job/internship (3.31)
137
Table 39Means, Standard Deviations, and t Values for Importance of Needs by Mode of Studying
Need Mode ofStudying
n M SD t value p value
All distance 186 2.73 1.07 -.27 .78Both residentialand distance
87 2.77 .88Help assessing if distance learningis right for me.
All distance 186 3.02 .92 -.87 .38Both residentialand distance
86 3.12 .83General information about how tobe a successful distance learner.
All distance 185 3.62 .57 1.88 .06Both residentialand distance
87 3.47 .66General information about mycurrent institution.
All distance 186 3.34 .70 1.57 .11Both residentialand distance
87 3.19 .77Information about the non-academic and academic servicesavailable to me as a distancelearner.
All distance 187 3.82 .43 2.58 .01Both residentialand distance
87 3.60 .73Information about the program Iam pursuing.
All distance 187 3.13 .89 .63 .53Both residentialand distance
86 3.05 .98Assistance applying foradmission.
All distance 187 2.59 1.20 -2.92 .00Both residentialand distance
87 3.04 1.18Assistance applying forscholarships, grants, loans, andother means of paying for myeducation.
All distance 186 3.53 .77 .47 .63Both residentialand distance
87 3.48 .86Help deciding which courses totake.
All distance 185 3.27 .89 .12 .90Both residentialand distance
86 3.25 .92Assistance with technology issues.
All distance 184 3.26 .86 1.50 .13Both residentialand distance
87 3.09 .88Assistance signing up for courses.
138
Table 39 Continued
Need Mode ofStudying
n M SD t value p value
All distance 187 3.59 .71 2.13 .03Both residentialand distance
86 3.38 .80A way to purchase books andother educational materials formy courses.
All distance 187 3.68 .56 4.17 .00Both residentialand distance
87 3.27 .83A contact person at the institutionin addition to my instructor.
All distance 187 2.94 .94 -.93 .35Both residentialand distance
87 3.05 1.01Training about how to use on-lineresources.
All distance 187 2.37 1.10 -3.56 .00Both residentialand distance
86 2.86 1.01Training about how todiscriminate among levels ofquality of the information on theWorld Wide Web.
All distance 186 1.76 1.10 -1.95 .05Both residentialand distance
86 2.06 1.24Assistance with special needs likedisabilities.
All distance 186 2.03 1.02 -3.20 .00Both residentialand distance
86 2.48 1.12Training to improve study skills.
All distance 186 2.18 1.11 -1.91 .05Both residentialand distance
86 2.46 1.18Training to understand and bestuse my learning style.
All distance 185 2.02 1.04 -3.32 .00Both residentialand distance
86 2.52 1.20Assistance with writing.
All distance 186 2.22 1.20 -3.52 .00Both residentialand distance
86 2.79 1.29Assistance with choosing a major.
All distance 187 2.03 1.11 -3.72 .00Both residentialand distance
86 2.58 1.17Training on time management.
All distance 185 2.14 .99 -1.60 .11Both residentialand distance
87 2.35 1.04Opportunities to get to knowother students outside ofcoursework.
139
Table 39 Continued
Need Mode ofStudying
n M SD t value p value
All distance 187 3.03 .91 -.37 .71Both residentialand distance
86 3.08 .91Opportunities to talk aboutacademic matters with someone inaddition to my instructor.
All distance 186 2.06 1.03 -1.95 .05Both residentialand distance
87 2.33 1.11Opportunities to learn aboutpeople from differentbackgrounds.
All distance 186 1.88 1.03 -1.35 .17Both residentialand distance
85 2.07 1.13Opportunities to explore myvalue system.
All distance 186 1.40 .75 -3.15 .00Both residentialand distance
85 1.80 1.04Opportunities to talk withsomeone about personal issues.
All distance 186 1.63 .91 -3.63 .00Both residentialand distance
86 2.13 1.12Opportunities to do communityservice.
All distance 186 2.41 1.23 -3.06 .00Both residentialand distance
85 2.88 1.11Opportunities to learn leadershipskills.
All distance 185 2.45 1.21 -2.62 .00Both residentialand distance
86 2.86 1.15Opportunities to practiceleadership skills.
All distance 187 3.27 1.00 -.54 .58Both residentialand distance
86 3.34 1.00Opportunities to apply what I’mlearning in a practical setting.
All distance 186 2.29 1.28 -4.32 .00Both residentialand distance
85 2.97 1.16Opportunities to learn how towrite a resume, cover letter, andconduct a job search.
All distance 186 2.51 1.30 -5.19 .00Both residentialand distance
85 3.31 1.11Assistance with finding ajob/internship.
All distance 186 2.60 1.24 -1.94 .05Both residentialand distance
86 2.88 1.04Opportunities to learn how to bean effective team member.
140
Table 39 Continued
Need Mode ofStudying
n M SD t value p value
All distance 186 2.22 1.06 -3.16 .00Both residentialand distance
86 2.67 1.18Opportunities to developfriendships and relationships withpeers.
All distance 186 3.16 1.06 -1.85 .06Both residentialand distance
85 3.41 .96Opportunities to use the values,skills, and knowledge that I havelearned.
141
Table 40Means, Standard Deviations, and t-tests for Importance of Needs by Student Status
Note: No participants indicated that their reason for studying is to meet people. Therefore, thatcategory is not included in this Table. The post hoc analysis was conducted using the Bonferroniprocedure. The symbol “√” indicates “significantly different from gain employment” and thesymbol “*” indicates “significantly different from intellectual challenge.”
153
respondents taking courses for other reasons. Students studying for intellectual challenge rated
opportunities to develop friendships with peers (3.29) as more important than did respondents who
take courses for other reasons.
The reason respondents choose distance learning as the medium for taking university
courses affected their importance ratings in one case. Results can be found in Tables 43 and 44.
Respondents indicating unique reasons for choosing distance learning by selecting “other” rated
information about non-academic and academic services (3.38) as more important than respondents
who chose other reasons.
In six cases, a respondent’s distance from campus affected their importance ratings. Results
can be found in Tables 45 and 46. Respondents living 11-25 miles from campus rated help
assessing if distance learning is right for them (2.97) as more important than those living other
distances from campus. Respondents living 41-45 miles from campus rated counseling (2.37) as
more important than did other respondents. Respondents living 56 or more miles from campus
rated information about the program (3.81), academic advising (3.64), a way to purchase books and
other educational materials (3.62), and a contact person at the institution (3.63) as more important
than did other respondents.
Results for Accessibility Questions
Tables 47-68 show the means, standard deviations, t-tests, and analyses of variance for the
research questions addressing accessibility (5-8). The response options scale is as follows:
1 = no services are available that the respondent knows of
2 = services are available but not easily accessible
3 = services are available and moderately easy to access
4 = services are available and very easy to access
The accessibility data have one anomaly. The data for accessibility question 15 (assistance
with special needs like disabilities) were not collected because of a technical problem. However, the
problem was changed early enough that responses from nine students and one faculty member were
collected. These are included below, but the results should be interpreted with caution.
154
Table 43Means and Standard Deviations for Importance of Needs by Why Choose Distance Learning
Need Why ChooseDistance Learning
n M SD
Distance from campus 24 2.70 1.19No local program 42 2.69 1.11Flexibility 169 2.82 .95Prefer distance learning 4 - -Other 36 2.50 1.00
Help assessing if distancelearning is right for me.
Distance from campus 23 3.13 .81No local program 42 2.80 .96Flexibility 170 3.07 .91Prefer distance learning 4 - -Other 35 3.14 .73
General information abouthow to be a successfuldistance learner.
Distance from campus 24 3.50 .58No local program 42 3.52 .67Flexibility 168 3.61 .58Prefer distance learning 4 - -Other 36 3.55 .65
General information aboutmy current institution.
Distance from campus 23 3.17 .77No local program 42 3.30 .81Flexibility 170 3.33 .70Prefer distance learning 4 - -Other 36 3.38 .64
Information about the non-academic and academicservices available to me as adistance learner.
Distance from campus 24 3.58 .71No local program 42 3.78 .56Flexibility 170 3.75 .53Prefer distance learning 4 - -Other 36 3.86 .42
Information about theprogram I am pursuing.
Distance from campus 24 3.04 .95No local program 42 3.14 .92Flexibility 169 3.08 .95Prefer distance learning 4 - -Other 36 3.11 .88
Assistance applying foradmission.
Distance from campus 24 2.50 1.14No local program 42 2.61 1.22Flexibility 170 2.82 1.23Prefer distance learning 4 - -Other 36 2.75 1.10
Assistance applying forscholarships, grants, loans,and other means of payingfor my education.
155
Table 43 Continued
Need Why ChooseDistance Learning
n M SD
Distance from campus 24 3.58 .65No local program 42 3.47 .86Flexibility 169 3.54 .73Prefer distance learning 4 - -Other 36 3.33 1.06
Help deciding which coursesto take.
Distance from campus 24 3.08 .88No local program 41 3.21 1.03Flexibility 169 3.29 .90Prefer distance learning 3 - -Other 36 3.41 .77
Assistance with technologyissues.
Distance from campus 24 3.33 .76No local program 41 3.19 .90Flexibility 169 3.23 .85Prefer distance learning 3 - -Other 36 3.11 .91
Assistance signing up forcourses.
Distance from campus 24 3.79 .41No local program 42 3.52 .77Flexibility 170 3.52 .75Prefer distance learning 4 - -Other 35 3.28 .89
A way to purchase booksand other educationalmaterials for my courses.
Distance from campus 24 3.70 .55No local program 42 3.57 .59Flexibility 170 3.52 .73Prefer distance learning 4 - -Other 36 3.52 .60
A contact person at theinstitution in addition to myinstructor.
Distance from campus 24 3.00 .88No local program 42 2.88 .94Flexibility 170 2.99 1.00Prefer distance learning 4 - -Other 36 2.97 .84
Training about how to useon-line resources.
Distance from campus 24 2.41 .92No local program 42 2.50 1.15Flexibility 170 2.58 1.10Prefer distance learning 4 - -Other 35 2.54 1.09
Training about how todiscriminate among levels ofquality of the informationon the World Wide Web.
156
Table 43 Continued
Need Why ChooseDistance Learning
n M SD
Distance from campus 24 1.83 1.16No local program 42 1.78 1.11Flexibility 169 1.87 1.15Prefer distance learning 4 - -Other 35 1.68 1.15
Assistance with special needslike disabilities.
Distance from campus 24 2.04 .90No local program 42 2.30 1.15Flexibility 169 2.16 1.08Prefer distance learning 4 - -Other 35 2.17 1.04
Training to improve studyskills.
Distance from campus 24 2.29 1.08No local program 42 2.33 1.16Flexibility 169 2.24 1.12Prefer distance learning 4 - -Other 35 2.40 1.16
Training to understand andbest use my learning style.
Distance from campus 24 2.12 1.03No local program 42 2.14 1.22Flexibility 169 2.20 1.11Prefer distance learning 4 - -Other 34 2.32 1.17
Assistance with writing.
Distance from campus 24 2.50 1.14No local program 42 2.11 1.21Flexibility 168 2.43 1.25Prefer distance learning 4 - -Other 35 2.45 1.31
Assistance with choosing amajor.
Distance from campus 24 2.20 1.10No local program 42 2.23 1.24Flexibility 169 2.21 1.13Prefer distance learning 4 - -Other 35 2.20 1.15
Training on timemanagement.
Distance from campus 24 2.29 .99No local program 41 2.34 .99Flexibility 168 2.20 1.01Prefer distance learning 4 - -Other 36 2.19 1.11
Opportunities to get to knowother students outside ofcoursework.
157
Table 43 Continued
Need Why ChooseDistance Learning
n M SD
Distance from campus 24 3.00 1.02No local program 41 3.09 .96Flexibility 169 3.00 .91Prefer distance learning 4 - -Other 36 3.22 .72
Opportunities to talk aboutacademic matters withsomeone in addition to myinstructor.
Distance from campus 24 2.20 1.06No local program 42 2.28 1.15Flexibility 168 2.16 1.03Prefer distance learning 4 - -Other 36 2.05 1.06
Opportunities to learn aboutpeople from differentbackgrounds.
Distance from campus 24 2.00 1.14No local program 40 1.90 1.03Flexibility 170 2.00 1.07Prefer distance learning 4 - -Other 35 1.71 .98
Opportunities to explore myvalue system.
Distance from campus 24 1.54 1.02No local program 42 1.52 .83Flexibility 168 1.57 .90Prefer distance learning 4 - -Other 35 1.54 .85
Opportunities to talk withsomeone about personalissues.
Distance from campus 24 1.75 .79No local program 42 1.78 1.11Flexibility 169 1.81 1.03Prefer distance learning 4 - -Other 35 1.80 1.02
Opportunities to docommunity service.
Distance from campus 24 2.45 1.10No local program 41 2.19 1.24Flexibility 170 2.66 1.20Prefer distance learning 4 - -Other 34 2.58 1.20
Opportunities to learnleadership skills.
Distance from campus 24 2.50 1.21No local program 41 2.29 1.24Flexibility 169 2.63 1.18Prefer distance learning 4 - -Other 35 2.68 1.23
Opportunities to practiceleadership skills.
158
Table 43 Continued
Need Why ChooseDistance Learning
n M SD
Distance from campus 24 3.16 1.00No local program 42 3.35 1.03Flexibility 170 3.30 .96Prefer distance learning 4 - -Other 35 3.37 1.11
Opportunities to apply whatI’m learning in a practicalsetting.
Distance from campus 24 2.62 1.17No local program 42 2.26 1.19Flexibility 168 2.52 1.31Prefer distance learning 4 - -Other 35 2.77 1.33
Opportunities to learn howto write a resume, coverletter, and conduct a jobsearch.
Distance from campus 23 2.78 1.24No local program 42 2.71 1.25Flexibility 169 2.75 1.33Prefer distance learning 4 - -Other 35 3.08 1.24
Assistance with finding ajob/internship.
Distance from campus 23 2.73 1.17No local program 42 2.38 1.26Flexibility 170 2.76 1.15Prefer distance learning 4 - -Other 35 2.71 1.22
Opportunities to learn howto be an effective teammember.
Distance from campus 23 2.43 1.12No local program 42 2.33 1.14Flexibility 169 2.44 1.11Prefer distance learning 4 - -Other 35 2.37 1.19
Opportunities to developfriendships and relationshipswith peers.
Distance from campus 23 3.21 1.08No local program 42 3.02 1.13Flexibility 165 3.32 .97Prefer distance learning 4 - -Other 35 3.11 1.15
Opportunities to use thevalues, skills, and knowledgethat I have learned.
Note: No participants indicated that their reason for choosing distance learning is because of aphysical reason making it impossible to travel such as incarceration or a disability. Therefore, thatcategory is not included in this Table. Data for cells with fewer than 5 respondents are not included topreserve anonymity.
159
Table 44Significant Analysis of Variance Results for Importance of Needs by Why Choose Distance Learning
Need Why ChooseDistance Learning
n M SD df Sum ofSquares
Fratio
pvalue
Distance from campus 23 3.17 .77 4, 270 5.25 2.54 .04No local program 42 3.30 .81Flexibility * 170 3.33 .70Prefer distance learning 4 - -
Informationabout thenon-academicand academicservicesavailable tome as adistancelearner.
Other * 36 3.38 .64
Note: No participants indicated that their reason for choosing distance learning is because of aphysical reason making it impossible to travel such as incarceration or a disability. Therefore, thatcategory is not included in this Table. The post hoc analysis was conducted using the Bonferroniprocedure. The symbol “*” indicates “significantly different from prefer distance learning.” Datafor cells with fewer than 5 respondents are not included to preserve anonymity.
160
Table 45Means and Standard Deviations for Importance of Needs by Distance from Campus
Need Distance
from Campus
n M SD
0-10 miles 42 2.59 .7311-25 miles 38 2.97 .9426-40 miles 15 2.06 .8841-55 miles 8 2.50 1.1956+ miles 176 2.80 1.06
Help assessing if distancelearning is right for me.
0-10 miles 42 2.97 .8911-25 miles 38 3.02 .9426-40 miles 15 2.73 .8841-55 miles 8 3.25 .4656+ miles 175 3.09 .90
General information abouthow to be a successfuldistance learner.
0-10 miles 42 3.52 .6311-25 miles 38 3.39 .6726-40 miles 15 3.53 .5141-55 miles 8 3.62 .7456+ miles 175 3.62 .59
General information aboutmy current institution.
0-10 miles 42 3.19 .6711-25 miles 38 3.23 .7526-40 miles 14 3.28 .7241-55 miles 8 3.00 .7556+ miles 177 3.36 .73
Information about the non-academic and academicservices available to me as adistance learner.
0-10 miles 42 3.50 .8011-25 miles 38 3.71 .6126-40 miles 15 3.86 .3541-55 miles 8 4.00 .0056+ miles 177 3.81 .46
Information about theprogram I am pursuing.
0-10 miles 41 2.75 .9911-25 miles 38 3.31 .9026-40 miles 15 3.20 1.0141-55 miles 8 3.37 1.0656+ miles 177 3.10 .90
Assistance applying foradmission.
0-10 miles 42 2.88 1.2111-25 miles 38 3.02 1.2126-40 miles 15 2.00 1.2541-55 miles 8 3.25 1.1656+ miles 177 2.73 1.18
Assistance applying forscholarships, grants, loans,and other means of payingfor my education.
161
Table 45 Continued
Need Distance
from Campus
n M SD
0-10 miles 42 3.07 1.1111-25 miles 37 3.54 .8326-40 miles 15 3.20 1.0141-55 miles 8 3.62 .5156+ miles 177 3.64 .61
Help deciding which coursesto take.
0-10 miles 42 3.26 .9611-25 miles 37 3.37 .8226-40 miles 15 3.40 .8241-55 miles 7 3.42 .7856+ miles 176 3.25 .89
Assistance with technologyissues.
0-10 miles 42 2.92 .8011-25 miles 37 3.13 .9126-40 miles 15 3.06 1.0941-55 miles 7 3.28 .7556+ miles 176 3.29 .84
Assistance signing up forcourses.
0-10 miles 41 3.14 .8811-25 miles 38 3.36 .8126-40 miles 15 3.60 .8241-55 miles 8 3.87 .3556+ miles 177 3.62 .68
A way to purchase booksand other educationalmaterials for my courses.
0-10 miles 42 3.28 .8311-25 miles 38 3.36 .8126-40 miles 15 3.73 .4541-55 miles 8 3.37 .7456+ miles 177 3.63 .60
A contact person at theinstitution in addition to myinstructor.
0-10 miles 42 2.85 .9211-25 miles 38 3.21 .9926-40 miles 15 2.73 .8841-55 miles 8 3.25 1.0356+ miles 177 2.95 .97
Training about how to useon-line resources.
0-10 miles 42 2.69 1.0711-25 miles 38 2.92 .9626-40 miles 15 2.13 1.1841-55 miles 8 3.00 1.0656+ miles 176 2.43 1.09
Training about how todiscriminate among levels ofquality of the informationon the World Wide Web.
162
Table 45 Continued
Need Distance
from Campus
n M SD
0-10 miles 41 2.02 1.2311-25 miles 38 2.00 1.2726-40 miles 15 1.20 .5641-55 miles 8 2.00 1.4156+ miles 176 1.82 1.12
Assistance with special needslike disabilities.
0-10 miles 41 2.46 1.2011-25 miles 38 2.47 1.1026-40 miles 15 1.80 .8641-55 miles 8 2.25 1.0356+ miles 176 2.09 1.04
Training to improve studyskills.
0-10 miles 41 2.60 1.3011-25 miles 38 2.28 1.0826-40 miles 15 2.20 1.0141-55 miles 8 2.12 .9956+ miles 176 2.23 1.11
Training to understand andbest use my learning style.
0-10 miles 41 2.46 1.2211-25 miles 38 2.28 1.2026-40 miles 14 2.14 .9441-55 miles 8 2.25 1.1656+ miles 176 2.12 1.09
Assistance with writing.
0-10 miles 40 2.45 1.3111-25 miles 38 2.68 1.2926-40 miles 15 2.06 1.3341-55 miles 8 2.75 1.2856+ miles 176 2.36 1.21
Assistance with choosing amajor.
0-10 miles 40 2.40 1.1511-25 miles 38 2.50 1.2026-40 miles 15 2.00 1.1341-55 miles 8 2.87 .9956+ miles 177 2.10 1.13
Training on timemanagement.
0-10 miles 41 1.95 .9711-25 miles 38 2.42 1.0826-40 miles 15 2.00 1.0041-55 miles 8 2.25 .8856+ miles 175 2.25 .99
Opportunities to get to knowother students outside ofcoursework.
163
Table 45 Continued
Need Distance
from Campus
n M SD
0-10 miles 41 3.09 .7611-25 miles 38 3.00 1.0326-40 miles 15 3.26 .5941-55 miles 8 3.37 .7456+ miles 176 3.00 .93
Opportunities to talk aboutacademic matters withsomeone in addition to myinstructor.
0-10 miles 41 2.19 1.0311-25 miles 38 2.23 1.1426-40 miles 15 1.66 .8941-55 miles 8 2.37 1.3056+ miles 176 2.16 1.04
Opportunities to learn aboutpeople from differentbackgrounds.
0-10 miles 41 2.09 1.1111-25 miles 38 1.92 1.1226-40 miles 15 2.06 1.3341-55 miles 8 2.25 1.1656+ miles 175 1.92 1.02
Opportunities to explore myvalue system.
0-10 miles 41 1.65 1.0311-25 miles 37 1.91 1.1126-40 miles 15 1.40 .9141-55 miles 8 2.37 1.1856+ miles 176 1.43 .75
Opportunities to talk withsomeone about personalissues.
0-10 miles 41 2.07 1.2111-25 miles 37 2.08 1.1126-40 miles 15 1.73 1.1641-55 miles 8 1.87 .9956+ miles 177 1.70 .93
Opportunities to docommunity service.
0-10 miles 41 2.60 1.2611-25 miles 38 2.73 1.1026-40 miles 15 2.20 1.2041-55 miles 8 3.00 .7556+ miles 175 2.56 1.22
Opportunities to learnleadership skills.
0-10 miles 41 2.58 1.3011-25 miles 38 2.68 1.1126-40 miles 14 2.35 1.1541-55 miles 8 2.75 1.0356+ miles 176 2.59 1.21
Opportunities to practiceleadership skills.
164
Table 45 Continued
Need Distance
from Campus
n M SD
0-10 miles 41 3.24 1.1311-25 miles 38 3.34 .8726-40 miles 15 3.46 .9141-55 miles 8 3.00 1.0656+ miles 177 3.31 .99
Opportunities to apply whatI’m learning in a practicalsetting.
0-10 miles 41 2.92 1.2311-25 miles 37 2.75 1.2726-40 miles 15 2.80 1.4241-55 miles 8 2.50 1.4156+ miles 176 2.36 1.27
Opportunities to learn howto write a resume, coverletter, and conduct a jobsearch.
0-10 miles 40 3.07 1.3411-25 miles 38 3.00 1.2726-40 miles 15 3.00 1.3041-55 miles 8 2.62 1.5056+ miles 176 2.68 1.28
Assistance with finding ajob/internship.
0-10 miles 41 2.75 1.2411-25 miles 38 2.71 1.0326-40 miles 15 2.46 1.1841-55 miles 8 2.50 1.1956+ miles 176 2.72 1.21
Opportunities to learn howto be an effective teammember.
0-10 miles 41 2.51 1.1411-25 miles 37 2.56 1.1926-40 miles 15 2.20 1.1441-55 miles 8 2.50 1.4156+ miles 176 2.34 1.09
Opportunities to developfriendships and relationshipswith peers.
0-10 miles 39 3.28 1.1611-25 miles 37 3.45 .7626-40 miles 15 3.00 1.1341-55 miles 5 3.20 1.3056+ miles 177 3.20 1.04
Opportunities to use thevalues, skills, and knowledgethat I have learned.
165
Table 46Significant Analysis of Variance Results for Importance of Needs by Distance from Campus
Need Distance fromCampus
n M SD df Sum ofSquares
F ratio p value
0-10 miles 42 2.59 .73 4, 274 10.86 2.71 .0311-25 miles ∆ 38 2.97 .9426-40 miles 15 2.06 .8841-55 miles 8 2.50 1.1956+ miles 176 2.80 1.06
Help assessingif distancelearning isright for me.
0-10 miles * 42 3.50 .80 4, 275 4.07 3.46 .0011-25 miles 38 3.71 .6126-40 miles 15 3.86 .3541-55 miles 8 4.00 .0056+ miles 177 3.81 .46
Informationabout theprogram I ampursuing.
0-10 miles * 42 3.07 1.11 4, 274 13.06 5.64 .0011-25 miles 37 3.54 .8326-40 miles 15 3.20 1.0141-55 miles 8 3.62 .5156+ miles 177 3.64 .61
Help decidingwhich coursesto take.
0-10 miles * 41 3.14 .88 4, 274 9.71 4.44 .0011-25 miles 38 3.36 .8126-40 miles 15 3.60 .8241-55 miles 8 3.87 .3556+ miles 177 3.62 .68
A way topurchasebooks andothereducationalmaterials formy courses.
0-10 miles * 42 3.28 .83 4, 275 6.13 3.36 .0111-25 miles 38 3.36 .8126-40 miles 15 3.73 .4541-55 miles 8 3.37 .7456+ miles 177 3.63 .60
A contactperson at theinstitution inaddition to myinstructor.
0-10 miles 41 1.65 1.03 4, 272 13.50 4.39 .0011-25 miles * 37 1.91 1.1126-40 miles 15 1.40 .9141-55 miles * 8 2.37 1.1856+ miles 176 1.43 .75
Note: The post hoc analysis was conducted using the Bonferroni procedure. The symbol “∆”indicates “significantly different from 26-40” and the symbol “*” indicates “significantlydifferent from 56 or more miles.”
166
Table 47 shows that students rated information about buying educational materials (3.38) to
be the most accessible to them as distance learners. Services to meet other needs were also rated to
be moderately easy to access (above a 3.0 on the scale):
1. General information about the institution (3.34)
2. Registration (3.32)
3. Information about applying for admission (3.19)
4. A contact person at the institution in addition to their faculty members (3.13)
5. Information about the program (3.09)
Students rated 15 of the 34 services as not easy to access/no services available (below a 2.0 on the
scale):
1. Opportunities to learn how to be an effective team member (1.97)
2. Opportunities to get to know peers outside of coursework (1.97)
3. Opportunities to develop friendships with peers (1.87)
4. Training about how to distinguish among quality of information on the World Wide Web
(1.87)
5. Opportunities to learn leadership skills (1.84)
6. Opportunities to practice leadership skills (1.80)
7. Diversity (1.79)
8. Assistance with writing (1.78)
9. Training on study skills (1.68)
10. Opportunities to do community service (1.64)
11. Training on time management (1.58)
12. Counseling (1.56)
13. Opportunities to explore a personal value system (1.55)
14. Opportunities to learn how to best use the learning style (1.55)
15. Assistance with special needs like disabilities (1.44)
167
Table 47Group Means, Standard Deviations, and t Values for Accessibility of Needs
Need Group n M SD t value p value
Student 284 2.69 1.07 1.49 .13Faculty 45 2.44 .99
Help assessing if distance learning isright for me.
Note: The post hoc analysis was conducted using the Bonferroni procedure. The symbol “*”indicates “significantly different from Under 21.” The symbol “√” indicates “significantlydifferent from 21-29.” The symbol “α” indicates “ interaction with 40-49.” Data for cells withfewer than 5 respondents are not included to preserve anonymity.
179
Table 50Means, Standard Deviations, and t Values for Accessibility of Needs by Sex
Need Sex n M SD t value p value
Female 130 2.68 1.05 -.31 .75Male 149 2.72 1.08
Help assessing if distance learning is rightfor me.
Female 131 2.58 1.11 1.74 .08Male 146 2.34 1.14
General information about how to be asuccessful distance learner.
Female 131 3.30 .65 -.82 .41Male 147 3.37 .73
General information about my currentinstitution.
Female 130 2.73 .91 -.94 .34Male 148 2.83 .85
Information about the non-academic andacademic services available to me as adistance learner.
Female 131 2.97 .73 -2.35 .01Male 148 3.19 .81
Information about the program I ampursuing.
Female 130 3.16 .87 -.59 .55Male 148 3.22 .87
Assistance applying for admission.
Female 131 2.47 1.04 1.98 .04Male 149 2.22 1.07
Assistance applying for scholarships,grants, loans, and other means of payingfor my education.
Female 130 2.97 .84 .66 .51Male 148 2.90 .97
Help deciding which courses to take.
Female 131 2.75 .91 .42 .67Male 147 2.70 .97
Assistance with technology issues.
Female 130 3.30 .76 -.39 .69Male 148 3.34 .79
Assistance signing up for courses.
Female 129 3.31 .90 -1.19 .23Male 147 3.43 .71
A way to purchase books and othereducational materials for my courses.
Female 130 2.90 .97 -4.16 .00Male 149 3.34 .82
A contact person at the institution inaddition to my instructor.
Female 131 2.58 .99 .05 .95Male 148 2.58 1.04
Training about how to use on-lineresources.
180
Table 50 Continued
Need Sex n M SD t value p value
Female 130 1.96 1.06 1.23 .21Male 148 1.80 1.06
Training about how to discriminateamong levels of quality of theinformation on the World Wide Web.
Female 7 1.57 .97Male 1 - -
Assistance with special needs likedisabilities.
Female 130 1.86 1.13 2.78 .00Male 149 1.52 .92
Training to improve study skills.
Female 129 1.64 .99 1.50 .13Male 146 1.47 .88
Training to understand and best use mylearning style.
Female 129 1.90 1.09 1.69 .09Male 149 1.69 1.03
Assistance with writing.
Female 128 2.35 1.16 1.44 .15Male 149 2.15 1.19
Assistance with choosing a major.
Female 129 1.59 .96 .23 .82Male 149 1.57 .97
Training on time management.
Female 129 1.96 1.00 -.09 .92Male 149 1.97 1.01
Opportunities to get to know otherstudents outside of coursework.
Female 130 2.48 .97 -.86 .39Male 149 2.59 1.07
Opportunities to talk about academicmatters with someone in addition to myinstructor.
Female 129 1.79 1.05 .00 .99Male 149 1.79 1.03
Opportunities to learn about people fromdifferent backgrounds.
Female 129 1.54 1.00 -.21 .83Male 148 1.56 .97
Opportunities to explore my valuesystem.
Female 129 1.61 .99 .82 .41Male 148 1.51 1.00
Opportunities to talk with someone aboutpersonal issues.
Female 128 1.77 1.11 1.90 .05Male 148 1.53 .96
Opportunities to do community service.
Female 130 1.83 1.03 -.10 .92Male 148 1.85 1.13
Opportunities to learn leadership skills.
181
Table 50 Continued
Need Sex n M SD t value p value
Female 129 1.75 1.00 -.66 .51Male 148 1.84 1.12
Opportunities to practice leadership skills.
Female 130 2.30 1.07 .24 .81Male 149 2.27 1.17
Opportunities to apply what I’m learningin a practical setting.
Female 129 2.22 1.20 2.50 .01Male 149 1.86 1.18
Opportunities to learn how to write aresume, cover letter, and conduct a jobsearch.
Female 128 2.23 1.07 .91 .36Male 145 2.11 1.17
Assistance with finding a job/internship.
Female 129 2.00 1.10 .30 .76Male 148 1.95 1.10
Opportunities to learn how to be aneffective team member.
Female 128 1.87 1.02 -.03 .97Male 149 1.87 1.05
Opportunities to develop friendships andrelationships with peers.
Female 125 2.40 1.20 .91 .36Male 148 2.27 1.17
Opportunities to use the values, skills, andknowledge that I have learned.
182
Table 51Means and Standard Deviations for Accessibility of Needs by Family Status
Need Family Status n M SD
Single with no children at home 93 2.72 1.08Single with children at home 12 2.50 1.24With a live-in partner and no childrenat home
85 2.68 1.04
Help assessing if distancelearning is right for me.
With a live-in partner and children athome
89 2.73 1.05
Single with no children at home 93 2.49 1.17Single with children at home 12 2.16 1.11With a live-in partner and no childrenat home
84 2.35 1.09
General informationabout how to be asuccessful distancelearner.
With a live-in partner and children athome
89 2.52 1.14
Single with no children at home 92 3.36 .64Single with children at home 12 3.33 .65With a live-in partner and no childrenat home
85 3.28 .78
General informationabout my currentinstitution.
With a live-in partner and children athome
89 3.34 .69
Single with no children at home 94 2.71 .85Single with children at home 12 2.83 .83With a live-in partner and no childrenat home
83 2.83 .89
Information about thenon-academic andacademic servicesavailable to me as adistance learner. With a live-in partner and children at
home89 2.80 .90
Single with no children at home 94 3.07 .77Single with children at home 12 2.91 .79With a live-in partner and no childrenat home
84 2.96 .75
Information about theprogram I am pursuing.
With a live-in partner and children athome
89 3.23 .81
183
Table 51 Continued
Need Family Status n M SD
Single with no children at home 93 3.27 .77Single with children at home 12 3.33 .88With a live-in partner and no childrenat home
85 3.04 .97
Assistance applying foradmission.
With a live-in partner and children athome
88 3.21 .85
Single with no children at home 94 2.38 1.01Single with children at home 12 2.50 1.16With a live-in partner and no childrenat home
85 2.22 1.10
Assistance applying forscholarships, grants,loans, and other meansof paying for myeducation. With a live-in partner and children at
home89 2.38 1.07
Single with no children at home 92 2.83 .92Single with children at home 12 2.75 1.05With a live-in partner and no childrenat home
85 2.85 .87
Help deciding whichcourses to take.
With a live-in partner and children athome
89 3.13 .88
Single with no children at home 92 2.67 .95Single with children at home 12 2.66 1.07With a live-in partner and no childrenat home
85 2.69 .96
Assistance withtechnology issues.
With a live-in partner and children athome
89 2.83 .90
Single with no children at home 92 3.31 .79Single with children at home 12 3.25 .86With a live-in partner and no childrenat home
85 3.37 .73
Assistance signing up forcourses.
With a live-in partner and children athome
89 3.30 .80
Single with no children at home 94 3.39 .76Single with children at home 11 3.72 .46With a live-in partner and no childrenat home
84 3.30 .90
A way to purchase booksand other educationalmaterials for my courses.
With a live-in partner and children athome
87 3.37 .78
184
Table 51 Continued
Need Family Status n M SD
Single with no children at home 94 3.06 .95Single with children at home 12 3.25 .96With a live-in partner and no childrenat home
85 3.07 .93
A contact person at theinstitution in addition tomy instructor.
With a live-in partner and children athome
88 3.26 .86
Single with no children at home 94 2.55 1.00Single with children at home 12 2.58 .90With a live-in partner and no childrenat home
85 2.72 .98
Training about how touse on-line resources.
With a live-in partner and children athome
88 2.47 1.08
Single with no children at home 93 1.75 .99Single with children at home 12 1.58 .90With a live-in partner and no childrenat home
85 1.95 1.12
Training about how todiscriminate amonglevels of quality of theinformation on theWorld Wide Web. With a live-in partner and children at
home88 1.97 1.09
Single with no children at home 3 - -Single with children at home 1 - -With a live-in partner and no childrenat home
3 - -
Assistance with specialneeds like disabilities.
With a live-in partner and children athome
2 - -
Single with no children at home 94 1.75 1.04Single with children at home 11 1.90 1.30With a live-in partner and no childrenat home
85 1.57 .94
Training to improvestudy skills.
With a live-in partner and children athome
89 1.66 1.07
Single with no children at home 94 1.65 .98Single with children at home 11 1.27 .90With a live-in partner and no childrenat home
82 1.51 .89
Training to understandand best use my learningstyle.
With a live-in partner and children athome
88 1.47 .89
185
Table 51 Continued
Need Family Status n M SD
Single with no children at home 94 1.95 1.09Single with children at home 10 2.20 1.22With a live-in partner and no childrenat home
85 1.60 .92
Assistance with writing.
With a live-in partner and children athome
89 1.71 1.08
Single with no children at home 94 2.44 1.18Single with children at home 11 2.81 1.32With a live-in partner and no childrenat home
84 2.05 1.13
Assistance with choosinga major.
With a live-in partner and children athome
88 2.11 1.15
Single with no children at home 94 1.73 1.00Single with children at home 11 1.45 .82With a live-in partner and no childrenat home
84 1.47 .88
Training on timemanagement.
With a live-in partner and children athome
89 1.51 1.00
Single with no children at home 94 2.07 1.00Single with children at home 11 1.81 1.07With a live-in partner and no childrenat home
84 1.89 1.01
Opportunities to get toknow other studentsoutside of coursework.
With a live-in partner and children athome
89 1.94 .99
Single with no children at home 94 2.58 .94Single with children at home 12 3.00 .95With a live-in partner and no childrenat home
84 2.32 1.01
Opportunities to talkabout academic matterswith someone in additionto my instructor.
With a live-in partner and children athome
89 2.61 1.12
Single with no children at home 94 1.93 1.06Single with children at home 11 1.36 .67With a live-in partner and no childrenat home
84 1.67 1.00
Opportunities to learnabout people fromdifferent backgrounds.
With a live-in partner and children athome
89 1.79 1.06
186
Table 51 Continued
Need Family Status n M SD
Single with no children at home 93 1.72 1.05Single with children at home 11 1.36 .92With a live-in partner and no childrenat home
84 1.41 .82
Opportunities to exploremy value system.
With a live-in partner and children athome
89 1.51 1.02
Single with no children at home 93 1.72 1.06Single with children at home 10 1.80 1.31With a live-in partner and no childrenat home
85 1.38 .84
Opportunities to talkwith someone aboutpersonal issues.
With a live-in partner and children athome
89 1.51 1.01
Single with no children at home 94 1.81 1.11Single with children at home 10 1.30 .67With a live-in partner and no childrenat home
84 1.48 .92
Opportunities to docommunity service.
With a live-in partner and children athome
88 1.62 1.06
Single with no children at home 93 1.97 1.08Single with children at home 11 1.36 .92With a live-in partner and no childrenat home
85 1.78 1.03
Opportunities to learnleadership skills.
With a live-in partner and children athome
89 1.78 1.13
Single with no children at home 93 1.91 1.08Single with children at home 11 1.36 .92With a live-in partner and no childrenat home
84 1.66 .96
Opportunities to practiceleadership skills.
With a live-in partner and children athome
89 1.84 1.14
Single with no children at home 94 2.40 1.07Single with children at home 11 2.27 1.10With a live-in partner and no childrenat home
85 2.11 1.08
Opportunities to applywhat I’m learning in apractical setting.
With a live-in partner and children athome
89 2.31 1.22
187
Table 51 Continued
Need Family Status n M SD
Single with no children at home 93 2.23 1.24Single with children at home 11 2.18 1.25With a live-in partner and no childrenat home
85 1.96 1.22
Opportunities to learnhow to write a resume,cover letter, and conducta job search.
With a live-in partner and children athome
89 1.84 1.09
Single with no children at home 92 2.23 1.15Single with children at home 10 2.30 1.05With a live-in partner and no childrenat home
84 2.04 1.11
Assistance with finding ajob/internship.
With a live-in partner and children athome
87 2.17 1.11
Single with no children at home 94 2.04 1.03Single with children at home 11 1.36 .92With a live-in partner and no childrenat home
85 1.90 1.14
Opportunities to learnhow to be an effectiveteam member.
With a live-in partner and children athome
87 2.02 1.13
Single with no children at home 93 2.00 1.07Single with children at home 11 1.63 1.02With a live-in partner and no childrenat home
85 1.68 .96
Opportunities to developfriendships andrelationships with peers.
With a live-in partner and children athome
88 1.93 1.03
Single with no children at home 92 2.41 1.22Single with children at home 10 2.20 1.31With a live-in partner and no childrenat home
82 2.23 1.12
Opportunities to use thevalues, skills, andknowledge that I havelearned.
With a live-in partner and children athome
89 2.34 1.19
188
Employment status affected the accessibility ratings in four cases. Results can be found in
Table 52. In two cases, respondents employed outside the home rated services to be more
accessible: information about the program (3.12) and a way to purchase books and other
educational materials (3.41). Respondents not employed outside the home rated information about
how to be a successful distance learner (2.88) and opportunities to learn leadership skills (2.38) as
more accessible than did respondents who were employed.
Work status also affected the accessibility ratings. Results can be found in Tables 53 and
54. In most cases, respondents employed part-time rated services to be more accessible than did
respondents in the other two categories. These were:
1. Training to improve study skills (2.27)
2. Training on time management (1.94)
3. Assistance with writing (2.43)
4. Assistance with choosing a major (2.78)
5. Counseling (2.08)
6. Opportunities to do community service (2.05)
7. Opportunities to do internships (2.59)
8. Career services (2.72)
9. Assistance with finding a job/internship (2.80)
10. Opportunities to use the skills learned (2.83)
Respondents employed full-time rated information about the program (3.12) as more accessible than
those who do not work.
189
Table 52Means, Standard Deviations and t Values for Accessibility of Needs by Employment Status
Opportunities to use the values, skills,and knowledge that I have learned.
192
Table 53Means and Standard Deviations for Accessibility of Needs by Work Status
Need Work Status n M SD
Full Time 221 2.71 1.08Part Time 37 2.64 1.11
Help assessing if distance learning isright for me.
Don’t Work 22 2.77 .86
Full Time 218 2.35 1.14Part Time 37 2.81 1.02
General information about how to bea successful distance learner.
Don’t Work 23 2.73 1.09
Full Time 219 3.34 .69Part Time 37 3.35 .78
General information about mycurrent institution.
Don’t Work 23 3.21 .59
Full Time 219 2.82 .86Part Time 37 2.72 .93
Information about the non-academicand academic services available to meas a distance learner. Don’t Work 23 2.52 .89
Full Time 220 3.12 .77Part Time 37 3.13 .88
Information about the program I ampursuing.
Don’t Work 23 2.65 .57
Full Time 219 3.22 .85Part Time 37 3.10 .96
Assistance applying for admission.
Don’t Work 23 3.04 .82
Full Time 221 2.29 1.08Part Time 37 2.54 .96
Assistance applying for scholarships,grants, loans, and other means ofpaying for my education. Don’t Work 23 2.43 1.03
Full Time 220 3.01 .86Part Time 36 2.69 1.00
Help deciding which courses to take.
Don’t Work 23 2.60 1.07
Full Time 219 2.72 .93Part Time 37 2.83 .98
Assistance with technology issues.
Don’t Work 23 2.60 .94
Full Time 220 3.38 .75Part Time 36 3.13 .86
Assistance signing up for courses.
Don’t Work 23 3.08 .84
193
Table 53 Continued
Need Work Status n M SD
Full Time 217 3.41 .79Part Time 37 3.37 .82
A way to purchase books and othereducational materials for my courses.
Don’t Work 23 3.00 .85
Full Time 220 3.21 .92Part Time 37 2.91 .86
A contact person at the institution inaddition to my instructor.
Don’t Work 23 2.73 .91
Full Time 220 2.52 1.04Part Time 37 2.94 .91
Training about how to use on-lineresources.
Don’t Work 23 2.56 .78
Full Time 220 1.80 1.07Part Time 36 2.25 .99
Training about how to discriminateamong levels of quality of theinformation on the World Wide Web. Don’t Work 23 2.00 .90
Full Time 7 1.57 .97Part Time 1 - -
Assistance with special needs likedisabilities.
Don’t Work 1 - -
Full Time 220 1.58 .99Part Time 37 2.27 1.19
Training to improve study skills.
Don’t Work 23 1.65 .83
Full Time 216 1.49 .92Part Time 37 1.89 1.04
Training to understand and best usemy learning style.
Don’t Work 23 1.52 .84
Full Time 219 1.65 1.00Part Time 37 2.43 1.11
Assistance with writing.
Don’t Work 23 2.04 1.10
Full Time 218 2.16 1.20Part Time 37 2.78 1.05
Assistance with choosing a major.
Don’t Work 23 2.08 .99
Full Time 219 1.52 .96Part Time 37 1.94 .97
Training on time management.
Don’t Work 23 1.47 .84
194
Table 53 Continued
Need Work Status n M SD
Full Time 219 1.94 1.01Part Time 37 2.21 1.00
Opportunities to get to know otherstudents outside of coursework.
Don’t Work 23 1.82 .93
Full Time 220 2.56 1.07Part Time 37 2.51 .83
Opportunities to talk about academicmatters with someone in addition tomy instructor. Don’t Work 23 2.26 .86
Full Time 219 1.76 1.05Part Time 37 2.08 1.03
Opportunities to learn about peoplefrom different backgrounds.
Don’t Work 23 1.65 .83
Full Time 218 1.52 .97Part Time 37 1.78 1.05
Opportunities to explore my valuesystem.
Don’t Work 23 1.47 .89
Full Time 218 1.46 .95Part Time 37 2.08 1.16
Opportunities to talk with someoneabout personal issues.
Don’t Work 23 1.56 .89
Full Time 217 1.56 1.00Part Time 37 2.05 1.20
Opportunities to do communityservice.
Don’t Work 23 1.69 .92
Full Time 219 1.76 1.07Part Time 37 2.10 1.12
Opportunities to learn leadershipskills.
Don’t Work 23 2.17 1.11
Full Time 218 1.76 1.07Part Time 37 1.94 1.10
Opportunities to practice leadershipskills.
Don’t Work 23 1.95 .97
Full Time 220 2.28 1.14Part Time 37 2.59 .92
Opportunities to apply what I’mlearning in a practical setting.
Don’t Work 23 1.82 1.11
Full Time 220 1.90 1.18Part Time 37 2.72 1.12
Opportunities to learn how to write aresume, cover letter, and conduct ajob search. Don’t Work 22 2.13 1.16
195
Table 53 Continued
Need Work Status n M SD
Full Time 215 2.03 1.11Part Time 36 2.80 1.00
Assistance with finding ajob/internship.
Don’t Work 23 2.39 1.03
Full Time 218 1.94 1.11Part Time 37 2.16 1.09
Opportunities to learn how to be aneffective team member.
Don’t Work 23 2.00 1.00
Full Time 218 1.81 1.02Part Time 37 2.16 1.04
Opportunities to develop friendshipsand relationships with peers.
Don’t Work 23 2.00 1.12
Full Time 216 2.27 1.18Part Time 36 2.83 1.08
Opportunities to use the values, skills,and knowledge that I have learned.
Don’t Work 22 2.13 1.20
196
Table 54Significant Analysis of Variance Results for Accessibility of Needs by Work Status
Need Work Status n M SD df Sum ofSquares
F ratio p value
Full Time √ 220 3.12 .77 2, 277 4.78 3.94 .02Part Time 37 3.13 .88
Information aboutthe program I ampursuing. Don’t Work 23 2.65 .57
Full Time ∆ 220 1.58 .99 2, 277 14.83 7.23 .00Part Time 37 2.27 1.19
Training to improvestudy skills.
Don’t Work 23 1.65 .83
Full Time ∆ 219 1.65 1.00 2, 276 20.86 9.80 .00Part Time 37 2.43 1.11
Assistance withwriting.
Don’t Work 23 2.04 1.10
Full Time ∆ 218 2.16 1.20 2, 275 12.55 4.60 .01Part Time 37 2.78 1.05
Assistance withchoosing a major.
Don’t Work 23 2.08 .99
Full Time ∆ 219 1.52 .96 2, 276 5.74 3.12 .04Part Time 37 1.94 .97
Training on timemanagement.
Don’t Work 23 1.47 .84
Full Time ∆ 218 1.46 .95 2, 275 11.89 6.17 .00Part Time 37 2.08 1.16
Opportunities to talkwith someone aboutpersonal issues. Don’t Work 23 1.56 .89
Full Time ∆ 217 1.56 1.00 2, 274 7.57 3.57 .02Part Time 37 2.05 1.20
Opportunities to docommunity service.
Don’t Work 23 1.69 .92
Full Time 220 2.28 1.14 2, 277 8.38 3.34 .03Part Time √ 37 2.59 .92
Opportunities toapply what I’mlearning in apractical setting.
Don’t Work 23 1.82 1.11
Full Time ∆ 220 1.90 1.18 2, 276 21.82 7.90 .00Part Time 37 2.72 1.12
Opportunities tolearn how to write aresume, cover letter,and conduct a jobsearch.
Don’t Work 22 2.13 1.16
197
Table 54 Continued
Need Work Status n M SD df Sum ofSquares
F ratio p value
Full Time ∆ 215 2.03 1.11 2, 271 19.45 8.06 .00Part Time 36 2.80 1.00
Assistance withfinding ajob/internship. Don’t Work 23 2.39 1.03
Full Time ∆ 216 2.27 1.18 2, 271 10.63 3.84 .02Part Time 36 2.83 1.08
Opportunities to usethe values, skills, andknowledge that Ihave learned. Don’t Work 22 2.13 1.20
Note: The post hoc analysis was conducted using the Bonferroni procedure. The symbol “∆”indicates “significantly different from part-time” and the symbol “√” indicates “significantlydifferent from don’t work.”
198
Level of education resulted in significant differences in 14 of the needs. Results can be found
in Tables 55 and 56. In most cases, those who had achieved a high school education prior to starting
the program at a distance rated services to meet the needs most accessible. These are:
1. Training to improve study skills (2.52)
2. Training to use learning style (2.12)
3. Training on time management (2.48)
4. Assistance with writing (2.92)
5. Diversity (2.28)
6. Counseling (2.32)
7. Opportunities to do community service (2.56)
8. Opportunities to develop friendships with peers (2.45)
High school level-respondents rated a contact person at the institution (2.32) to be less accessible than
did other respondents.
Respondents who had earned an Associate degree rated the following needs to be more
accessible than did other respondents:
1. Training about how to discriminate among levels of quality of information on the World
Wide Web (2.48)
2. Assistance with choosing a major (2.60)
3. Opportunities to learn leadership skills (2.16)
4. Career services (2.08)
Respondents who have completed some graduate school rated opportunities to explore
values (1.12) as less accessible than did other respondents.
199
Table 55Means and Standard Deviations for Accessibility of Needs by Level of Education
Need Level of Education n M SD
High school 24 2.58 1.10Associate degree 37 2.75 1.03BA 139 2.71 1.02Some grad school 42 2.85 1.11MA or PhD 28 2.67 1.21Other 8 1.87 .99
Help assessing if distancelearning is right for me.
High school 25 2.68 1.10Associate degree 36 2.52 1.13BA 138 2.48 1.11Some grad school 42 2.33 1.24MA or PhD 27 2.40 1.11Other 8 1.87 1.12
General information about howto be a successful distancelearner.
High school 25 3.32 .85Associate degree 37 3.43 .50BA 138 3.35 .71Some grad school 42 3.19 .67MA or PhD 27 3.37 .83Other 8 3.25 .46
General information about mycurrent institution.
High school 25 2.44 .86Associate degree 37 2.78 1.00BA 137 2.87 .81Some grad school 42 2.78 .92MA or PhD 28 2.75 .88Other 8 2.62 1.06
Information about the non-academic and academic servicesavailable to me as a distancelearner.
High school 25 2.92 .90Associate degree 37 3.05 .77BA 138 3.08 .75Some grad school 42 3.23 .69MA or PhD 28 3.03 .92Other 8 3.00 .92
Information about the program Iam pursuing.
200
Table 55 Continued
Need Level of Education n M SD
High school 25 3.04 .84Associate degree 37 3.43 .72BA 138 3.19 .87Some grad school 42 3.28 .86MA or PhD 27 3.07 .87Other 8 2.50 1.19
Assistance applying foradmission.
High school 25 2.40 .81Associate degree 37 2.64 1.08BA 139 2.35 1.03Some grad school 42 2.11 1.13MA or PhD 28 2.42 1.19Other 8 1.62 .91
Assistance applying forscholarships, grants, loans, andother means of paying for myeducation.
High school 25 2.80 .81Associate degree 36 3.22 .72BA 138 2.94 .93Some grad school 42 2.78 1.00MA or PhD 28 2.96 .83Other 8 2.75 1.28
Help deciding which courses totake.
High school 25 2.88 1.01Associate degree 36 2.86 .76BA 138 2.73 .98Some grad school 42 2.64 .79MA or PhD 28 2.71 1.08Other 8 2.37 .91
Assistance with technologyissues.
High school 24 3.04 .80Associate degree 36 3.33 .79BA 139 3.46 .66Some grad school 42 3.19 .89MA or PhD 28 3.28 .76Other 8 2.75 1.16
Assistance signing up forcourses.
High school 25 3.32 .69Associate degree 36 3.05 .98BA 137 3.46 .77Some grad school 41 3.31 .78MA or PhD 28 3.46 .69Other 8 3.37 1.06
A way to purchase books andother educational materials formy courses.
201
Table 55 Continued
Need Level of Education n M SD
High school 25 2.32 .94Associate degree 37 3.10 .99BA 138 3.17 .93Some grad school 42 3.35 .72MA or PhD 28 3.35 .73Other 8 3.12 .64
A contact person at theinstitution in addition to myinstructor.
High school 25 2.64 1.03Associate degree 36 2.97 .90BA 139 2.56 1.00Some grad school 42 2.35 1.03MA or PhD 28 2.60 1.10Other 8 2.37 .91
Training about how to use on-line resources.
High school 24 2.00 .97Associate degree 37 2.48 1.01BA 139 1.73 1.02Some grad school 41 1.58 .86MA or PhD 28 2.10 1.31Other 8 2.00 1.19
Training about how todiscriminate among levels ofquality of the information on theWorld Wide Web.
High school 4 - -Associate degree 3 - -BA 1 - -Some grad school - - -MA or PhD - - -Other 1 - -
Assistance with special needs likedisabilities.
High school 25 2.52 1.08Associate degree 37 2.32 1.20BA 139 1.43 .87Some grad school 41 1.41 .86MA or PhD 28 1.78 1.06Other 8 1.50 .92
Training to improve study skills.
High school 25 2.12 1.12Associate degree 36 2.00 1.12BA 137 1.38 .85Some grad school 41 1.39 .73MA or PhD 27 1.59 .93Other 8 1.37 .74
Training to understand and bestuse my learning style.
202
Table 55 Continued
Need Level of Education n M SD
High school 25 2.92 1.03Associate degree 37 2.24 1.11BA 138 1.50 .88Some grad school 41 1.34 .69MA or PhD 28 2.07 1.24Other 8 2.50 1.19
Assistance with writing.
High school 25 2.88 .97Associate degree 35 2.60 1.14BA 139 2.15 1.18Some grad school 41 1.90 1.11MA or PhD 28 2.17 1.18Other 8 2.50 1.41
Assistance with choosing amajor.
High school 25 2.48 .96Associate degree 36 1.72 .97BA 139 1.41 .89Some grad school 41 1.31 .75MA or PhD 28 1.89 1.10Other 8 1.50 .92
Training on time management.
High school 25 2.36 .99Associate degree 36 2.00 1.04BA 138 2.00 1.02Some grad school 42 1.66 .78MA or PhD 28 1.78 .99Other 8 2.37 1.30
Opportunities to get to knowother students outside ofcoursework.
High school 25 2.32 .85Associate degree 36 2.72 .94BA 139 2.48 1.05Some grad school 42 2.54 1.01MA or PhD 28 2.67 1.18Other 8 2.62 1.18
Opportunities to talk aboutacademic matters with someonein addition to my instructor.
High school 25 2.28 1.17Associate degree 36 2.05 1.11BA 138 1.75 1.01Some grad school 42 1.42 .80MA or PhD 28 1.75 1.04Other 8 2.12 1.24
Opportunities to learn aboutpeople from differentbackgrounds.
203
Table 55 Continued
Need Level of Education n M SD
High school 25 2.00 1.19Associate degree 37 1.78 1.08BA 137 1.52 .97Some grad school 41 1.12 .45MA or PhD 28 1.67 1.12Other 8 1.50 .75
Opportunities to explore myvalue system.
High school 25 2.32 1.06Associate degree 37 1.75 1.09BA 138 1.41 .88Some grad school 41 1.26 .77MA or PhD 27 1.74 1.25Other 8 1.75 1.16
Opportunities to talk withsomeone about personal issues.
High school 25 2.56 1.26Associate degree 36 2.11 1.18BA 138 1.45 .87Some grad school 41 1.31 .78MA or PhD 27 1.66 1.10Other 8 1.62 1.18
Opportunities to do communityservice.
High school 25 2.40 1.08Associate degree 37 2.16 1.25BA 138 1.77 1.03Some grad school 41 1.56 .92MA or PhD 28 1.71 1.18Other 8 1.87 .99
Opportunities to learn leadershipskills.
High school 25 2.24 1.16Associate degree 36 2.00 1.19BA 138 1.72 1.00Some grad school 41 1.65 1.03MA or PhD 28 1.89 1.19Other 8 1.50 .75
Opportunities to practiceleadership skills.
High school 25 2.20 .95Associate degree 37 2.21 1.08BA 139 2.32 1.15Some grad school 41 2.34 1.13MA or PhD 28 2.21 1.22Other 8 1.87 .99
Opportunities to apply what I’mlearning in a practical setting.
204
Table 55 Continued
Need Level of Education n M SD
High school 24 3.04 .80Associate degree 37 2.08 1.27BA 139 1.88 1.15Some grad school 41 1.85 1.23MA or PhD 28 2.07 1.21Other 8 2.37 1.30
Opportunities to learn how towrite a resume, cover letter, andconduct a job search.
High school 25 2.68 .90Associate degree 37 2.13 1.20BA 136 2.11 1.11Some grad school 39 2.17 1.12MA or PhD 27 2.07 1.17Other 8 2.25 1.38
Assistance with finding ajob/internship.
High school 25 2.32 1.10Associate degree 36 1.91 1.15BA 138 2.00 1.09Some grad school 41 1.82 1.07MA or PhD 28 1.89 1.16Other 8 2.00 1.06
Opportunities to learn how to bean effective team member.
High school 24 2.45 1.25Associate degree 37 2.00 1.02BA 138 1.79 .99Some grad school 41 1.58 .83MA or PhD 28 1.92 1.11Other 8 2.37 1.30
Opportunities to developfriendships and relationshipswith peers.
High school 23 2.78 1.20Associate degree 35 2.31 1.23BA 139 2.30 1.19Some grad school 40 2.25 1.05MA or PhD 28 2.32 1.27Other 7 2.28 1.25
Opportunities to use the values,skills, and knowledge that I havelearned.
Note: No participants indicated that their current level of education is having earned a GED.Therefore, that category is not included in this Table.
205
Table 56Significant Analysis of Variance Results for Accessibility of Needs by Level of Education
Need Level of Education n M SD df Sum ofSquares
Fratio
pvalue
High school 25 2.32 .94 5, 272 20.29 5.11 .00Associate degree * 37 3.10 .99BA * 138 3.17 .93Some grad school * 42 3.35 .72MA or PhD * 28 3.35 .73Other 8 3.12 .64
A contactperson at theinstitution inaddition to myinstructor.
High school √ 24 2.00 .97 5, 271 22.04 4.10 .00Associate degree 37 2.48 1.01BA √ 139 1.73 1.02Some grad school 41 1.58 .86MA or PhD 28 2.10 1.31Other 8 2.00 1.19
Training abouthow todiscriminateamong levelsof quality oftheinformation onthe WorldWide Web.
High school ∆ α 25 2.52 1.08 5, 272 44.52 9.56 .00Associate degree ∆ α 37 2.32 1.20BA 139 1.43 .87Some grad school 41 1.41 .86MA or PhD 28 1.78 1.06Other 8 1.50 .92
Training toimprove studyskills.
High school 25 2.12 1.12 5, 268 20.39 4.93 .00Associate degree ∆ 36 2.00 1.12BA * 137 1.38 .85Some grad school * 41 1.39 .73MA or PhD 27 1.59 .93Other 8 1.37 .74
Training tounderstandand best usemy learningstyle.
High school 25 2.92 1.03 5, 271 65.05 14.20
.00
Associate degree ∆ α 37 2.24 1.11BA * 138 1.50 .88Some grad school * 41 1.34 .69MA or PhD * α 28 2.07 1.24Other α 8 2.50 1.19
Assistance withwriting.
206
Table 56 Continued
Need Level of Education n M SD df Sum ofSquares
Fratio
pvalue
High school α 25 2.88 .97 5, 270 20.97 3.11 .00Associate degree 35 2.60 1.14BA 139 2.15 1.18Some grad school 41 1.90 1.11MA or PhD 28 2.17 1.18Other 8 2.50 1.41
Assistance withchoosing amajor.
High school 25 2.48 .96 5, 271 30.61 7.25 .00Associate degree * 36 1.72 .97BA * 139 1.41 .89Some grad school * 41 1.31 .75MA or PhD 28 1.89 1.10Other 8 1.50 .92
Training ontimemanagement.
High school α 25 2.28 1.17 5, 271 15.11 2.87 .01Associate degree 36 2.05 1.11BA 138 1.75 1.01Some grad school 42 1.42 .80MA or PhD 28 1.75 1.04Other 8 2.12 1.24
Note: No participants indicated that their current level of education is having earned a GED.Therefore, that category is not included in this Table. The post hoc analysis was conducted using theBonferroni procedure. The symbol “*” indicates “significantly different from high school.” Thesymbol “√” indicates “significantly different from associate’s degree.” The symbol “∆” indicates“significantly different from Bachelor’s degree.” The symbol “α” indicates “significantlydifferent from some grad school.”
208
Level of program also affected the accessibility ratings of 15 needs. Results can be found in
Tables 57 and 58. In most cases, the significance comes from the low accessibility ratings of
respondents who are pursuing a Master’s degree:
1. Training about the quality of information on the World Wide Web (1.70)
2. Training about study skills (1.44)
3. Training about using learning styles (1.36)
4. Training on time management (1.42)
5. Assistance with writing (1.47)
6. Assistance with choosing a major (2.09)
7. Opportunities to explore values (1.41)
8. Counseling (1.35)
9. Opportunities to do community service (1.38)
10. Opportunities to learn leadership skills (1.65)
11. Opportunities to develop friendships with peers (1.70)
12. Career services (1.84)
13. Assistance finding a job/internship (2.04)
Conversely, those pursuing a Master’s degree rated a contact person at the institution (3.26) as
more accessible than did other respondents. Doctoral candidates rated opportunities to practice
leadership skills (2.85) as more accessible than did other respondents.
Tables 59 and 60 show the results comparing accessibility by experience with distance
learning. For only two needs did a respondent’s prior experience with distance learning affect
his/her accessibility rating. In both cases, respondents who have taken four or more previous
classes in distance learning rated services to meet the needs as less accessible than did respondents
with other levels of experience: opportunities to learn leadership skills (1.76) and career services
(1.72).
209
Table 57Means and Standard Deviations for Accessibility of Needs by Level of Program
Note: The post hoc analysis was conducted using the Bonferroni procedure. The symbol “√”indicates “significantly different from Master’s degree.” The symbol “∆” indicates “significantlydifferent from doctorate.” The symbol “α” indicates “significantly different from certificate.”Data for cells with fewer than 5 respondents are not included to preserve anonymity.
217
Table 59Means and Standard Deviations for Accessibility of Needs by Experience with Distance Learning
Need Experience with DistanceLearning
n M SD
None 70 2.70 1.021-3 courses 85 2.70 1.104 or more courses 121 2.68 1.08
Help assessing if distancelearning is right for me.
Completed degree 4 - -
None 71 2.40 1.121-3 courses 84 2.58 1.114 or more courses 119 2.36 1.16
General information about howto be a successful distancelearner.
Completed degree 4 - -
None 70 3.31 .731-3 courses 85 3.25 .744 or more courses 120 3.39 .65
General information about mycurrent institution.
Completed degree 4 - -
None 71 2.74 .921-3 courses 85 2.78 .874 or more courses 119 2.78 .86
Information about the non-academic and academic servicesavailable to me as a distancelearner. Completed degree 4 - -
None 71 3.00 .791-3 courses 85 3.15 .764 or more courses 120 3.09 .79
Information about the program Iam pursuing.
Completed degree 4 - -
None 70 3.18 .801-3 courses 84 3.28 .784 or more courses 121 3.11 .95
Assistance applying foradmission.
Completed degree 4 - -
None 71 2.54 .981-3 courses 85 2.41 1.044 or more courses 121 2.15 1.08
Assistance applying forscholarships, grants, loans, andother means of paying for myeducation. Completed degree 4 - -
None 70 2.81 .951-3 courses 84 2.94 .864 or more courses 121 2.98 .91
Help deciding which courses totake.
Completed degree 4 - -
218
Table 59 Continued
Need Experience with DistanceLearning
n M SD
None 70 2.70 .981-3 courses 84 2.83 .924 or more courses 121 2.68 .92
Assistance with technologyissues.
Completed degree 4 - -
None 70 3.21 .721-3 courses 84 3.28 .784 or more courses 121 3.41 .81
Assistance signing up forcourses.
Completed degree 4 - -
None 70 3.37 .781-3 courses 83 3.21 .924 or more courses 120 3.48 .72
A way to purchase books andother educational materials formy courses.
Completed degree 4 - -
None 71 3.08 .961-3 courses 85 2.95 .974 or more courses 120 3.27 .83
A contact person at theinstitution in addition to myinstructor.
Completed degree 4 - -
None 71 2.57 1.001-3 courses 85 2.74 1.074 or more courses 120 2.45 .95
Training about how to use on-line resources.
Completed degree 4 - -
None 71 1.91 1.091-3 courses 84 1.92 1.094 or more courses 120 1.80 1.03
Training about how todiscriminate among levels ofquality of the information on theWorld Wide Web. Completed degree 4 - -
None 5 1.40 .891-3 courses 2 - -4 or more courses 2 - -
Assistance with special needs likedisabilities.
Completed degree - - -
None 71 1.76 1.021-3 courses 84 1.83 1.124 or more courses 121 1.52 .96
Training to improve study skills.
Completed degree 4 - -
219
Table 59 Continued
Need Experience with DistanceLearning
n M SD
None 71 1.56 .871-3 courses 83 1.68 1.094 or more courses 118 1.43 .85
Training to understand and bestuse my learning style.
Completed degree 4 - -
None 71 1.88 1.031-3 courses 84 1.95 1.184 or more courses 120 1.59 .96
Assistance with writing.
Completed degree 4 - -
None 71 2.16 1.101-3 courses 82 2.39 1.184 or more courses 121 2.19 1.22
Assistance with choosing amajor.
Completed degree 4 - -
None 71 1.69 .961-3 courses 83 1.69 1.074 or more courses 121 1.43 .88
Training on time management.
Completed degree 4 - -
None 71 1.83 .951-3 courses 84 2.01 1.014 or more courses 120 2.02 1.02
Opportunities to get to knowother students outside ofcoursework.
Completed degree 4 - -
None 71 2.30 1.051-3 courses 84 2.55 1.064 or more courses 121 2.63 .99
Opportunities to talk aboutacademic matters with someonein addition to my instructor.
Completed degree 4 - -
None 71 1.80 .961-3 courses 84 1.82 1.114 or more courses 120 1.76 1.03
Opportunities to learn aboutpeople from differentbackgrounds.
Completed degree 4 - -
None 70 1.54 .941-3 courses 84 1.48 .974 or more courses 120 1.60 1.01
Opportunities to explore myvalue system.
Completed degree 4 - -
220
Table 59 Continued
Need Experience with DistanceLearning
n M SD
None 70 1.55 .941-3 courses 84 1.66 1.074 or more courses 120 1.48 .97
Opportunities to talk withsomeone about personal issues.
Completed degree 4 - -
None 71 1.57 .961-3 courses 82 1.86 1.224 or more courses 120 1.52 .92
Opportunities to do communityservice.
Completed degree 4 - -
None 71 1.78 1.061-3 courses 83 1.92 1.154 or more courses 121 1.76 1.01
Opportunities to learn leadershipskills.
Completed degree 4 - -
None 71 1.74 1.061-3 courses 82 1.92 1.164 or more courses 121 1.73 .99
Opportunities to practiceleadership skills.
Completed degree 4 - -
None 71 2.15 1.141-3 courses 84 2.32 1.114 or more courses 121 2.36 1.14
Opportunities to apply what I’mlearning in a practical setting.
Completed degree 4 - -
None 70 2.42 1.241-3 courses 84 2.11 1.214 or more courses 121 1.72 1.09
Opportunities to learn how towrite a resume, cover letter, andconduct a job search.
Completed degree 4 - -
None 71 2.39 1.101-3 courses 84 2.16 1.124 or more courses 115 2.00 1.11
Assistance with finding ajob/internship.
Completed degree 4 - -
None 71 2.09 1.081-3 courses 83 2.04 1.214 or more courses 120 1.84 1.02
Opportunities to learn how to bean effective team member.
Completed degree 4 - -
221
Table 59 Continued
Need Experience with DistanceLearning
n M SD
None 71 1.83 .991-3 courses 83 2.07 1.124 or more courses 120 1.77 .99
Opportunities to developfriendships and relationshipswith peers.
Completed degree 4 - -
None 68 2.41 1.211-3 courses 82 2.37 1.244 or more courses 120 2.27 1.13
Opportunities to use the values,skills, and knowledge that I havelearned.
Completed degree 4 - -
Note: Data for cells with fewer than 5 respondents are not included to preserve anonymity.
222
Table 60Significant Analysis of Variance Results for Accessibility of Needs by Experience with DistanceLearning
Need Experience withDistance Learning
n M SD df Sum ofSquares
F ratio p value
None 71 1.78 1.06 3, 275 9.39 2.69 .041-3 courses 83 1.92 1.154 or more courses 121 1.76 1.01
None ∆ 70 2.42 1.24 3, 275 23.75 5.74 .001-3 courses 84 2.11 1.214 or more courses 121 1.72 1.09
Opportunitiesto learn howto write aresume, coverletter, andconduct a jobsearch.
Completed degree 4 - -
Note: The post hoc analysis was conducted using the Bonferroni procedure. The symbol “∆”indicates “significantly different from 4 or more courses.” Data for cells with fewer than 5respondents are not included to preserve anonymity.
223
Mode of studying affected the accessibility ratings for 23 needs. Results can be found in
Table 61. In all but three cases, students taking a combination of residential and distance courses
rated services to meet the needs as more accessible than did respondents taking courses entirely at a
distance. Students using a combination of media rated the following needs as more accessible:
1. General information about distance learning (2.68)
2. Financial aid (2.58)
3. Training about how to use online resources (2.66)
4. Training about how to discriminate among levels of quality of information on the World
Wide Web (2.15)
5. Training about how to improve study skills (2.06)
6. Training about how to use learning styles (1.82)
7. Training on time management (1.94)
8. Assistance with writing (2.34)
9. Assistance with choosing a major (2.61)
10. Opportunities to get to know peers (2.29)
11. Diversity (2.0)
12. Opportunities to explore values (1.71)
13. Counseling (2.00)
14. Opportunities to do community service (2.12)
15. Opportunities to learn leadership skills (2.17)
16. Opportunities to practice leadership skills (2.02)
17. Career services (2.48)
18. Assistance finding a job/internship (2.62)
19. Opportunities to develop friendships (2.29)
20. Opportunities to use the skills learned (2.54)
224
Table 61Means, Standard Deviations, and t Values for Accessibility of Needs by Mode of Studying
Need Mode of Studying n M SD t value p value
All distance 187 2.72 1.08 .01 .99Both residential anddistance
86 2.72 1.04Help assessing if distancelearning is right for me.
All distance 185 2.36 1.16 -2.25 .02Both residential anddistance
86 2.68 1.04General informationabout how to be asuccessful distancelearner.
All distance 185 3.36 .65 .77 .44Both residential anddistance
87 3.29 .74General informationabout my currentinstitution.
All distance 186 2.84 .85 1.13 .26Both residential anddistance
86 2.72 .92Information about thenon-academic andacademic servicesavailable to me as adistance learner.
All distance 186 3.15 .75 1.23 .22Both residential anddistance
87 3.03 .78Information about theprogram I am pursuing.
All distance 187 3.25 .85 1.08 .28Both residential anddistance
85 3.12 .88Assistance applying foradmission.
All distance 187 2.22 1.08 -2.60 .01Both residential anddistance
87 2.58 1.00Assistance applying forscholarships, grants, loans,and other means ofpaying for my education.
All distance 185 2.98 .91 .89 .37Both residential anddistance
87 2.88 .88Help deciding whichcourses to take.
All distance 185 2.70 .93 -.83 .40Both residential anddistance
87 2.80 .96Assistance withtechnology issues.
225
Table 61 Continued
Need Mode of Studying n M SD t value p value
All distance 186 3.41 .76 2.35 .01Both residential anddistance
86 3.18 .75Assistance signing up forcourses.
All distance 185 3.50 .67 3.04 .00Both residential anddistance
85 3.16 .93A way to purchase booksand other educationalmaterials for my courses.
All distance 186 3.33 .79 4.36 .00Both residential anddistance
87 2.79 1.03A contact person at theinstitution in addition tomy instructor.
All distance 186 2.53 1.02 -1.01 .31Both residential anddistance
87 2.66 1.01Training about how to useon-line resources.
All distance 186 1.73 1.01 -3.04 .00Both residential anddistance
86 2.15 1.10Training about how todiscriminate among levelsof quality of theinformation on the WorldWide Web.
All distance 1 - -Both residential anddistance
2 - -Assistance with specialneeds like disabilities.
All distance 187 1.47 .92 -4.35 .00Both residential anddistance
86 2.06 1.11Training to improve studyskills.
All distance 184 1.39 .83 -3.43 .00Both residential anddistance
85 1.82 1.01Training to understandand best use my learningstyle.
All distance 186 1.49 .89 -6.03 .00Both residential anddistance
86 2.34 1.16Assistance with writing.
All distance 186 2.04 1.18 -3.81 .00Both residential anddistance
86 2.61 1.09Assistance with choosinga major.
226
Table 61 Continued
Need Mode of Studying n M SD t value p value
All distance 187 1.39 .88 -4.27 .00Both residential anddistance
86 1.94 1.02Training on timemanagement.
All distance 186 1.83 .95 -3.63 .00Both residential anddistance
87 2.29 1.05Opportunities to get toknow other studentsoutside of coursework.
All distance 187 2.50 1.06 -.83 .41Both residential anddistance
87 2.60 .95Opportunities to talkabout academic matterswith someone in additionto my instructor.
All distance 186 1.67 .99 -2.75 .00Both residential anddistance
87 2.04 1.10Opportunities to learnabout people fromdifferent backgrounds.
All distance 186 1.46 .91 -1.91 .05Both residential anddistance
85 1.71 1.06Opportunities to exploremy value system.
All distance 185 1.33 .85 -4.83 .00Both residential anddistance
86 2.00 1.13Opportunities to talk withsomeone about personalissues.
All distance 186 1.40 .87 -5.03 .00Both residential anddistance
85 2.12 1.19Opportunities to docommunity service.
All distance 186 1.67 1.02 -3.51 .00Both residential anddistance
86 2.17 1.12Opportunities to learnleadership skills.
All distance 186 1.70 1.02 -2.29 .02Both residential anddistance
86 2.02 1.14Opportunities to practiceleadership skills.
All distance 187 2.27 1.17 -.37 .71Both residential anddistance
86 2.32 1.06Opportunities to applywhat I’m learning in apractical setting.
227
Table 61 Continued
Need Mode of Studying n M SD t value p value
All distance 187 1.79 1.14 -4.57 .00Both residential anddistance
85 2.48 1.17Opportunities to learnhow to write a resume,cover letter, and conduct ajob search.
All distance 182 1.93 1.10 -4.80 .00Both residential anddistance
85 2.62 1.04Assistance with finding ajob/internship.
All distance 185 1.82 1.07 -3.42 .00Both residential anddistance
86 2.30 1.08Opportunities to learnhow to be an effectiveteam member.
All distance 186 1.66 .91 -4.47 .00Both residential anddistance
86 2.29 1.14Opportunities to developfriendships andrelationships with peers.
All distance 186 2.23 1.16 -1.97 .05Both residential anddistance
85 2.54 1.22Opportunities to use thevalues, skills, andknowledge that I havelearned.
228
Respondents who take courses entirely at a distance rated registration (3.41), a way to purchase
books and other educational materials (3.50), and a contact person (3.33) as more accessible than
did those taking through a combination of media.
Table 62 shows the results comparing accessibility with student status. In 23 cases, student
status affected the accessibility ratings. Full-time students rated services to meet the following needs
to be more accessible:
1. Financial aid (2.59)
2. Training about the quality of information on the World Wide Web (2.24)
3. Training about study skills (2.11)
4. Training about learning styles (1.95)
5. Training on time management (1.98)
6. Assistance with writing (2.59)
7. Assistance choosing a major (2.53)
8. Diversity (2.09) Counseling (2.10)
9. Opportunities to explore values (1.83)
10. Opportunities to do community service (2.25)
11. Opportunities to learn leadership skills (2.35)
12. Opportunities to practice leadership skills (2.07)
13. Opportunities to learn how to be an effective team member (2.29)
14. Opportunities to develop friendships with peers (2.33)
15. Career services (2.60)
16. Assistance finding a job (2.66)
17. Opportunities to use the skills they have learned (2.65)
Students enrolled part-time rated information about services (2.88), information about the
program (3.15), registration (3.38), a way to purchase books and other educational materials (3.46),
and a contact person (3.28) as more accessible than did full-time students.
229
Table 62Means, Standard Deviations, and t Values for Accessibility of Needs by Student Status
Note: No participants indicated that their reason for studying is to meet people. Therefore, thatcategory is not included in this Table. The post hoc analysis was conducted using the Bonferroniprocedure. The symbol “√” indicates “significantly different from gain employment.”
241
Table 65Means and Standard Deviations for Accessibility of Needs by Why Choose Distance Learning
Need Why ChooseDistance Learning
n M SD
Distance from campus 24 2.70 1.12No local program 42 2.59 1.08Flexibility 170 2.79 1.03Prefer distance learning 4 - -Other 35 2.25 1.17
Help assessing if distancelearning is right for me.
Distance from campus 23 2.65 .98No local program 42 2.23 1.14Flexibility 169 2.56 1.13Prefer distance learning 4 - -Other 35 1.91 1.06
General information about howto be a successful distancelearner.
Distance from campus 24 3.41 .65No local program 42 3.19 .74Flexibility 168 3.38 .69Prefer distance learning 4 - -Other 36 3.27 .74
General information about mycurrent institution.
Distance from campus 22 2.95 .84No local program 42 2.76 .82Flexibility 170 2.82 .86Prefer distance learning 4 - -Other 36 2.55 1.05
Information about the non-academic and academic servicesavailable to me as a distancelearner.
Distance from campus 24 2.95 .75No local program 42 3.21 .75Flexibility 169 3.09 .80Prefer distance learning 4 - -Other 36 3.02 .73
Information about the program Iam pursuing.
Distance from campus 24 3.25 .84No local program 41 3.17 .70Flexibility 170 3.21 .91Prefer distance learning 4 - -Other 35 3.08 .88
Assistance applying foradmission.
242
Table 65 Continued
Need Why ChooseDistance Learning
n M SD
Distance from campus 24 2.75 1.11No local program 42 2.35 1.10Flexibility 170 2.32 1.07Prefer distance learning 4 - -Other 36 2.08 .96
Assistance applying forscholarships, grants, loans, andother means of paying for myeducation.
Distance from campus 24 2.95 .90No local program 41 2.92 .84Flexibility 169 2.97 .91Prefer distance learning 4 - -Other 36 2.72 .91
Help deciding which courses totake.
Distance from campus 24 2.75 .89No local program 41 2.48 1.00Flexibility 169 2.82 .94Prefer distance learning 4 - -Other 36 2.55 .84
Assistance with technologyissues.
Distance from campus 24 3.29 .62No local program 42 3.30 .78Flexibility 168 3.38 .77Prefer distance learning 4 - -Other 36 3.16 .87
Assistance signing up forcourses.
Distance from campus 22 3.36 .65No local program 42 3.38 .90Flexibility 170 3.42 .77Prefer distance learning 3 - -Other 35 3.20 .86
A way to purchase books andother educational materials formy courses.
Distance from campus 23 2.95 1.02No local program 42 3.14 .92Flexibility 170 3.23 .87Prefer distance learning 4 - -Other 36 2.83 1.02
A contact person at theinstitution in addition to myinstructor.
Distance from campus 24 2.87 .79No local program 42 2.45 1.10Flexibility 170 2.68 1.02Prefer distance learning 3 - -Other 36 2.13 .86
Training about how to use on-line resources.
243
Table 65 Continued
Need Why ChooseDistance Learning
n M SD
Distance from campus 23 2.04 1.10No local program 42 1.69 1.07Flexibility 169 1.97 1.09Prefer distance learning 4 - -Other 36 1.58 .84
Training about how todiscriminate among levels ofquality of the information on theWorld Wide Web.
Distance from campus - - -No local program 1 - -Flexibility 8 1.50 .92Prefer distance learning - - -Other - - -
Assistance with special needs likedisabilities.
Distance from campus 24 1.75 1.15No local program 42 1.45 .88Flexibility 170 1.72 1.06Prefer distance learning 4 - -Other 35 1.71 .98
Training to improve study skills.
Distance from campus 24 1.75 1.11No local program 41 1.43 .92Flexibility 167 1.60 .95Prefer distance learning 4 - -Other 35 1.28 .78
Training to understand and bestuse my learning style.
Distance from campus 24 1.91 1.10No local program 42 1.54 .94Flexibility 169 1.85 1.09Prefer distance learning 4 - -Other 35 1.62 1.03
Assistance with writing.
Distance from campus 24 2.20 1.10No local program 42 1.95 1.18Flexibility 168 2.29 1.18Prefer distance learning 4 - -Other 35 2.40 1.24
Assistance with choosing amajor.
Distance from campus 24 1.75 1.18No local program 42 1.45 .91Flexibility 169 1.63 .97Prefer distance learning 4 - -Other 35 1.37 .77
Training on time management.
244
Table 65 Continued
Need Why ChooseDistance Learning
n M SD
Distance from campus 24 1.87 .89No local program 42 1.90 1.07Flexibility 168 1.99 1.00Prefer distance learning 4 - -Other 36 1.94 .98
Opportunities to get to knowother students outside ofcoursework.
Distance from campus 24 2.16 1.04No local program 42 2.35 1.12Flexibility 169 2.66 1.01Prefer distance learning 4 - -Other 36 2.41 .96
Opportunities to talk aboutacademic matters with someonein addition to my instructor.
Distance from campus 24 2.04 .99No local program 42 1.71 1.06Flexibility 168 1.80 1.05Prefer distance learning 4 - -Other 36 1.63 .89
Opportunities to learn aboutpeople from differentbackgrounds.
Distance from campus 23 1.78 1.16No local program 41 1.56 1.09Flexibility 170 1.56 .95Prefer distance learning 4 - -Other 35 1.31 .83
Opportunities to explore myvalue system.
Distance from campus 24 1.54 .97No local program 42 1.40 .96Flexibility 168 1.60 1.00Prefer distance learning 4 - -Other 35 1.57 1.03
Opportunities to talk withsomeone about personal issues.
Distance from campus 24 1.66 .91No local program 42 1.50 1.04Flexibility 168 1.69 1.10Prefer distance learning 4 - -Other 34 1.47 .78
Opportunities to do communityservice.
Distance from campus 24 1.83 1.04No local program 41 1.65 1.08Flexibility 170 1.91 1.11Prefer distance learning 4 - -Other 35 1.57 .88
Opportunities to learn leadershipskills.
245
Table 65 Continued
Need Why ChooseDistance Learning
n M SD
Distance from campus 24 1.83 1.00No local program 41 1.68 1.08Flexibility 169 1.86 1.11Prefer distance learning 4 - -Other 35 1.51 .85
Opportunities to practiceleadership skills.
Distance from campus 24 2.12 1.03No local program 42 2.16 1.16Flexibility 170 2.40 1.14Prefer distance learning 4 - -Other 35 2.00 1.05
Opportunities to apply what I’mlearning in a practical setting.
Distance from campus 24 1.83 1.04No local program 42 1.69 1.07Flexibility 169 2.17 1.26Prefer distance learning 4 - -Other 35 1.97 1.15
Opportunities to learn how towrite a resume, cover letter, andconduct a job search.
Distance from campus 23 2.00 1.00No local program 42 1.85 1.11Flexibility 167 2.26 1.14Prefer distance learning 4 - -Other 33 2.18 1.10
Assistance with finding ajob/internship.
Distance from campus 23 1.95 1.06No local program 42 1.83 1.14Flexibility 169 2.10 1.11Prefer distance learning 4 - -Other 35 1.62 1.05
Opportunities to learn how to bean effective team member.
Distance from campus 23 1.69 .82No local program 42 1.80 1.10Flexibility 169 1.95 1.03Prefer distance learning 4 - -Other 35 1.74 1.06
Opportunities to developfriendships and relationshipswith peers.
Distance from campus 24 2.16 1.04No local program 42 2.04 1.16Flexibility 164 2.47 1.22Prefer distance learning 4 - -
Opportunities to use the values,skills, and knowledge that I havelearned.
Other 35 2.20 1.13Note: No participants indicated that their reason for choosing distance learning is because of aphysical reason making it impossible to travel such as incarceration or a disability. Therefore, thatcategory is not included in this Table. Data for cells with fewer than 5 respondents are not included topreserve anonymity.
246
Table 66Significant Analysis of Variance Results for Accessibility of Needs by Why Choose DistanceLearning
Need Why ChooseDistance Learning
n M SD df Sum ofSquares
Fratio
pvalue
Distance from campus 23 2.65 .98 4, 268 19.40 3.91 .00No local program 42 2.23 1.14Flexibility ⊃ 169 2.56 1.13Prefer distance learning 4 - -Other 35 1.91 1.06
Generalinformationabout howto be asuccessfuldistancelearner.
Distance from campus 24 2.87 .79 4, 270 12.01 3.00 .01No local program ∆ 42 2.45 1.10Flexibility 170 2.68 1.02Prefer distance learning 3 - -Other 36 2.13 .86
Trainingabout howto use on-lineresources.
Distance from campus 24 1.83 1.04 4, 269 12.70 2.70 .03No local program 41 1.65 1.08Flexibility 170 1.91 1.11Prefer distance learning ⊃ 4 - -Other 35 1.57 .88
Opportuni-ties to learnleadershipskills.
Note: No participants indicated that their reason for choosing distance learning is because of aphysical reason making it impossible to travel such as incarceration or a disability. Therefore, thatcategory is not included in this Table. The post hoc analysis was conducted using the Bonferroniprocedure. The symbol “∆” indicates “significantly different from flexibility” and the symbol“ ⊃” indicates “significantly different from other.” Data for cells with fewer than 5 respondents arenot included to preserve anonymity.
247
Table 66Significant Analysis of Variance Results for Accessibility of Needs by Why Choose DistanceLearning
Need Why ChooseDistance Learning
n M SD df Sum ofSquares
Fratio
pvalue
Distance from campus 23 2.65 .98 4, 268 19.40 3.91 .00No local program 42 2.23 1.14Flexibility ⊃ 169 2.56 1.13Prefer distance learning 4 - -Other 35 1.91 1.06
Generalinformationabout howto be asuccessfuldistancelearner.
Distance from campus 24 2.87 .79 4, 270 12.01 3.00 .01No local program ∆ 42 2.45 1.10Flexibility 170 2.68 1.02Prefer distance learning 3 - -Other 36 2.13 .86
Trainingabout howto use on-lineresources.
Distance from campus 24 1.83 1.04 4, 269 12.70 2.70 .03No local program 41 1.65 1.08Flexibility 170 1.91 1.11Prefer distance learning ⊃ 4 - -Other 35 1.57 .88
Opportuni-ties to learnleadershipskills.
Note: No participants indicated that their reason for choosing distance learning is because of aphysical reason making it impossible to travel such as incarceration or a disability. Therefore, thatcategory is not included in this Table. The post hoc analysis was conducted using the Bonferroniprocedure. The symbol “∆” indicates “significantly different from flexibility” and the symbol“ ⊃” indicates “significantly different from other.” Data for cells with fewer than 5 respondents arenot included to preserve anonymity.
248
Table 67Means and Standard Deviations for Accessibility of Needs by Distance from Campus
Need Distance from
Campus
n M SD
0-10 miles 41 2.60 1.1811-25 miles 38 2.92 .9126-40 miles 15 2.46 1.0641-55 miles 8 2.12 1.3556+ miles 177 2.72 1.05
Help assessing if distance learningis right for me.
0-10 miles 42 2.38 1.1411-25 miles 38 2.78 1.0926-40 miles 15 2.46 1.2441-55 miles 8 2.25 1.2856+ miles 174 2.40 1.12
General information about how tobe a successful distance learner.
0-10 miles 42 3.23 .6911-25 miles 38 3.39 .6726-40 miles 15 3.60 .5041-55 miles 8 3.37 .7456+ miles 175 3.33 .71
General information about mycurrent institution.
0-10 miles 42 2.50 .8911-25 miles 38 2.76 .9926-40 miles 14 3.21 .8941-55 miles 8 2.50 1.0656+ miles 176 2.84 .82
Information about the non-academic and academic servicesavailable to me as a distancelearner.
0-10 miles 42 3.00 .7611-25 miles 38 3.02 .7526-40 miles 15 3.20 .6741-55 miles 8 2.50 1.1956+ miles 176 3.14 .77
Information about the program Iam pursuing.
0-10 miles 42 3.16 .7611-25 miles 38 3.13 .9926-40 miles 15 3.46 .6341-55 miles 8 3.12 .9956+ miles 175 3.19 .88
Assistance applying foradmission.
249
Table 67 Continued
Need Distance from
Campus
n M SD
0-10 miles 42 2.42 1.0111-25 miles 38 2.31 1.0926-40 miles 15 2.26 1.0341-55 miles 8 2.12 1.3556+ miles 177 2.33 1.07
Assistance applying forscholarships, grants, loans, andother means of paying for myeducation.
0-10 miles 42 2.69 .9911-25 miles 37 2.97 .8626-40 miles 15 3.13 .7441-55 miles 8 2.75 1.0356+ miles 176 2.98 .90
Help deciding which courses totake.
0-10 miles 42 2.83 .8211-25 miles 37 2.94 .8826-40 miles 15 2.80 .8641-55 miles 8 3.12 .9956+ miles 176 2.63 .98
Assistance with technology issues.
0-10 miles 41 3.04 .7011-25 miles 37 3.27 .8326-40 miles 15 3.73 .4541-55 miles 8 3.25 1.0356+ miles 177 3.37 .78
Assistance signing up for courses.
0-10 miles 41 3.24 .9111-25 miles 38 2.94 .9526-40 miles 15 3.66 .8141-55 miles 7 3.42 .5356+ miles 175 3.48 .71
A way to purchase books andother educational materials formy courses.
0-10 miles 42 3.00 1.0311-25 miles 38 2.97 .9726-40 miles 15 3.26 .7041-55 miles 8 2.62 1.0656+ miles 176 3.22 .88
A contact person at the institutionin addition to my instructor.
0-10 miles 42 2.61 1.0311-25 miles 38 2.84 .9726-40 miles 15 2.26 1.2241-55 miles 7 2.71 .9556+ miles 177 2.54 1.00
Training about how to use on-lineresources.
250
Table 67 Continued
Need Distance from
Campus
n M SD
0-10 miles 41 2.09 1.0611-25 miles 38 2.05 1.0626-40 miles 15 1.86 .9141-55 miles 8 2.00 1.4156+ miles 176 1.78 1.05
Training about how todiscriminate among levels ofquality of the information on theWorld Wide Web.
0-10 miles 3 - -11-25 miles 3 - -26-40 miles - - -41-55 miles 2 - -56+ miles - - -
Assistance with special needs likedisabilities.
0-10 miles 41 2.14 1.1011-25 miles 38 2.05 1.1626-40 miles 15 1.53 .9941-55 miles 8 2.25 1.3856+ miles 177 1.48 .91
Training to improve study skills.
0-10 miles 41 1.95 1.0411-25 miles 38 1.89 1.1326-40 miles 15 1.40 .7341-55 miles 7 1.28 .7556+ miles 174 1.40 .84
Training to understand and bestuse my learning style.
0-10 miles 41 2.56 1.0711-25 miles 38 1.97 1.1226-40 miles 15 1.46 .9941-55 miles 8 2.50 1.4156+ miles 176 1.56 .93
Assistance with writing.
0-10 miles 40 2.50 .9811-25 miles 38 2.50 1.2026-40 miles 15 1.73 1.0341-55 miles 8 3.00 1.4156+ miles 176 2.14 1.19
Assistance with choosing a major.
0-10 miles 40 2.07 .9911-25 miles 38 1.73 .9726-40 miles 15 1.26 .7041-55 miles 8 2.12 1.3556+ miles 177 1.44 .91
Training on time management.
251
Table 67 Continued
Need Distance from
Campus
n M SD
0-10 miles 41 2.19 1.0311-25 miles 38 2.31 1.0626-40 miles 15 1.86 .8341-55 miles 8 1.87 1.1256+ miles 176 1.86 .98
Opportunities to get to knowother students outside ofcoursework.
0-10 miles 41 2.58 .9211-25 miles 38 2.76 .9126-40 miles 15 2.33 .9741-55 miles 8 2.62 1.0656+ miles 177 2.49 1.08
Opportunities to talk aboutacademic matters with someone inaddition to my instructor.
0-10 miles 41 2.02 1.0311-25 miles 38 1.84 1.1226-40 miles 15 1.60 .9141-55 miles 8 2.00 1.3056+ miles 176 1.74 1.02
Opportunities to learn aboutpeople from differentbackgrounds.
0-10 miles 41 1.73 1.0211-25 miles 38 1.57 1.0326-40 miles 15 1.33 .7241-55 miles 8 2.00 1.4156+ miles 175 1.50 .95
Opportunities to explore myvalue system.
0-10 miles 41 1.97 1.1011-25 miles 38 1.89 1.0826-40 miles 15 1.33 .7241-55 miles 8 1.75 1.3856+ miles 175 1.40 .91
Opportunities to talk withsomeone about personal issues.
0-10 miles 40 2.02 1.2211-25 miles 38 2.10 1.2226-40 miles 15 1.60 1.0541-55 miles 8 1.87 1.2456+ miles 175 1.45 .88
Opportunities to do communityservice.
0-10 miles 41 2.19 1.2211-25 miles 38 1.89 1.0326-40 miles 15 1.86 1.1241-55 miles 8 2.12 1.3556+ miles 176 1.73 1.04
Opportunities to learn leadershipskills.
252
Table 67 Continued
Need Distance from
Campus
n M SD
0-10 miles 40 2.02 1.1611-25 miles 38 1.71 1.0326-40 miles 15 1.73 1.0941-55 miles 8 2.00 1.4156+ miles 176 1.77 1.04
Opportunities to practiceleadership skills.
0-10 miles 41 2.24 1.0111-25 miles 38 2.07 1.0226-40 miles 15 2.46 1.2441-55 miles 8 2.50 1.3056+ miles 177 2.32 1.16
Opportunities to apply what I’mlearning in a practical setting.
0-10 miles 40 2.65 1.0911-25 miles 38 2.36 1.2326-40 miles 15 2.40 1.2941-55 miles 8 2.50 1.3056+ miles 177 1.76 1.13
Opportunities to learn how towrite a resume, cover letter, andconduct a job search.
0-10 miles 40 2.67 1.0211-25 miles 38 2.39 1.1526-40 miles 13 2.69 1.1841-55 miles 8 2.00 1.1956+ miles 174 1.97 1.09
Assistance with finding ajob/internship.
0-10 miles 41 2.31 1.1011-25 miles 38 2.00 1.1126-40 miles 15 2.13 1.1241-55 miles 7 1.28 .7556+ miles 176 1.90 1.09
Opportunities to learn how to bean effective team member.
0-10 miles 41 2.29 1.1411-25 miles 37 2.08 1.0326-40 miles 15 1.93 1.1641-55 miles 8 1.75 .8856+ miles 176 1.73 .98
Opportunities to developfriendships and relationships withpeers.
0-10 miles 39 2.64 1.2211-25 miles 37 2.32 1.2226-40 miles 15 2.20 1.1441-55 miles 6 2.16 1.3256+ miles 176 2.28 1.17
Opportunities to use the values,skills, and knowledge that I havelearned.
253
Table 68Significant Analysis of Variance Results for Accessibility of Needs by Distance from Campus
Need Distance fromCampus
n M SD df Sum ofSquares
Fratio
pvalue
0-10 miles ∆ 41 3.04 .70 4, 273 6.18 2.59 .0311-25 miles 37 3.27 .8326-40 miles 15 3.73 .4541-55 miles 8 3.25 1.0356+ miles 177 3.37 .78
Assistancesigning up forcourses.
0-10 miles 41 3.24 .91 4, 271 10.87 4.37 .0011-25 miles 38 2.94 .9526-40 miles √ 15 3.66 .8141-55 miles 7 3.42 .5356+ miles √ 175 3.48 .71
A way topurchasebooks andothereducationalmaterials formy courses.
0-10 miles ∆ 41 2.14 1.10 4, 274 23.77 5.93 .0011-25 miles ∆ 38 2.05 1.1626-40 miles 15 1.53 .9941-55 miles 8 2.25 1.3856+ miles 177 1.48 .91
Training toimprove studyskills.
0-10 miles ⊃ 41 1.95 1.04 4, 270 15.44 4.60 .0011-25 miles ⊃ 38 1.89 1.1326-40 miles 15 1.40 .7341-55 miles 7 1.28 .7556+ miles 174 1.40 .84
Training tounderstandand best usemy learningstyle.
0-10 miles 41 2.56 1.07 4, 273 39.91 9.94 .0011-25 miles 38 1.97 1.1226-40 miles * 15 1.46 .9941-55 miles 8 2.50 1.4156+ miles * 176 1.56 .93
Assistance withwriting.
0-10 miles 40 2.07 .99 4, 273 18.01 5.09 .0011-25 miles 38 1.73 .9726-40 miles * 15 1.26 .7041-55 miles 8 2.12 1.3556+ miles * 177 1.44 .91
Training ontimemanagement.
254
Table 68 Continued
Need Distance fromCampus
n M SD df Sum ofSquares
Fratio
pvalue
0-10 miles ⊃ 41 1.97 1.10 4, 272 16.87 4.42 .0011-25 miles ⊃ 38 1.89 1.0826-40 miles 15 1.33 .7241-55 miles 8 1.75 1.3856+ miles 175 1.40 .91
Note: The results in this Table indicate a statistically significant difference at the alpha levelusing the Bonferroni procedure. The symbol “*” indicates “significantly different from 0-10 miles.” The symbol “√” indicates “significantly different from 11-25 miles.” Thesymbol “∆” indicates “significantly different from 26-40 miles.” The symbol “⊃”indicates “significantly different from 56 or more miles.”
255
(2.07) and assistance with writing (2.56) as more easily accessible than did those who live
farther from campus.
Results for Timing Questions
Tables 69-93 show the results for the research questions addressing timing (9-12).
The response options are as follows:
1 = not a need the distance learner experiences (not a need)
2 = need before the enrolling in the program (before)
3 = at the beginning of the program (beginning)
4 = in the middle of the program (middle)
5 = toward the end of the program (end)
6 = needed at all times during the program (whole time)
Before running the chi-squares to check for statistically significant differences,
response options were reclassified because of the small number of respondents choosing
particular response options. The “before” category remained in tact. “Beginning,”
“middle,” and “end” were combined to create a new category, “at some point in the
program” (during). The “whole time” category was left intact. Note that no respondents
can have selected both the “during” and “whole time” categories; “during” indicates at
some point in the program, either the beginning, middle, or end, and “whole time” indicates
at multiple points throughout the entire academic program. The chi-squares were run
without including the “not a need” category because this option was provided to sort out
respondents who do not exhibit that need. Although some of the cells in the statistically
significant chi-squares contain less than 5 responses, these cells make up less than 20%.
This makes it likely that the statistical significance is due to factors other than small
numbers.
Table 69 shows the timing frequencies for student and faculty respondents.
Participants indicated that most needs present themselves throughout the student’s whole
academic career (whole time). However, there are needs that present themselves at specific
256
Table 69Group Frequencies for Timing of Needs
TimingNeed Group
Not aneed
Before Begin-ning
Middle End Wholetime
Student 40 188 17 9 1 28Faculty 1 32 8 - - 4
Help assessing ifdistance learning isright for me.
Student 29 113 62 4 1 76Faculty - 21 15 1 - 8
General informationabout how to be asuccessful distancelearner.
Student 6 113 21 4 1 139Faculty - 34 2 - - 9
General informationabout my currentinstitution.
Student 8 58 42 5 - 170Faculty 3 10 5 1 - 26
Information about thenon-academic andacademic servicesavailable to me as adistance learner.
Student 4 104 34 7 3 132Faculty - 20 3 - 1 21
Information about theprogram I am pursuing.
Student 20 229 11 4 1 18Faculty 1 42 - - - 2
Assistance applying foradmission.
Student 74 112 9 6 - 83Faculty 1 29 - - - 14
Assistance applying forscholarships, grants,loans, and other meansof paying for myeducation.
Student 11 81 23 7 2 156Faculty - 29 2 - - 13
Help deciding whichcourses to take.
Student 21 17 43 8 - 194Faculty - 8 11 1 - 24
Assistance withtechnology issues.
Student 12 87 35 8 - 141Faculty - 33 1 - 1 10
Assistance signing upfor courses.
257
Table 69 Continued
TimingNeed Group
Not aneed
Before Begin-ning
Middle End Wholetime
Student 9 36 71 8 2 156A way to purchasebooks and othereducational materialsfor my courses.
Faculty - 17 16 - - 11
Student 6 8 22 9 - 239Faculty 1 6 6 - - 32
A contact person at theinstitution in addition tomy instructor.
Student 37 30 67 4 - 146Faculty - 4 18 1 - 22
Training about how touse on-line resources.
Student 101 12 51 8 - 111Faculty 3 2 13 1 - 26
Training about how todiscriminate amonglevels of quality of theinformation on theWorld Wide Web.
Student 186 25 5 1 - 66Faculty 2 13 4 - - 25
Assistance with specialneeds like disabilities.
Student 136 20 36 7 - 83Faculty 6 2 11 - - 26
Training to improvestudy skills.
Student 126 24 51 6 - 75Faculty 7 4 9 1 - 24
Training to understandand best use mylearning style.
Student 134 13 31 4 - 101Faculty 5 3 - 4 - 32
Assistance with writing.
Student 120 69 39 13 1 41Faculty 5 9 6 4 - 19
Assistance withchoosing a major.
Student 132 25 48 1 - 76Faculty 8 4 10 - - 22
Training on timemanagement.
Student 113 2 22 7 - 136Faculty 10 1 2 - - 31
Opportunities to get toknow other studentsoutside of coursework.
258
Table 69 Continued
TimingNeed Group
Not aneed
Before Begin-ning
Middle
End Wholetime
Student 35 4 14 11 - 218Faculty 3 1 1 1 - 35
Opportunities to talkabout academic matterswith someone inaddition to myinstructor.
Student 139 2 15 5 - 119Opportunities to learnabout people fromdifferent backgrounds.
Faculty 10 - - 1 - 31
Student 174 4 14 7 - 79Faculty 8 - 1 2 - 31
Opportunities toexplore my valuesystem.
Student 209 3 3 2 - 63Faculty 8 1 - 1 - 33
Opportunities to talkwith someone aboutpersonal issues.
Student 182 9 4 4 4 74Faculty 16 1 1 2 1 23
Opportunities to docommunity service.
Student 110 7 8 12 4 139Faculty 7 - 1 2 - 33
Opportunities to learnleadership skills.
Student 107 7 3 7 19 139Faculty 10 - - 3 - 31
Opportunities topractice leadershipskills.
Student 38 6 4 11 27 196Faculty 4 - - 2 4 33
Opportunities to applywhat I’m learning in apractical setting.
Student 113 1 4 25 68 70Faculty 6 - 1 2 22 13
Opportunities to learnhow to write a resume,cover letter, andconduct a job search.
Student 91 1 1 22 85 79Faculty 6 1 1 5 15 17
Assistance with findinga job/internship.
Student 102 4 14 8 8 145Faculty 10 1 - 3 1 30
Opportunities to learnhow to be an effectiveteam member.
259
Table 69 Continued
TimingNeed Group
Not aneed
Before Begin-ning
Middle End Wholetime
Student 113 4 10 5 3 143Faculty 7 1 - 1 1 35
Opportunities todevelop friendships andrelationships with peers.
Student 49 3 1 8 29 186Opportunities to use thevalues, skills, andknowledge that I havelearned
Faculty 2 - - 1 6 36
260
times. Needs that present themselves before enrollment include help assessing if distance
learning is right for the student, general information about how to be a successful distance
learner, assistance applying for admission, financial aid, and assistance choosing a major.
Assistance with finding a job/internship presents itself at the end of a student’s academic
career.
Table 70 shows the statistically significant differences between student and faculty
ratings of the timing of needs. Being a faculty member or student made a difference in
timing in seven of the needs. Students rated information about the institution, academic
advising, registration, and a way to purchase books and other educational materials as
presenting themselves as needs the whole time during their academic career. Faculty
members rated these four needs as presenting themselves before enrollment. Students
indicated that they needed assistance choosing a major before enrollment, and faculty
members indicated that their students needed it the whole time. In two other cases, students
and faculty members rated the time frame the same, but the number of students was so large
that it may have created the statistically significant difference. These two needs were
assistance with technology issues and a contact person at the institution. Both students and
faculty indicated that these needs present themselves the whole time.
The rest of the results for timing compare frequencies by student demographic
groups. In each of the 13 demographic groups, the tendency for when needs present
themselves is the same as discussed above (mostly the whole time). Because the general
time when needs present themselves has already been discussed, and this does not change
when divided by demographic group, only the statistically significant results will be
discussed.
Tables 71 and 72 show the results comparing the timing of needs by age. In
addition to combining the response options as previously explained, age categories were
reclassified to make three categories: up through 29, 30-39, and 40 or older. This was done
in part because the number of age categories spread out responses to such a great extent that
261
Table 70Significant Chi Square Results for Timing of Needs by Group
TimingNeed Group
Before During Wholetime
χ2 Sig.
Student 113 26 139 19.05 .00Faculty 34 2 9
General information aboutmy current institution.
Student 81 32 156 21.33 .00Faculty 29 2 13
Help deciding what courses totake.
Student 17 51 194 9.43 .00Faculty 8 12 24
Assistance with technologyissues.
Student 87 43 141 27.98 .00Faculty 33 2 10
Assistance signing up forcourses.
Student 36 81 156 22.66 .00Faculty 17 16 11
A way to purchase books andother educational materialsneeded for my courses.
Student 8 31 239 11.10 .00Faculty 6 6 32
A contact person at theinstitution in addition to theinstructor.
Opportunitiesto use thevalues, skills,andknowledgethat I havelearned. Other 2 - - 3 - 4
Note: No participant indicated that their reason for taking university courses was to meet people.Therefore, that category is not included in this Table.
331
Table 90Frequencies for Timing of Needs by Why Choose Distance Learning
TimingNeed Why ChooseDistance Learning
Not aneed
Before Begin-ning
Middle End Wholetime
Distance fromcampus
4 17 2 - - -
No local program 6 30 3 - - 3Flexibility 21 110 10 7 - 22Prefer distancelearning
2 2 - - - -
Other 6 23 2 2 1 1
Help assessingif distancelearning isright for me.
Distance fromcampus
1 13 4 1 - 5
No local program 7 16 11 - - 8Flexibility 20 67 37 3 - 43Prefer distancelearning
1 2 - - 1
Other - 11 8 - 1 16
Generalinformationabout how tobe asuccessfuldistancelearner.
Distance fromcampus
- 11 1 - - 12
No local program 2 21 4 - - 15Flexibility 4 61 11 4 1 88Prefer distancelearning
- 1 1 - - 2
Other - 13 3 - - 20
Generalinformationabout mycurrentinstitution.
Distance fromcampus
- 5 8 - - 10
No local program 2 8 6 - - 26Flexibility 5 34 21 5 105Prefer distancelearning
1 2 - - - 1
Other - 7 5 - - 24
Informationabout thenon-academicand academicservicesavailable tome as adistancelearner.
Distance fromcampus
1 11 2 - 1 9
No local program 1 16 5 - - 20Flexibility 2 63 22 4 2 77Prefer distancelearning
- 3 - - 1
Other - 6 5 3 - 22
Informationabout theprogram I ampursuing.
332
Table 90 Continued
TimingNeed Why ChooseDistance Learning
Not aneed
Before Begin-ning
Middle End Wholetime
Distance fromcampus
2 20 1 1 - -
No local program 1 36 - 1 - 3Flexibility 13 134 8 2 1 12Prefer distancelearning
- 4 - - - -
Other 4 29 2 - - 1
Assistanceapplying foradmission.
Distance fromcampus
8 10 1 1 - 4
No local program 13 20 2 - - 7Flexibility 43 63 4 5 - 55Prefer distancelearning
1 1 - - - 2
Other 8 16 1 - - 11
Assistanceapplying forscholarships,grants, loans,and othermeans ofpaying for myeducation.
Distance fromcampus
2 7 1 1 - 13
No local program 2 7 6 2 - 24Flexibility 3 56 14 4 2 89Prefer distancelearning
- 1 - - - 3
Other 4 7 2 - - 22
Help decidingwhich coursesto take.
Distance fromcampus
3 1 6 - - 14
No local program 5 2 4 - - 31Flexibility 10 11 30 4 - 114Prefer distancelearning
- - - - - 4
Other 2 2 3 4 - 25
Assistancewithtechnologyissues.
Distance fromcampus
- 8 2 - - 14
No local program 1 11 8 - 22Flexibility 7 52 22 5 - 83Prefer distancelearning
2 2 - - - -
Other 2 12 3 3 - 16
Assistancesigning up forcourses.
333
Table 90 Continued
TimingNeed Why ChooseDistance Learning
Not aneed
Before Begin-ning
Middle End Wholetime
Distance fromcampus
- 2 5 1 - 16
No local program - 4 10 1 - 27Flexibility 5 23 46 3 2 89Prefer distancelearning
- 1 2 - - 1
Other 4 5 7 3 - 17
A way topurchasebooks andothereducationalmaterials formy courses.
Distance fromcampus
- - 2 - - 22
No local program - 1 3 1 - 37Flexibility 6 5 13 5 - 141Prefer distancelearning
- - - - - 4
Other - 1 3 3 - 29
A contactperson at theinstitution inaddition tomy instructor.
Distance fromcampus
2 1 7 1 - 13
No local program 4 4 10 - - 24Flexibility 26 17 40 3 - 84Prefer distancelearning
- - 2 - - 2
Other 4 7 6 - - 19
Trainingabout how touse on-lineresources.
Distance fromcampus
7 3 3 - - 11
No local program 18 2 8 - - 14Flexibility 59 5 35 7 - 63Prefer distancelearning
2 - 1 - - 1
Other 12 1 4 1 - 18
Trainingabout how todiscriminateamong levelsof quality oftheinformationon the WorldWide Web.
Distance fromcampus
16 2 - - - 6
No local program 27 4 1 - - 10Flexibility 111 13 4 1 - 40Prefer distancelearning
2 1 - - - 1
Other 26 2 - - - 8
Assistancewith specialneeds likedisabilities.
334
Table 90 Continued
TimingNeed Why ChooseDistance Learning
Not aneed
Before Begin-ning
Middle End Wholetime
Distance fromcampus
10 - 4 - - 9
No local program 19 3 7 2 - 10Flexibility 83 14 21 5 - 47Prefer distancelearning
1 1 - - 2
Other 20 - 4 - - 12
Training toimprove studyskills.
Distance fromcampus
9 - 6 - - 9
No local program 19 4 7 1 - 11Flexibility 76 15 31 4 - 43Prefer distancelearning
2 1 1 - - -
Other 17 1 5 1 - 11
Training tounderstandand best usemy learningstyle.
Distance fromcampus
12 1 2 - - 9
No local program 23 3 3 1 - 12Flexibility 77 6 23 3 - 60Prefer distancelearning
2 1 - - - 1
Other 16 - 3 - - 17
Assistancewith writing.
Distance fromcampus
9 6 5 1 - 3
No local program 22 9 5 2 - 4Flexibility 67 43 22 9 - 28Prefer distancelearning
2 1 - 1 - -
Other 17 7 6 - 1 5
Assistancewith choosinga major.
Distance fromcampus
11 - 4 - - 9
No local program 19 3 5 - - 15Flexibility 78 17 30 1 - 42Prefer distancelearning
2 2 - - - -
Other 18 1 8 - - 9
Training ontimemanagement.
Distance fromcampus
8 - - - - 15
No local program 18 - 3 - - 21Flexibility 68 1 13 7 - 79Prefer distancelearning
3 - - - - 1
Other 14 - 5 - - 17
Opportunitiesto get to knowother studentsoutside ofcoursework.
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Table 90 Continued
TimingNeed Why ChooseDistance Learning
Not aneed
Before Begin-ning
Middle End Wholetime
Distance fromcampus
4 - 1 - - 19
No local program 6 - 2 1 - 33Flexibility 21 2 8 6 - 132Prefer distancelearning
No local program 13 1 - - 1 27Flexibility 23 - 1 7 22 112Prefer distancelearning
1 1 - - 1 1
Other 7 - - 1 1 26
Opportunitiesto use thevalues, skills,andknowledgethat I havelearned.
Note: No participants indicated that their reason for choosing distance learning is because of aphysical reason making it impossible to travel such as incarceration or a disability. Therefore, thatcategory is not included in this Table.
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Table 91Frequencies for Timing of Needs by Distance from Campus
TimingNeed Distan
ce from
Campus
Not aneed
Before Begin-ning
Middle End Wholetime
0-10 miles 6 24 1 5 1 511-25 miles 3 26 3 - - 326-40 miles 4 11 - - - -41-55 miles 2 5 - - - 156+ miles 25 117 10 4 - 19
Help assessing ifdistance learning isright for me.
0-10 miles 6 14 7 2 1 1211-25 miles 2 14 7 - - 1526-40 miles 3 4 4 - - 441-55 miles 1 4 2 - - 156+ miles 17 75 40 2 - 43
Generalinformation abouthow to be asuccessful distancelearner.
0-10 miles 1 16 4 1 1 1911-25 miles 1 16 1 - - 2026-40 miles - 2 4 - - 941-55 miles 1 4 - - - 356+ miles 3 72 11 3 - 87
Generalinformation aboutmy currentinstitution.
0-10 miles - 16 5 1 - 2011-25 miles 2 8 4 - - 2426-40 miles - 1 1 1 - 1141-55 miles - 1 - - - 756+ miles 6 32 30 3 - 106
Information aboutthe non-academicand academicservices availableto me as a distancelearner.
0-10 miles 1 13 9 3 2 1411-25 miles 1 17 1 - - 1926-40 miles - 3 2 1 - 941-55 miles - 3 - - - 556+ miles 2 65 22 3 1 84
Information aboutthe program I ampursuing.
0-10 miles 4 27 5 1 1 411-25 miles 5 29 1 - - 326-40 miles 2 13 - - - -41-55 miles 1 7 - - - -56+ miles 8 150 5 3 - 10
Assistanceapplying foradmission.
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Table 91 Continued
TimingNeed Distan
ce from
Campus
Not aneed
Before Begin-ning
Middle End Wholetime
0-10 miles 9 17 - 3 - 1311-25 miles 8 14 - - - 1626-40 miles 7 3 1 - - 441-55 miles 1 3 - - - 456+ miles 48 74 7 3 - 45
Assistanceapplying forscholarships,grants, loans, andother means ofpaying for myeducation.
0-10 miles 5 20 2 1 1 1211-25 miles 1 17 1 - - 1826-40 miles - 4 2 - - 841-55 miles - 2 - - 1 556+ miles 4 37 18 6 - 111
Help decidingwhich courses totake.
0-10 miles 2 5 7 6 - 2211-25 miles 1 3 7 - - 2626-40 miles 1 - 2 - - 1241-55 miles - 2 1 - - 556+ miles 17 7 25 2 - 126
Assistance withtechnology issues.
0-10 miles 1 18 7 5 - 1111-25 miles 1 20 4 - - 1226-40 miles 1 1 2 - - 1141-55 miles - 5 - - - 356+ miles 9 43 21 3 - 101
Assistance signingup for courses.
0-10 miles 2 8 11 5 2 1411-25 miles 1 8 19 - - 1026-40 miles 1 - 4 - - 1041-55 miles - 2 3 - 356+ miles 5 18 32 3 - 117
A way to purchasebooks and othereducationalmaterials for mycourses.
0-10 miles 3 4 5 7 - 2311-25 miles 2 2 3 - - 3126-40 miles - - 1 - - 1441-55 miles - - - - - 856+ miles 1 2 11 2 - 161
A contact person atthe institution inaddition to myinstructor.
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Table 91 Continued
TimingNeed Distan
ce from
Campus
Not aneed
Before Begin-ning
Middle End Wholetime
0-10 miles 6 10 8 1 - 1711-25 miles 7 1 10 - - 2026-40 miles 2 1 3 - - 941-55 miles 1 - 3 - - 456+ miles 21 18 40 3 - 95
Training abouthow to use on-lineresources.
0-10 miles 13 3 6 5 - 1511-25 miles 10 1 7 - - 2026-40 miles 7 2 1 - - 541-55 miles 2 1 - - - 556+ miles 68 5 36 3 - 64
Training abouthow todiscriminateamong levels ofquality of theinformation on theWorld Wide Web.
0-10 miles 24 6 2 1 - 911-25 miles 23 4 - - - 1126-40 miles 13 - - - - 241-55 miles 5 - - - - 356+ miles 118 14 3 - - 41
Assistance withspecial needs likedisabilities.
0-10 miles 15 8 6 2 - 1111-25 miles 14 1 5 1 - 1726-40 miles 8 1 2 - - 441-55 miles 5 - - - - 356+ miles 92 10 23 4 - 46
Training toimprove studyskills.
0-10 miles 14 8 6 1 - 1211-25 miles 16 2 7 1 - 1226-40 miles 6 1 3 - - 541-55 miles 4 - 2 - - 256+ miles 84 12 32 4 - 44
Training tounderstand andbest use mylearning style.
0-10 miles 14 3 7 - - 1811-25 miles 15 1 5 1 - 1626-40 miles 8 - 1 - - 641-55 miles 5 - - - - 356+ miles 90 9 18 3 - 56
Assistance withwriting.
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Table 91 Continued
TimingNeed Distan
ce from
Campus
Not aneed
Before Begin-ning
Middle End Wholetime
0-10 miles 15 13 3 - - 1011-25 miles 14 7 4 - - 1326-40 miles 8 3 2 2 - -41-55 miles 3 1 - 1 - 356+ miles 77 44 30 10 1 15
Assistance withchoosing a major.
0-10 miles 12 6 8 - - 1511-25 miles 14 1 7 1 - 1426-40 miles 10 2 1 - - 241-55 miles 1 1 1 - - 556+ miles 94 15 30 - - 38
Training on timemanagement.
0-10 miles 20 1 6 - - 1411-25 miles 10 - 5 3 - 2026-40 miles 8 - 1 1 - 541-55 miles 4 - - - - 456+ miles 70 1 9 3 - 92
Opportunities toget to know otherstudents outside ofcoursework.
0-10 miles 5 3 2 6 - 2511-25 miles 7 - 2 - - 2926-40 miles - - 1 - - 1441-55 miles 1 - - - - 756+ miles 22 1 8 5 - 141
Opportunities totalk aboutacademic matterswith someone inaddition to myinstructor.
0-10 miles 22 2 2 1 - 1411-25 miles 17 - 5 2 - 1426-40 miles 9 - - - - 641-55 miles 3 - - - - 556+ miles 87 - 8 2 - 78
Opportunities tolearn about peoplefrom differentbackgrounds.
0-10 miles 24 2 2 - - 1311-25 miles 25 - 2 1 - 1026-40 miles 12 - - - - 341-55 miles 4 - - - - 456+ miles 106 2 10 6 - 49
Opportunities toexplore my valuesystem.
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Table 91 Continued
TimingNeed Distan
ce from
Campus
Not aneed
Before Begin-ning
Middle End Wholetime
0-10 miles 29 1 3 1 - 711-25 miles 22 1 - 1 - 1426-40 miles 12 - - - - 341-55 miles 5 - - - - 356+ miles 138 1 - - - 36
Opportunities totalk with someoneabout personalissues.
0-10 miles 21 3 1 - - 1611-25 miles 20 2 - - 2 1426-40 miles 12 - - - - 341-55 miles4 4 1 - 1 - 256+ miles 122 3 3 3 2 39
Opportunities todo communityservice.
0-10 miles 14 3 3 4 - 1711-25 miles 12 - - 2 1 2326-40 miles 9 - - - - 641-55 miles 2 - - - - 656+ miles 72 4 5 6 3 85
Opportunities tolearn leadershipskills.
0-10 miles 14 4 2 1 2 1811-25 miles 13 - - 1 3 2126-40 miles 8 - - - 1 641-55 miles 2 - - - 1 556+ miles 69 3 1 5 11 88
Opportunities topractice leadershipskills.
0-10 miles 8 4 2 1 1 2511-25 miles 3 - 1 3 6 2526-40 miles 2 - - 2 - 1141-55 miles 1 - - - - 756+ miles 24 2 1 5 19 126
Opportunities toapply what I’mlearning in apractical setting.
0-10 miles 9 1 1 7 6 1611-25 miles 13 - 1 5 8 1126-40 miles 5 - - 3 4 341-55 miles 4 - - - 2 256+ miles 82 - 2 10 47 36
Opportunities tolearn how to writea resume, coverletter, and conducta job search.
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Table 91 Continued
TimingNeed Distan
ce from
Campus
Not aneed
Before Begin-ning
Middle End Wholetime
0-10 miles 11 1 - 3 7 1811-25 miles 8 - - 5 9 1626-40 miles 4 - - 2 5 441-55 miles 3 - - - 1 456+ miles 65 - 1 12 62 35
Assistance withfinding ajob/internship.
0-10 miles 13 3 5 - - 2011-25 miles 10 - 3 1 4 2026-40 miles 7 - - - - 841-55 miles 5 - - - - 356+ miles 67 1 6 7 4 91
Opportunities tolearn how to be aneffective teammember.
0-10 miles 16 3 2 - - 2011-25 miles 15 - 3 2 1 1626-40 miles 6 - 1 - - 741-55 miles 3 - - - 1 456+ miles 71 1 4 3 1 95
Opportunities to use the values,skills, and knowledge that I havelearned.
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1 = has no effect on success as a distance learner
2 = has little effect on success as a distance learner
3 = has some effect on success as a distance learner
4 = has a great effect on success as a distance learner
The four-point response options scale for accessibility is defined as follows:
1 = no services are available that the respondent knows of
2 = services are available but not easily accessible
3 = services are available and moderately easy to access
4 = services are available and very easy to access
A statistically significant difference resulted for 31 out of the 34 needs when comparing the
importance and accessibility responses. In each case except for one (assistance registering for
classes), respondents rated the importance of the need higher than the accessibility of services to
meet that need. The only needs where there were no differences between levels of importance and
accessibility were admissions, assistance with special needs, and counseling.
A gap analysis revealed that the following 10 needs had the biggest difference between the
importance and accessibility scores:
1. Opportunities to apply what I’m learning in a practical setting (.96)
2. Opportunities to use the values, skills, and knowledge that I have learned (.90)
3. Opportunities to practice leadership skills (.77)
4. Training to understand and best use my learning style (.76)
5. Opportunities to learn how to be an effective team member (.75)
6. Opportunities to learn leadership skills (.72)
7. Training about how to discriminate among levels of quality of the information on the
World Wide Web (.71)
8. General information about how to be a successful distance learner (.66)
9. Information about the program I am pursuing (.66)
10. Training on time management (.65)
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Summary of Results
Although the response rate was low, the results of this study provide useful information
about the non-academic needs of distance learners. A composite of characteristics of the typical
distance learner is not available to compare with the characteristics of the respondents in this study.
However, the respondents in this study exhibit a range of characteristics likely to be consistent with
the traditional distance learner. While the results should be interpreted with caution, some useful
conclusions can be derived.
It is difficult to interpret the Importance Cluster results. Each of the clusters is made up
of several individual needs. These needs do have a relationship to each other. For example, in the
case of Negotiation of the Process, each of the individual needs is a service, information, or
training that has the potential to assist students in working successfully in the university’s
system as distance learners (information about program requirements, assistance applying for
admission, financial aid, assistance with technology issues, a way to purchase books and other
educational materials, assistance with special needs, and assistance finding a job or internship).
However, for purposes of this study, combining each of these individual needs into a composite
score is less useful than examining each of the individual needs alone. The scores on each of the
individual needs may not relate to the other needs that make up the cluster. An easy example is
“assistance with special needs.” Because students were asked to rate the importance of needs
based on their personal experience, and most of the students respondents appear not to have
special needs, the mean for Negotiation of the Process is lower than it might have been if students
were rating the importance of that need for all distance learners. An examination of which clusters
comprised the most important and least important individual needs showed that of the 13 most
important needs (3.0 or higher), four were in the Access to Resources cluster, five were in the
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Negotiation of the Process cluster, two were in the Advising/Personal Development cluster, and
one was in the Practical Application cluster. Of the four least important needs (below a 2.0), two
were in the Advising/Personal Development cluster, one was in the Negotiation of the Process
cluster, and one was in the Practical Application cluster. There does not appear to be a pattern of
importance related to the clusters.
However, it may be useful to summarize the results for the record. Research questions 1-4
examined the importance of needs using the importance clusters. There were significant differences
between student and faculty respondents for each of the importance clusters. When analyzing the
data by demographic group, nine showed significant differences. There were no significant
differences when comparing the results by family status, experience with distance learning, why
choose distance learning, and distance from campus.
The rest of the analyses were conducted at the level of the individual need. Research
questions 1a-4a examined the importance of needs using individual needs. Students and faculty
members both rated 12 needs above a 3.0 on the scale, in addition to other needs that one of the
groups rated at above a 3.0. Students rated three needs as below a 2.0, and faculty members did not
rate any as below a 2.0. Student and faculty respondents differed significantly on the importance
level of 20 needs, with faculty members rating the needs as more important than did students with
the exception of one (information about services). The results when comparing importance by
demographic groups showed differences in all 13. However, only five of the demographic groups
made a difference in importance ratings in 10 or more of the 34 needs: work status, level of
education, level of program, mode of studying, and student status.
Research questions 5-8 examined the accessibility of needs using individual needs.
Students and faculty members rated six needs as moderately easy to access (above a 3.0). Faculty
members did not rate any needs as not easy to access/no services available (below a 2.0). Students,
however, rated 15 of the 34 as not easy to access/no services available. Student and faculty
respondents differed significantly on 19 of the 34 needs. In each of the cases, faculty members
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rated services to meet the needs as more accessible than did student respondents. Twelve of the 13
demographic characteristics showed significant differences in the accessibility of services to meet
the 34 needs. Six of those resulted in differences for more than 10 needs: work status, level of
education, level of program, mode of studying, student status, and distance from campus.
Research questions 9-12 examined the timing of needs using individual needs for the
analyses. The majority of students and faculty members both indicated that most needs (28) present
themselves throughout a student’s academic career (whole time). There are also six needs that
present themselves at specific times. Student and faculty member respondents differed significantly
on seven of the needs. To run the chi squares comparing the timing ratings by different student
demographic groups, the response options were collapsed to be “not a need,” “before,”
“during,” and “whole time.” The response option “not a need” was not included in the analyses
because that option was used for sorting out respondents who do not exhibit that need. The
demographic characteristic made a difference in the timing ratings in nine of the 13 demographic
groups. However, none of the demographics resulted in differences in more than 10 of the 34
needs.
Research question 13 compared the means for importance of needs with the accessibility of
needs. Striking differences result. For 31 out of the 34 needs, the importance rating is significantly
different than the accessibility rating. In 30 of these cases, the importance rating is higher than the
accessibility rating.
There are similarities between the ratings of students and faculty members for the most
important needs, the most accessible services to meet the needs, and the timing of needs. There are
differences between the importance and accessibility ratings of student and faculty respondents,
with the faculty members rating the importance or accessibility higher than the students in almost
every case. Student respondents also identified services to meet 15 of the needs as not easy to
access or no services available, where faculty members did not rate any as inaccessible.
Comparisons by student demographic groups did not produce many significant differences except
in five cases: work status, level of education, level of program, mode of studying, and student status.
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Level of education and level of program are measuring essentially they same thing. Respondents
who have achieved a Bachelor’s degree prior to starting their current program of distance learning
are most likely to be pursuing a Master’s degree. It is possible that this kind of multicollinearity is
present in other demographic variables as well (e.g., age). The implications of these results are
discussed in Chapter 5, along with recommendations for practice and recommendations for future
research.
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CHAPTER 5Discussion and Implications
Overview of the Study
All students, regardless of age or life situation, experience non-academic needs that affect
their academic work. The character of these needs varies for different types of learners. While this
is well documented for campus-based students, there is little information available that addresses the
needs of distance learners. As institutions in the United States begin to address co-curricular issues
for distance learners, they should have research-based information to use when making their
decisions. A very limited number of resources, particularly research-based resources, exist to help
institutions in this endeavor. Much of the literature endorses the importance of providing non-
academic services to distance learners, but offers little in the way of guidance or direction. The
present research was designed to address that gap. The purpose of this study was to explore
distance learners’ non-academic needs in three specific ways: (a) which needs are most pressing
(importance), (b) how accessible are services to meet these needs at the student’s current institution
(accessibility), and (c) when do particular needs present themselves in a student’s academic career
(timing). A web-based survey was used to explore these issues. Participants were given the option
of filling out a paper copy of the survey, and several took advantage of this option.
Four-year institutions in the Southern Region at which it is possible to earn a degree
entirely at a distance and that are members of the Southern Regional Electronic Campus were
identified. Thirteen of these institutions agreed to participate in the study by inviting all the students
and faculty members to take this survey who were involved with distance learning in the Fall of
2000. The method of inviting students and faculty members to participate varied by institution, with
most institutions using a contact person to distribute email invitations. Other institutions provided
the researcher with the email addresses of students and faculty members so that she could contact
them directly or asked faculty members to invite students at their discretion. The method resulted in
a low response rate in part because it relied on the assistance of others to reach the potential
participants. The fact that the survey was web-based may have also contributed to the low response
rate as it is easy to delay responding to an email invitation, and then never return to do it.
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Unfortunately, there are no institutional or national data about the demographics of distance
learners. There are ample anecdotal data, however, that suggest that the respondents in this study
mirror the distance learning population at large. Professionals currently working in distance
learning shared stories and educated guesses that most distance learners are graduate students
taking courses part time, and live more than 50 miles from campus. There is a growing number of
students taking baccalaureate courses both residentially and at a distance simultaneously. This
description is consistent with the respondents in this study.
Contribution to the Literature
Even taking into account the low response rate, this study contributes to the literature in
significant ways. This study is one of the first to thoroughly explore the non-academic needs of
distance learners. It provides direct information from students with varying levels of experience with
distance learning, as well as observations from faculty members about the needs of their distance
learners. There are some differences by selected demographic characteristics among the needs of
distance learners. The findings from this study should enable institutions that target a particular
type of student to focus services specifically to their population. This study also provides a
comparison between the importance of needs to the success of distance learners and the current
availability of services to meet these needs.
The results of this study are fairly consistent with the student and adult development
literature. Much of what respondents in this study indicated reflects the needs of traditional and
adult students engaged in campus-based learning. Faculty member responses to the survey reflect
the experiences of multiple students and may speak to very important needs that students have not
yet identified in themselves.
Discussion of Results and Implications for Practice
To help provide a context for the quantitative results of this study, qualitative comments
from respondents will be woven throughout the discussion of the results. These comments are
intended to enrich and enliven the quantitative findings. Student respondents were afforded two
opportunities to make open-ended comments, and faculty members were afforded one opportunity.
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Students and faculty members were asked specifically to comment on the needs that they found
especially helpful or hindering in a student’s success as a distance learner. In addition, they were
asked to suggest important needs that were not addressed by this survey. One hundred thirty-five
students made qualitative comments, as did 24 faculty members. Comments used in this discussion
containing grammatical errors, typographical errors, or misspellings represent the information as
shared by the respondent.
Most comments offered by student respondents addressed concerns that relate specifically
to academic courses and library resources. Some of these centered on technological issues of
course delivery such as the variable quality of video in satellite courses, a lack of functionality in
web pages and web boards, and the variable quality of video tapes and the time lag associated with
this method of course delivery. Others expressed frustration with the limited number of courses and
majors available at a distance. Many commented on a lack of access to library resources and course
materials. In addition, many respondents either praised or criticized their faculty members for
attentiveness, communication, organization, ability to use technology, and length of time between
turning in assignments and receiving grades.
Both student and faculty member respondents often attested to the importance of self-
discipline to the success of a distance learner. As one faculty member observed, “The largest factor
that helps or hinders my distance students is whether or not they have the self-discipline to stay on
schedule and complete the course in a timely manner.” Students often lamented the necessity of
this skill: “The toughest part is self-motivation.” This survey did not address self-discipline
specifically. However, the needs “Help assessing if distance learning is right for the student,”
“General information about how to be a successful distance learner,” and “Training on time
management” relate to self-discipline. Both faculty members and students identified the first two
needs as among the most important. One student recommended that the third be addressed before
the distance learner starts a program: “The focus on time management should be limited to a
module prior to beginning the curriculum that emphasizes the unique characteristics of a distance
education.”
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It may behoove both students and institutions to educate potential distance learners about
the realities of distance education. As one faculty member indicated, “Screening students who have
study skills and high motivation for distance learning is important. Only maybe 20% of the
students who complete an assignment complete a second one. Only about half of those (10% of all
enrolled) will complete the course.” While this may or may not be representative of the experience
of all institutions engaged in distance learning, the point is an important one. Both students and
faculty members commented on the challenges students create for themselves when they get behind
in their coursework.
Many comments offered by student and faculty member respondents addressed specific
needs that were identified in this survey. No respondent suggested additional non-academic needs
not covered by the survey.
Discussion of Importance Results
Students and faculty members rated 13 needs as having some or a great effect on students’
success as distance learners. These were mostly basic needs necessary to begin or complete
coursework. For example, information about distance learning, the program, the institution, and the
services available are part of this list. One student lamented, “It would have been nice to have some
kind of advice and help from the school about ‘How grad school works.’ Since I am over 1000
miles from the school I don’t have fellow classmates to visit with to understand how ‘the system’
works, which professors are the best, etc.” Another student said that, “The major factor affecting
my distance learning was that I was not aware that the Focus Program was available. I had not heard
of it and when I decided to get enrolled, it was difficult because deadlines etc. had passed.” It is
clear from these comments that students must have access to information before and while they
need it.
Other basic needs necessary for success as a distance learner can be classified as access to
the systems that make courses function. Examples include registration, a way to purchase books
and other educational materials, and admission. One student urged to “Keep the online services:
registration, books, and instructor’s email addresses are all the most important, along with a
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competent outreach staff.” Another student indicated that “Email information and reminders
regarding registration dates, procedures, etc. from the Graduate Outreach Office are extremely
helpful. They make a distance learner feel less ‘out of site, out of mind.’ On-line registration and
textbook ordering is convenient.” Several students ran into difficulties with access to books and
other educational materials: “Textbook access is hard because necessary books aren’t posted on
the enrollment site;” “ordering books through the book store online has been hit and miss.”
When students have difficulty registering for classes or obtaining educational materials, they are not
able to do the work necessary for their courses.
Many students and faculty members commented on the importance of a contact person at
the institution in addition to the instructor, another of the needs identified as most important by both
groups. As one student put it, “Distance learning students really need that 911 number at their
school for problem solving. The advisor has other things to do especially if the problems involve
administrative items (financial aid, etc.).” Personal and prompt attention that provides accurate
information and is convenient for the student is crucial. One faculty member describes it thus:
“There is a need for the appearance of high touch.” Students need to know they can contact
someone at their institution in addition to the instructor who knows about their needs, is caring,
responsive, and provides accurate information.
Many students either praised or criticized these aspects of making contact with the
institution. This example is typical of the praise: “All the people I’ve dealt with at _______ have
been very helpful. There seems to be a ‘we want you (the student) to succeed’.” Another student
complimented the institution by saying, “I am exceptionally pleased with the Outreach Staff at my
University. They are exceptionally responsive, professional and always try to be accomodating.”
However, a lack of personal attention or accurate information is also common. For example, one
student observed, “The University I enrolled in is not very good at answering questions. Most
people seem helpful, and I get responses, but I still have many of the same questions I had before I
enrolled.” Another student expressed frustration this way: “This school has not been responsive to
calls about financial aid and advisor assignment. I think the staff suffers from the out of sight, out
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of mind problem where since we distance students are faceless voices to them, we are easy to
ignore.”
Assistance with technology issues was another of the most important needs. A faculty
member endorsed this by saying, “The second largest factor [that helps or hinders my distance
students] is whether or not they can work the technology.” When students have difficulty
accessing or making the technology work, they are prohibited from dealing with course content and
completing assignments. One student identified this as one of the most hindering aspects of
distance education: “can’t seem to find out how to get connected to the computers at school – lots
of trouble with that.” Another student stated, “The only problems I’ve had have been computer
related. Downloading files and programs from the University and being able to make the programs
function.” This is one of the most basic aspects of distance education. In today’s world, distance
education is almost always mediated through some kind of technology, whether that be computer,
videotape, or satellite. It is important that faculty members have enough training in technology that
they can answer basic questions for students. It is also important that students have access to other
resources that can assist them 24 hours a day and may be able to answer questions that the faculty
member cannot. The ability to reach a person synchronously is important. Other options are online
tutorials, access to lists of frequently asked questions, and a timely response to email inquiries.
The other two needs identified as most important by both students and faculty members had
to do with opportunities to apply the skills, knowledge, and values learned in a practical setting. No
respondents commented on these needs. These needs may be addressed within the content of a
course by the instructor requiring assignments such as community service or projects that link
students with businesses in the field. However, an institution can also facilitate students getting
practical experience independent of individual courses by helping students find internships or co-
ops, teaching them how to find a job, or helping them connect with community service opportunities
in their area.
Both students and faculty members rated the needs that address relationships with peers as
having little or some effect on their success, less important than the needs discussed above. It was
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surprising, then, to see the number of students who took the time to comment on the need for
interaction with peers. Several of these, though clearly the minority, indicated that students did not
want interaction with peers. One faculty member observed, “The students I’ve had show no interest
in learning more about each other, nor do they expect to have personal contact with anyone other
than the instructor and a liaison in the distance learning office.” A student commented that her
responses “…may have sounded that I was not interested in forming a relationship with the other
students, but that is what is nice about distant learning you work when you want and you don’t have
to deal with other students or professors.”
The majority of comments indicated a desire to get to know other students for both
academic and social reasons. Some students lamented the fact that it is difficult to learn from other
students’ successes and failures at a distance: “It would be interesting to see if other students have
problems completing the degree requirements due to lack of courses offered through distance
learning.” Another student said that it “would be interesting to learn more about fellow distance
learners and their study patterns.” Other students indicated that it would be useful to be able to
communicate with peers about course content: “I think having a web page or chat line for fellow
distance learners can meet would benefit all of the students. I find it hard to understand some of the
topics covered and would find it useful to talk to a peer about his/her interpretation of the material.”
Most students commented on the desire for social interaction with peers: “I feel like I am
extremely isolated from other students and the professor. I am never able to, or encouraged to,
develop any sort of relationship with other distance learning students, in class students, or the
professors.” Another student said, “I wish that we could get a list of all distance learners and
information about them – company and address. That way would could see who is in our
geography or same type of company, etc…” Some institutions make an effort to facilitate
communication between students: “It’s great when you sign up for an internet class and you see
familiar names that you’ve taken other classes with. You’ve never seen or met them, but you know
them and are comfortable with them.” Another student said of the institution, “_______ normally
includes a listing of distance learning students at the start of each course. I have found it very
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helpful to contact other students by e-mail while completing homework during a couple of
extremely difficult engineering courses.”
Career services was another need rated as having little or some effect on students’ success
on which several students commented. One student said, “I would like to see more recruiting
opportunities for distance based students.” Another student lamented, “I would like to have better
access to recruiters (I never know when they are on campus).” Some students may need this
avenue to assist them in finding a job either while they are studying or after earning their degree.
Student respondents indicated that the least important needs were counseling, opportunities
to do community service, assistance with special needs, and opportunities to explore value systems.
Faculty members did not rate any needs as having no effect on students’ success, indicating that
each of the 34 needs has at least some effect on students’ success as distance learners. Faculty
members’ least important need was opportunities to do community service. While the majority of
students may not have needs related to personal counseling or special needs like disabilities,
educators should strongly consider whether they feel an obligation to provide services to meet these
needs for the few who do. Offering these services for those who do may go a long way to helping
these students succeed as distance learners. A few respondents made the effort to mention several
of the needs rated by most respondents as least important. One student urged institutions to
“remember the disabled.” A faculty member remarked that, “I have had a few students this
semester who could use some counseling services.”
Student and faculty member ratings differed significantly on over half of the needs. In all
but one of these cases (information about the services available), faculty members rated the need as
more important than did students. Many of these needs may be ones that the faculty members had
the opportunity to observe affecting multiple students, but that student respondents had not
identified as needs for themselves. Examples include assistance with special needs like disabilities
and counseling. As mentioned above, these may not affect great numbers of students; however,
services to meet these needs are likely to be crucial to the success of those who need them. In the
case of special needs, providing services may also be required by law.
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The faculty member perspective is an important one. They often are able to identify what
students need when students do not recognize that need in themselves. There are a number of needs
identified for this study that campus-based students may not claim as their own, but that
nevertheless impact their personal and professional development. Faculty and staff members on
campuses recognize this and have implemented programs and services to address these needs.
Examples include opportunities to explore values, to do community service, and to learn about
people from different backgrounds. These same needs were rated as more important by faculty
members than by students in the present research. Faculty members also recognized the importance
of getting to know other students and opportunities to develop friendships and relationships with
peers.
Faculty respondents rated particular skills and knowledge necessary to be a successful
student and distance learner as more important than did students. Some of these were specific to
distance learning, such as information about how to be a successful distance learner and help
assessing if distance learning is right for the student. Others related to general success as a student,
regardless of the method of course delivery: training to improve study skills, training about learning
styles, assistance with writing, and training on time management.
A student’s demographic characteristics made a difference in five of the demographic
categories. In these five categories, there were significant differences in a critical number of needs.
Demographic categories where there were not significant differences in a critical number of the
needs were not considered to truly affect ratings.
The first demographic category that affected importance ratings was work status. Most
differences were found between respondents who worked full-time and part-time. In most cases,
respondents employed part-time rated the needs as more important than did those employed full-
time. Not surprisingly, this was true for financial aid and assistance finding a job. It was also true
for some of the skills necessary to be a successful student: training to improve study skills, time
management, and how to discriminate among levels of quality of information available on the Web.
Those employed part-time also rated opportunities to explore values and counseling as more
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important. Those employed full-time rated a way to purchase books and educational materials and a
contact person at the institution as more important than did those employed part-time.
Level of education also significantly affected importance ratings. The comments shared by
student respondents endorse this finding. Many comments by students who had achieved higher
levels of education before beginning this distance learning course indicated that many of the needs
identified in the study had little effect on their success as distance learners. One student described
the experience like this: “Since I am a distance learning graduate student taking classes while
working full time in my career, I am more interested in how to develop my career. I look to my
employer to develop interpersonal, communication, and leadership skills I didn’t obtain in my
undergraduate work. I am not particularly interested in these services from my distance learning
school.” Similarly, another student observed, “This survey asks questions that see if students get
the ‘true college experience’ where you grow as a person mentally in all aspects. I have already
been through that as an undergrad and am now looking to get a masters by DL. My whole goal is a
piece of paper and not to expand my horizons.” One older student recognized that while she does
not need some of the developmental services, others might: “Because I am over forty with an
established career, I don’t need many of the extra services, but do think they are necessary for many
students.”
By contrast, younger students made comments that indicate an interest in an experience that
more closely approximates the campus experience. One student said, “It would be a more
satisfying experience if distance learning students had the opportunity to be more involved in
school events, much like the resident students do.”
The importance ratings in this study are consistent with these comments. Most of the
differences are between students who had achieved a high school education and those who had
achieved a Bachelor’s degree or higher. Those who had achieved a high school education rated
basic skills necessary to be a student as more important than those who had earned a Bachelor’s
degree or higher: training on study skills, learning styles, and time management, as well as
assistance with writing and with choosing a major. They also rated some of the more traditional
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developmental opportunities found in a campus-based education as more important: opportunities
to explore values and do community service, counseling, opportunities to learn and practice
leadership skills, and career services. In addition, they rated opportunities to develop friendships
and relationships with peers as more important. Institutions that have large populations of distance
learners who have earned a high school degree prior to starting their distance courses would do well
to consider an emphasis on these kinds of services.
Level of program also affected the importance ratings. Not surprisingly, those who are
pursuing a Bachelor’s degree rated the needs differently than did those pursuing a Master’s degree
or higher. The significant differences for level of program mirror those of level of education.
Students pursuing a Bachelor’s degree rate the needs for basic skills to be successful as a student
and traditional developmental opportunities as more important.
Mode of studying also affected the importance ratings. In most cases, students who take
courses both on campus and at a distance rated the needs as more important. These results also
mirror the results for level of education. Students who study with both methods of course delivery
rated needs to have the skills that will make them successful as a student (study skills, learning
styles, time management, assistance with writing and choosing a major) and traditional
developmental opportunities (experience with diversity, counseling, community service,
opportunities to learn and practice leadership skills, career services) as more important.
Student status also affected the importance ratings. In most cases, full-time students rated
the needs as more important than did part-time students. Again, these mirror the results for level of
education. Full-time students rated the skills that will make them successful as a student and
traditional developmental opportunities as more important than did part-time students.
The results for the importance questions of this study show that the first of distance
learners’ non-academic needs that should be addressed are basic: access to information about
distance learning, the institution, and the program. Systems to assist students in applying for
admission, gaining financial aid if applicable, and registering for courses should also be given
primary importance. If an institution has a large population of students pursuing a bachelor’s
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degree, it is also important to provide services that address the more traditional developmental
needs. Specific implications for professional practice can be found later in this chapter.
There were significant differences found in the analyses of Importance Clusters. The results
for Importance Clusters and a discussion of why it is difficult to interpret them are presented in
Chapter 4.
Discussion of Accessibility Results
Student and faculty member respondents rated services to meet six of the needs as
moderately easy to access. These were all basic services necessary for students to begin
coursework: information about the institution, admissions, registration, a contact person at the
institution in addition to the instructor, a way to purchase books, and information about the
program. These six needs are among those identified as most important. It is known from the
qualitative comments above that access to these services is variable and the information provided
differs in quality. However, both students and faculty members rated these as the most accessible
(and the only ones rated as moderately or easily accessible).
It is interesting that students identified 15 needs (almost half) as not easy to access or no
services available, while faculty did not rate any in this way. Students and faculty members also
differed significantly on their accessibility ratings for 19 of the 34 needs. In each case, faculty
members rated services as more accessible than did students. This may be a credit to faculty
members, who have taken the time to learn about the services available to students. In many distance
education courses, students use faculty members as their sole contact with the institution. When
faculty members are aware of the services available, they are able to refer students to the appropriate
place to provide assistance.
However, if services are available to meet student needs, then more effort needs to be made
to connect the student with the service. This can be a daunting task. Often students do not read all
of the publicity and announcements an institution sends them. As one student said, “I am sure our
university has access to most of the things mentioned in your survey because they send out emailed
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newsletters every other day. I just don’t need to avail myself of these services.” It is important to
know the most popular points of contact and ensure that they are well informed about services.
For example, the respondents in this survey appear to rely first on faculty members, and
then on the office that oversees distance learning and web pages. One student articulated it this way:
“An effective Distance Learning Department at the school makes a world of difference. These are
people that you can always contact and get results. It is also important for the professors to be
aware of special needs of distance learning students.” Of course, these contacts need to be
responsive and provide accurate information. One student experienced just the opposite, “It is often
difficult to get some of my professors and also support staff on the phone. They don’t always get
back to me either.”
Providing asynchronous information can be more convenient for both students and the
institution. Web pages are probably the easiest way to do this. It is important to make the
information easy to find. One student made a recommendation: “I also think web pages should be
reviewed by a team of distance learners to make sure information is easy to access – while there are
ample web sites with my school, sometimes just finding a general phone number takes ages.”
A student’s demographic characteristics made a difference in accessibility ratings for six of
the demographic categories. In these six categories, there were significant differences in at least 10
of the 34 needs. Demographic categories where there were significant differences in less than 10 of
the needs were not considered to truly affect ratings.
Work status was the first category to affect accessibility ratings. In most cases, respondents
employed part-time rated services to be more accessible than did other respondents. Several of these
were services that teach skills necessary to be a successful student: training on study skills and
learning styles, and assistance with writing. Most were services to address more traditional
developmental needs: counseling, academic advising, career services, and opportunities to apply the
skills, values and knowledge learned.
Level of education also affected the accessibility ratings. In most cases, students having
earned a high school or Associate degree prior to starting their distance learning rated services to
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meet the needs as more accessible. Several of these were services that teach skills necessary to be a
successful student: training on study skills, learning styles, and time management, and assistance
with writing. Most were services to address more traditional developmental needs: counseling,
academic advising, career services, diversity, opportunities to do community service, and
opportunities to learn leadership skills. It may be that these students find these services more
accessible because they have looked for them. The needs on which students at different levels of
education differ for importance and accessibility are very similar.
Level of program also affected the accessibility ratings. In this case, the significant
differences come from the low accessibility ratings from respondents who were pursuing a
Master’s degree. Some were services to teach skills necessary to be a successful student: training
about study skills, learning styles, and time management, and assistance with writing. Most were
services to address more traditional developmental needs: opportunities to explore values,
counseling, career services, opportunities to do community service and learn leadership skills, and
opportunities to develop friendships with peers. It may be that these students do not find these
services accessible because they have not looked for them. This list is similar to the list comparing
level of program with importance of needs, which showed that pursuing a BA rated a higher level of
importance for these needs.
Mode of studying also affected the accessibility ratings. In most cases, students who take
courses both on campus and at a distance rated the needs as more accessible. Again, it was a
combination of services to assist students in becoming successful students and to address more
traditional developmental needs. It may be that these students are more familiar with the services
available because of the fact that some of their studying was done on campus. These students would
likely have contact with more professionals who could direct them to services and would casually
come across others.
Student status also affected the accessibility ratings. In most cases, full-time students rated
the services as more accessible than did part-time students. These needs are a similar combination
of skills for student success and traditional developmental needs as above. Part-time students rated
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basic services to get a student started in a course or program as more accessible: information about
services and the program, registration, a way to purchase books, and a contact person at the
institution.
Distance from campus also affected the accessibility ratings. Respondents who live 56 or
more miles from campus rated most services as less accessible than did those who live closer. In
particular, they rated services to address more traditional developmental needs as less accessible:
counseling, career services, opportunities to do community service, and opportunities to develop
friendships and relationships with peers. Respondents who live 11-26 miles from campus rated a
way to purchase books as less accessible, and those who live 26-40 miles rated training on study
skills as less accessible. Of interest is that those who live great distances from campus did not rate
more services as less accessible. It may be that, with the exception of students who have easy access
to campus, distance does not affect access to services to meet needs. If a service is accessible to
students who live 56 or more miles from campus, it will be accessible to those who live closer as
well.
The results for accessibility questions primarily show that it is important to be sure that all
popular points of contact that connect the student with the institution are well informed about the
services available to distance learners. Easy access to services that meet the most important needs is
crucial. It may also be important to target information about particular needs to student populations
that indicate a high level of importance for those needs. In addition, even though the data in this
study do no bear this out, easy access to services like counseling and to meet special needs is
important. Even though the majority of students may not avail themselves of these services, having
these services available for individual students who need them may be crucial to their success.
Another consideration is that the Americans with Disabilities Act may require that institutions
address the special needs of students with disabilities.
Discussion of Timing Results
Most participants indicated that the needs present themselves throughout a student’s
academic career (whole time). However, there are a few needs that present themselves at specific
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times. For example, help assessing if distance learning is right for the student, information about
how to be a successful distance learner, admissions, financial aid, and assistance choosing a major
present themselves before enrollment. Assistance finding a job/internship presents itself at the end
of a student’s academic career. There were no significant differences between student and faculty
timing ratings in a critical number of needs. Therefore, being a faculty member or student did not
affect the timing ratings. In addition, no student demographic groups affected the timing ratings.
Because most of the needs are present throughout a student’s academic career, information
about services to meet these needs should be readily accessible to students at all times. For those
needs that present themselves before enrollment, educators should consider targeting applicants
with information before matriculation.
Discussion of Importance by Accessibility Results
When the importance and accessibility ratings for all respondents were compared, there was
a significant difference for almost all of the needs. It is possible that this is an artifact of the
question format. However, the importance rating was almost always significantly higher than the
accessibility rating. The one exception was registration. This may be evidence that the institutions
participating in this study either do not provide adequate services to meet the non-academic needs of
distance learners or that the students do not know about the services that exist.
Recommendations for Practice
The results of this study can be summarized in a set of recommendations that campuses
engaged in distance learning might wish to consider. First, educators should make every effort to
educate students about the realities of distance learning before enrollment. They should particularly
stress the importance of self-discipline and the comparative lack of interaction with instructors and
peers. There are existing resources to assist in this process. (One example is: The distance learner’s
guide, Connick, G.P. (Ed.). (1999). Upper Saddle River, NJ: Prentice-Hall.) Educators should
include students who take a combination of campus-based and distance courses as they may be
particularly surprised by the differences between campus-based and distance learning.
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Second, distance educators should ensure that the battery of services for distance learners
includes the basics. Information about distance learning, the institution, and each program that
offers courses at a distance is important. This includes program requirements, a description of
courses, and information about how the system works. It is also important to provide convenient
and reliable ways to help students choose what classes to take, register, and purchase educational
materials. Some students may also need financial aid, including online applications, if possible.
Third, institutions should assure that multiple points of contact with the institution are
available and easily accessible for distance learners. Staff and faculty members should be trained to
understand the technical problems students may experience, know what services are available and
how to access them, provide accurate information, and provide prompt, friendly service. The
asynchronous resources (i.e., web pages) should be easy to access and provide accurate
information.
Fourth, it is important to provide assistance with technology. Faculty members must be
trained about how to troubleshoot technological problems with students. Online tutorials for the
technology used in courses should be readily accessible. Be aware that teaching courses via
videotape brings unique challenges like the time lag due to mailing and poor copy quality. Train
video camera operators for satellite classes how to most effectively capture the class for students
off-site.
Fifth, educators should know who is enrolled in distance learning and what student
population will be targeted in the future, and then develop services accordingly. If the student
population consists primarily of Master’s level and above, providing services to address traditional
developmental needs and skills that teach how to be a successful student may be less important,
with the possible exceptions of assistance with special needs, counseling, and assistance finding a
job/internship. Institutions that target Bachelor’s level or both Bachelor’s level and graduate
students should consider developing services that teach how to be successful students and that
address more traditional developmental needs.
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Sixth, it is important to advertise services creatively. Educators should ensure that all human
points of contact are aware of the services available and how to access them. A centralized web page
that students and faculty members become used to accessing for information about distance
learning and publicize the services should be developed. One way to advertise this is to contact
students directly via email about the services and/or the web page. Another idea is to target
particular students at times when the service might be needed (i.e., students who are close to
graduating about assistance finding a job). Institutions should ensure that faculty members who
teach baccalaureate level courses are well informed about the services to teach student success skills
and address traditional developmental needs.
Seventh, faculty members should be encouraged to develop technological expertise using a
variety of methods of course delivery, include interaction with peers and with themselves in their
courses, and incorporate leadership development and opportunities to apply what students are
learning in a practical setting into their coursework.
Finally, even though the data in this study do not bear this out, services designed for
distance learners should include counseling and assistance with special needs like disabilities in the
battery of services. While many students may not avail themselves of these services, providing them
for the few who do may mean the difference between their success and failure in the program. The
Americans with Disabilities Act may require that institutions address the special needs of students
with disabilities. The counseling services may focus on teaching students how to find a counselor in
their geographic area if the institution does not wish to provide personal counseling services at a
distance.
Recommendations for Future Research
This study has provided a foundation on which to build future research about the non-
academic needs of distance learners. The qualitative comments offered by students and faculty
members suggest several avenues for research that focus on academic needs of distance learners.
The method of this study has several drawbacks that should be considered when designing future
studies. Each of these areas will be addressed below.
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Recommendations for Research on the Academic Needs of Distance Learners
Many respondents commented on the lack of adequate course offerings available to distance
learners. This appears to hinder students making academic progress and increases frustration levels.
Investigation of the number and variety of courses available at a distance, as well as the impact on
students’ persistence and success, will benefit institutions.
Technology plays an important role in all educational pursuits. It is absolutely central to
education at a distance. Many respondents commented on technical difficulties that hindered their
ability to access course content and complete the assignments necessary for their courses. Some
examples include satellite pictures not always being clear, video camera operators who do not keep
up with the action and conversation of the classroom, videotapes that arrive late or are damaged, and
web pages/programs that do not function properly. Another often-mentioned concern was the level
of skill some faculty members exhibit using technology. This area is rich for exploration. For
example, how to train faculty members to use the technology necessary to distance learning, how to
teach students to use the technology and provide ongoing support, and how to use technology in a
variety of course designs are all areas for future research.
Communication between the different parts of an institution involved with distance learning
is not always effective. Many respondents commented that the left hand does not always know what
the right hand is doing. This can results in finger pointing about problems, rather than collaboration
to solve those problems. Exploring elements that facilitate communication as well as reviewing
current models might help institutions to design their programs.
Recommendations for Research on the Non-Academic Needs of Distance Learners
This study provides a foundation to begin to understand the non-academic needs of distance
learners. There is, however, much still to be discovered. The following topics might be considered
for future research.
A case study of several distance learners over time might be conducted to discover what
their most important non-academic needs are and how those needs are met. This would provide rich
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data of several distance learners throughout their academic experience. It would also allow more in
depth study of the factors that help or hinder a distance learner in their success.
A study of students who begin distance learning and do not complete the course or the
program would contribute significantly to the literature. This might reveal factors either not
experienced by or overcome by continuing students that make it difficult for distance learners to
succeed.
A researcher may want to repeat a study similar to this one in a few years incorporating the
knowledge gained about the non-academic needs of distance learners by other research and
experience. While this study did not suggest that distance learners have many unique needs when
compared to campus-based students, time may teach us differently.
The ways in which it is most effective to design services to encourage accessibility for
distance learners should be explored. One of the unique challenges of distance learning is how to
connect students with the services available. Exploration of these methods would prove instructive
for institutions engaged in distance learning.
Researching possible ways to design specific services that are difficult to deliver at a
distance, such as counseling, academic advising, teaching leadership skills, and experiencing
diversity, would benefit institutions engaged in distance learning. It is not easy to deliver such
services when the learner and the institution are separated. However, this study indicates that
meeting these needs is important. Providing research-based guidance in this area would benefit
institutions.
Exploring how services to meet special needs such as disabilities can be delivered at a
distance is also an important area for research. The Americans with Disabilities Act requires that we
provide accommodations for students with disabilities. Providing research-based guidance in this
area would benefit institutions.
Exploring the most effective ways to provide technical assistance for distance learners is
another important area for research. This study indicates that being able to work with technology is
crucial for students at a distance. Research-based guidance in this area would benefit institutions.
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Methods of training faculty and staff to provide a high touch environment for distance
learners that provides timely, accurate information can be explored. The results of this study show
that another key element in the success of distance learners is access to accurate, timely information
delivered in a way that makes students feel connected with the institution. While some faculty and
staff members may operate this way naturally, many will need training. Research-based guidance in
this area would benefit institutions.
Methods of training faculty and staff to effectively use technology and to assist students in
their use of technology are another important area for research. Faculty members may need
instruction about using the technology available to them. It may be discipline-specific, or general
courseware that can be used by most distance learning courses regardless of discipline. This would
help faculty members in designing courses to encourage interaction and teach in ways that are
geared toward varying learning styles. Faculty members may also need to learn how to troubleshoot
students’ technological challenges. Research-based information about effective ways to train faculty
would benefit institutions.
Recommendations to Consider when Designing a Similar Study
Clearly, the method of this study presented its own unique challenges. Below are the most
cumbersome elements.
Using an intermediary to distribute the email invitations presented challenges. While it is
understandable that institutions may not wish to provide the email addresses of students and faculty
members for privacy reasons, this presented a problem in the present study. It is difficult to be sure
exactly how many possible participants were invited to participate. There is no way to know exactly
how the research was presented to possible respondents. In addition, it appears that a large number
of respondents participated from the one school that provided the researcher the email addresses so
that she could contact them directly. This is based on qualitative comments in which the institution
was identified and the email addresses provided for the drawing. There is no way to know exactly
what percentage from this institution responded compared to other institutions. However, it seems
that a higher percentage from this school participated.
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Using a web-based survey with an email invitation may have not encouraged participation.
While using a web-based survey is convenient and efficient for both the respondent and the
researcher, it is very easy to delay responding to an email invitation and never return to the task.
There are many potential technical problems when using a web-based survey. In the present
research, it is likely that the server crash that occurred just as the first email invitations were sent
affected the response rate. Again, it is very easy to attempt a link to the survey, and, finding it not
working, never return to the survey again.
Implications for Policy
The results of this study have some implications for distance education policy. First, the
non-academic needs of distance learners do affect their success as students. Therefore, institutions
should consider making it a matter of policy that the non-academic needs of distance learners are
addressed in a systematic way.
Given that the non-academic needs of distance learners affect their success, the challenge for
institutions will be creating policy and practices to deliver traditionally campus-based services
effectively for students at a distance. The needs of distance learners appear to be similar to those of
campus-based students. Campuses should concentrate on how to deliver services such as personal
academic and career advising effectively for distance learners.
There were differences between students pursuing Bachelor’s degrees and those pursuing
graduate degrees. Institutions should make it a matter of policy to collect and report data about who
their distance learners are, and determine what population(s) of distance learners the institution
intends to target in the future. Armed with these data, institutions will be able to more effectively
design their services to meet the needs of their student populations.
Conclusion
The results of this study make an important contribution to the literature of both distance
learning and student affairs. It is clear from this study that the non-academic needs of distance
learners do affect their success as students. Just as for campus-based students, the most basic needs
should be addressed first. These include providing distance learners with important information
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about distance learning, the institution, and the program. Also included should be access to the
systems that allow students to have access to class, such as admissions, registration, a way to
purchase educational materials, and academic advising. Providing technology support and a contact
at the institution are also basic needs that should be considered of primary importance.
Depending on the student population, the results of this study show that it may also be
important to provide services that teach distance learners how to be successful as students. These
include study skills, time management, and information about learning styles. Addressing more
traditional developmental needs may also be important. Some examples are experiencing diversity,
training on leadership development, exploring values, and developing skills to find jobs and
internships.
Even though many students may not take advantage of services to meet special needs or
counseling, all institutions engaged in distance learning should consider providing these services.
Meeting these needs for the distance learners who need them may very well make the difference
between success and failure.
Some of distance learners’ non-academic needs may be met through the content and design
of academic courses. For example, students can connect with one another and provide support
through class projects and communication about course content. Faculty members can facilitate
opportunities to apply what students are learning through class projects and requiring students to
do community service. Institutions should consider teaching faculty members how to design course
content to include such elements.
There is an added benefit to designing services to address distance learners’ non-academic
needs. Campus-based students will be able to use them as well. While this is not a finding of this
study, and should have no bearing on whether or not non-academic services for distance learners
are developed, it is an added benefit of which administrators might want to be aware. As students
become more technologically astute, they will expect to have immediate and easy access to much of
what they need. They will expect to be able to access services from wherever they are rather than
from a centralized campus location. Institutions that devote the time and resources to designing
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effective services for non-academic learners will doubly benefit. In addition, more and more
distance learners are likely to take advantage of both modes of studying.
Institutions do not have the luxury of time where distance learning is concerned. Distance
learning courses and programs have been launched without taking the time to understand the
challenges and implications of teaching and learning at a distance. This study helps to provide
research-based information about the non-academic needs of distance learners on which educators
engaged in distance learning can draw as they do their work.
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Thursday, April 19, 2001 Student Survey about Distance Learners' Needs Page: 1
A Survey to Explore Distance Learners' Needs from the Student Perspective
This survey is being conducted to provide information that institutions of higher education can use as a basis for decisions when they are designingsystems of services to meet distance learners' non-academic needs. The results of the survey will be shared in a useable format with interestedinstitutions. By providing information about your non-academic needs as a distance learner, your participation has the potential to affect thedevelopment of these services and benefit future distance learners.
If you have any questions about the survey, please contact Laura Bayless.
Thank you in advance!
This survey asks you to think about your non-academic needs as a distance learner. Examples of needs you experience might be help with registration, having acontact at your institution in addition to your instructor to help answer questions, or help finding a job or internship. Please think about these needs in terms of threethings: importance, accessibility of services at your institution to meet the need, and when the need is most pressing for you in your academic career.
This survey does not ask you to indicate whether or not the need is an issue for other students. When answering these questions, think only about YOUR experience asa distance learner.
When answering the importance questions, think about how important addressing this need is to your success as a distance learner.
When answering the accessibility questions, think about whether or not your current institution has services to address the need, and how accessible these servicesare to you as a distance learner.
When answering the timing questions, think about when this need affects your success as a distance learner the most during your academic career.
Specifically, please think about how the following needs of a distance learner apply to you in three ways:
1) How important is this need to you as a distance learner? In other words, what effect does this need have on your success as a student? Think of success as makingacademic progress.
2) How accessible are services at your institution to meet the need?
3) When in your academic career is this need most prevalent? For instance, do you need help in this area only when you are begininng your coursework? Does theneed present itself throughout your entire experience as a distance learner?
For each need listed, please choose the appropriate response option.
Response options for questions 1 - 34. There is a link by each of the questions from 1 - 34 that will bring you back to these response options should you wish to review the more detailed explanation.
Importance
1 2 3 4
Not Important Low Importance Moderate Importance High Importance
Has no effect on my success as adistance learner
Has little effect on my success as adistance learner
Has some effect on my success as adistance learner
Has a great effect on my success as adistance learner
Accessibility:
1 2 3 4
No services that I know of Not easy to access Moderately easy to access Easy to access
No services are available to meet thisneed that I know of
Services are available, but noteasy to access
Services are available and aremoderately easy to access
Services are available and arevery easy to access
Timing:
1 2 3 4 5 6
Not needed Before enrollment Beginning Middle End Whole time
2.General information about how to be a successful distance learner. Return to response options key.
Importance
1Not important
2Low importance
3Moderate importance
4High importance
Accessibility
1No services that I know of
2Not easy to access
3Moderately easy to access
4Easy to access
Timing
1Not needed
2Need Before enrollment
3Beginning
4Middle
5End
6Whole time
3. General information about my current institution (i.e. cost, what is available on the web-site, services available, quality assurance, etc.). Returnto response options key.
Importance
1Not important
2Low importance
3Moderate importance
4High importance
Accessibility
1No services that I know of
2Not easy to access
3Moderately easy to access
4Easy to access
Timing
1Not needed
2Need Before enrollment
3Beginning
4Middle
5End
6Whole time
4. Information about the non-academic and academic services available to me as a distance learner. Return to response options key.
Importance
1Not important
2Low importance
3Moderate importance
4High importance
Accessibility
1No services that I know of
2Not easy to access
3Moderately easy to access
4Easy to access
Timing
1Not needed
2Need Before enrollment
3Beginning
4Middle
5End
6Whole time
5. Information about the program I am pursuing (i.e. transferability of courses, technological requirements, academic requirements, policies, etc.).Return to response options key.
Importance
1Not important
2Low importance
3Moderate importance
4High importance
Accessibility
1No services that I know of
2Not easy to access
3Moderately easy to access
4Easy to access
Timing
1Not needed
2Need Before enrollment
3Beginning
4Middle
5End
6Whole time
6. Assistance applying for admission. Return to response options key.
Thursday, April 19, 2001 Student Survey about Distance Learners' Needs Page: 3
32. Opportunities to learn how to be an effective team member. Return to response options key.
Importance
1Not important
2Low importance
3Moderate importance
4High importance
Accessibility
1No services that I know of
2Not easy to access
3Moderately easy to access
4Easy to access
Timing
1Not needed
2Need Before enrollment
3Beginning
4Middle
5End
6Whole time
33. Opportunities to develop friendships and relationships with peers.Return to response options key.
Importance
1Not important
2Low importance
3Moderate importance
4High importance
Accessibility
1No services that I know of
2Not easy to access
3Moderately easy to access
4Easy to access
Timing
1Not needed
2Need Before enrollment
3Beginning
4Middle
5End
6Whole time
34. Opportunities to use the values, skills, and knowledge that I have learned. Return to response options key.
Importance
1Not important
2Low importance
3Moderate importance
4High importance
Accessibility
1No services that I know of
2Not easy to access
3Moderately easy to access
4Easy to access
Timing
1Not needed
2Need Before enrollment
3Beginning
4Middle
5End
6Whole time
35. Please add any comments you think are appropriate. For example, what factors have you found especially helpful or hindering in your distance learning? Arethere needs that you experience that have not been addressed by this survey?
Demographics:
The next set of questions asks basic information about you. This information will be kept in strict confidence. No one who is not associated with the survey will seeyour answers. Information will only be shared with the public in composite form. No individual responses will be shared.
1. What was your age on your last birthday?Under 2121 - 2930 - 3940 - 4950 - 5960 or older
2. Are you:FemaleMale
Thursday, April 19, 2001 Student Survey about Distance Learners' Needs Page: 9
3. What is your marital status and who lives with you?Single and no children at homeSingle and children at homeMarried / With a live-in partner and no children at homeMarried / With a live-in partner and children at home
4. Are you employed outside the home?YesNo
5. Which best describes your employment situation?Part-timeFull-timeNot employed outside the home
6. What was your highest level of education before you entered your current program?GEDCompleted high school degreeCompleted an associate/technical degreeCompleted a baccalaureate degreeCompleted some graduate schoolCompleted a graduate degreeOther (please specify)
If other, please specify:
7. What level is the program that you are currently pursuing at a distance?Bachelors DegreeMasters DegreeDoctorateCertificateCredits for continuing education
8. How much experience have you had with distance learning?This is my first course at a distance.I have taken 1-3 courses at a distance prior to this course.I have taken 4 or more courses at a distance prior to this course.I have earned a degree at a distance prior to this course.
9. Which statement best describes your mode of studying?I take university courses exclusively by distance learning.I take courses both on campus and at a distance.
10. Are you normally a:Part-time student (less than 9 credit hours per semester)Full-time student (9 or more credit hours per semester)
11. What is your primary reason for taking university courses? Please select the one that most accurately describes your situation.To earn a degreeTo gain employmentAdvancement in careerTo change jobsFor the love of learning/intellectual challengePersonal fulfillmentTo meet peopleOther (please specify)
If other, please specify reason:
12. What is your primary reason for taking courses by distance education? Please select the one that most accurately describes your situation.I live too far away from a university campus to commute for classes.No local institution offers the course of study in which I am interested.I prefer the convenience and flexibility of scheduling that distance education provides.I am physically prevented from traveling (i.e. disability, incarceration, etc.).I prefer distance education as a mode of learning.Other (please specify)
If other, please specify reason:
13. How far do you live from the university campus?0-10 miles11-25 miles26-40 miles41-55 miles56 or more miles
14. Please indicate the institution through which you are taking this distance course.Auburn UniversityBluefield State CollegeChristopher Newport UniversityFlorida Gulf Coast UniversityGeorgia TechOklahoma State UniversityTexas Woman's UniversityTroy State UniversityUnited States Sports AcademyUniversity of DelawareUniversity of Houston
Thursday, April 19, 2001 Student Survey about Distance Learners' Needs Page: 10
Thank you for sharing your insights and experience. Your contribution will assist universities in providing effective services for distance learners in the future.
If you have additional experiences associated with long distance learning that you would like to be included in the study, include your name, email address, andphone number and I will contact you.
Laura A. Bayless506 Francis Lane NE, #6Blacksburg, VA 24060(540)[email protected]
Submit SurveySubmit SurveySubmit Survey
Thursday, April 19, 2001 Faculty Survey about Distance Learners' Needs Page: 1
A Survey to Explore Distance Learners' Needs from Faculty Observations
This survey is being conducted to provide information that institutions of higher education can use as a basis for decisions when they are designingsystems of services to meet distance learners' non-academic needs. The results of the survey will be shared in a useable format with interestedinstitutions. By sharing your perceptions about distance learners' non-academic needs, your participation has the potential to affect thedevelopment of these services and benefit future distance learners.
If you have any questions about the survey, please contact Laura Bayless.
Thank you in advance!
This survey asks you to think about non-academic needs you have observed in your distance learning students. Examples of needs your students may experienceinclude help with registration, having a contact at your institution in addition to their instructor to help answer questions, or help finding a job or internship. Pleasethink about these needs in terms of three things: the importance of the need, accessibility of services at your institution to meet the need, and when the need is mostpressing for your students in their academic careers.
Importance responses refer to how important addressing this need is to your students' success as distance learners.
Accessibility responses refer to whether or not your current institution has services to address the need, and how accessible these services are to your students asdistance learners.
Timing responses refer to when this need affects your students' success as distance learners the most during their academic careers.
Specifically, please think about how the following needs of a distance learner apply to your students in three ways:
1) How important a need do you think this is to the distance learners you have taught? In other words, what effect does this need have on your students' success?Think of success as making academic progress.
2) How accessible are services at your institution to meet the need?
3) When in your students' academic careers is this need most prevalent? For instance, do they need help in this area only at the begininng their coursework? Is theneed on-going throughout their entire experience as a distance learner?
Please indicate your observation about your students' needs using the appropriate response options.
Response options for questions 1 - 34. There is a link by each of the questions from 1 - 34 that will bring you back to these response options should you wish to review the more detailed explanation.
Importance
1 2 3 4
Not Important Low Importance Moderate Importance High Importance
Has no effect on my students'success as distance learners
Has little effect on my students'success as distance learners
Has some effect on my students'success as distance learners
Has a great effect on my students'success as distance learners
Accessibility:
1 2 3 4
No services that I know of Not easy to access Moderately easy to access Easy to access
No services are available to meet thisneed that I know of
Services are available, but noteasy to access
Services are available and aremoderately easy to access
Services are available and arevery easy to access
Timing:
1 2 3 4 5 6
Not needed Before enrollment Beginning Middle End Whole time
2.General information about how to be a successful distance learner. Return to response options key.
Importance
1Not important
2Low importance
3Moderate importance
4High importance
Accessibility
1No services that I know of
2Not easy to access
3Moderately easy to access
4Easy to access
Timing
1Not needed
2Need Before enrollment
3Beginning
4Middle
5End
6Whole time
3. General information about the institution from which my students are taking distance education courses (i.e. cost, what is available on theweb-site, services available, quality assurance, etc.). Return to response options key.
Importance
1Not important
2Low importance
3Moderate importance
4High importance
Accessibility
1No services that I know of
2Not easy to access
3Moderately easy to access
4Easy to access
Timing
1Not needed
2Need Before enrollment
3Beginning
4Middle
5End
6Whole time
4. Information about the non-academic and academic services available to my distance learning students. Return to response options key.
Importance
1Not important
2Low importance
3Moderate importance
4High importance
Accessibility
1No services that I know of
2Not easy to access
3Moderately easy to access
4Easy to access
Timing
1Not needed
2Need Before enrollment
3Beginning
4Middle
5End
6Whole time
5. Information about the program my students are pursuing (i.e. transferability of courses, technological requirements, academic requirements,policies, etc.). Return to response options key.
Importance
1Not important
2Low importance
3Moderate importance
4High importance
Accessibility
1No services that I know of
2Not easy to access
3Moderately easy to access
4Easy to access
Timing
1Not needed
2Need Before enrollment
3Beginning
4Middle
5End
6Whole time
6. Assistance applying for admission. Return to response options key.
Importance
1Not important
2Low importance
3Moderate importance
4High importance
Accessibility
1No services that I know of
2Not easy to access
3Moderately easy to access
4Easy to access
Timing
1Not needed
2Need Before enrollment
3Beginning
4Middle
5End
6Whole time
7. Assistance applying for scholarships, grants, loans, and other means of paying for my students' education. Return to response options key.
Thursday, April 19, 2001 Faculty Survey about Distance Learners' Needs Page: 3
33. Opportunities to develop friendships and relationships with peers.Return to response options key.
Importance
1Not important
2Low importance
3Moderate importance
4High importance
Accessibility
1No services that I know of
2Not easy to access
3Moderately easy to access
4Easy to access
Timing
1Not needed
2Need Before enrollment
3Beginning
4Middle
5End
6Whole time
34. Opportunities to use the values, skills, and knowledge that students have learned. Return to response options key.
Importance
1Not important
2Low importance
3Moderate importance
4High importance
Accessibility
1No services that I know of
2Not easy to access
3Moderately easy to access
4Easy to access
Timing
1Not needed
2Need Before enrollment
3Beginning
4Middle
5End
6Whole time
35. Please add any comments you think are appropriate. For example, what factors have you noticed are especially helpful or hindering in your students' distancelearning? Are there needs that your students experience that have not been addressed by this survey?
Demographics:
The next set of questions asks basic information about you. This information will be kept in strict confidence. No one not associated with the survey will see youranswers. This information will only be used to describe my sample.
1. Are you:FemaleMale
2. What is your field of expertise?Please specify:
3. What is your primary mode of teaching?I primarily teach campus-based courses.I primarily teach distance courses.I teach both campus-based and distance courses regularly.
4. How much experience have you had with teaching distance courses?This is my first course teaching at a distance.I have taught 1-3 courses at a distance prior to this course.I have taught 4 or more courses at a distance prior to this course.
5. Please indicate the institution through which you are teaching this distance course.Auburn UniversityBluefield State CollegeChristopher Newport UniversityFlorida Gulf Coast UniversityGeorgia TechOklahoma State UniversityTexas Woman's UniversityTroy State UniversityUnited States Sports AcademyUniversity of DelawareUniversity of HoustonUniversity of Memphis
Thursday, April 19, 2001 Faculty Survey about Distance Learners' Needs Page: 9
Thank you for sharing your insights and experience. Your contribution will assist universities in providing effective services for distance learners in the future.
Laura A. Bayless506 Francis Lane NE, #6Blacksburg, VA 24060(540)[email protected]
Submit SurveySubmit SurveySubmit Survey
381
Appendix ELetter to Encourage Student Participation (delivered via email)
I write to enlist your participation in an important study. I am asking for 30 minutes of your time torespond to a survey delivered via the World Wide Web about distance learners’ non-academicneeds. A paper copy is available if you would prefer it. To request a paper copy, please contact meat the address below.
Each person who completes the survey and provides his or her email address will be registered towin one of four $50 gift certificates to Amazon.com.
Your responses will be used to inform colleges and universities about what distance learningstudents’ non-academic needs are so that these institutions may design more effective studentsupport services.
To participate in the survey electronically, please point your Web browser to:
The first screen explains the purpose of the study and details the very limited risks and benefits.Clicking on the "I agree" statement means that you have read, understand, and agree with theinformation posted on that screen. It will link you directly to the survey.
Thank you in advance for your participation. Please do not hesitate to contact me if you have anyquestions or comments. My contact information can be found below.
Thanks again!
Laura Bayless
Laura A. BaylessDoctoral Student, Virginia Tech506 Francis Lane NE #6Blacksburg, VA [email protected]/552-2531
382
Appendix FLetter to Encourage Faculty Participation (delivered via email)
I write to enlist your participation in an important study. I am asking for 30 minutes of your time torespond to a survey delivered via the World Wide Web about your observations of distancelearners’ non-academic needs. A paper copy is available if you would prefer it. To request a papercopy, please contact me at the address below.
Each person who completes the survey and provides his or her email address will be registered towin one of four $50 gift certificates to Amazon.com.
Your responses will be used to inform colleges and universities about what distance learningstudents’ non-academic needs are so that these institutions may design more effective studentsupport services.
To participate in the survey electronically, please point your Web browser to:
The first screen explains the purpose of the study and details the very limited risks and benefits.Clicking on the "I agree" statement means that you have read, understand, and agree with theinformation posted on that screen. It will link you directly to the survey.
Thank you in advance for your participation. Please do not hesitate to contact me if you have anyquestions or comments. My contact information can be found below.
Thanks again!
Laura Bayless
Laura A. BaylessDoctoral Student, Virginia Tech506 Francis Lane NE #6Blacksburg, VA [email protected]/552-2531
A Survey to Explore Distance Learners' Needs from the Student Perspective
This survey is being conducted to provide information on which institutions of higher education canbase their decisions when they are designing systems of services to meet distance learners' non-academic needs. The results of the survey will be shared in a useable format with interestedinstitutions. All results will be shared in group form with no identifying information from individualrespondents.
Students and faculty members at twelve institutions in the southern region have been invited toparticipate. Each of you will respond to a survey that asks you about the non-academic needs youhave as distance learners. If you prefer, you may fill out a paper copy of the survey. If you wouldlike to do this, please email Laura Bayless to request a copy. The survey should take about 30minutes to complete.
Your participation has the potential to assist institutions in making decisions that will better meet theneeds of future distance learners. If you are interested in receiving a summary of the results, pleasecontact Laura Bayless at the address below. This study makes no promise of direct benefits orcompensation to participants to encourage involvement.
All data will be analyzed in group form without identifying characteristics. At no time will theresearcher release individual responses to the study to anyone other than the individuals working onthe project without your written consent. All data associated with the survey will be destroyed twoyears after completion of the study.
If you have questions or concerns at any time about this survey, please contact Laura Bayless at theaddress below.
This research project has been approved by the Institutional Review Board for Research InvolvingHuman Subjects at Virginia Polytechnic Institute and State University (Virginia Tech), by theDepartment of Educational Leadership and Policy Studies, and by the Institutional Review Board ofthe University of Delaware. Other participating institutions have agreed to honor Virginia Tech'sapproval process.
By clicking on the "I agree" button below, you voluntarily agree to participate in the study andacknowledge that you have read and understand the above information. If you have questions aboutthis information before completing the survey, please contact Laura Bayless at the address below.
I agree.
Laura A. Bayless506 Francis Lane NE, #6Blacksburg, VA 24060(540)[email protected]
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Appendix HReminder Letter to Encourage Student Participation (delivered via email)
Hello again!
Just a quick reminder that you still have the opportunity to take the survey about your non-academicneeds as a distance learner AND register to win one of four $50 gift certificates to Amazon.com!
I apologize for the difficulties with the server last weekend. To my knowledge, the serveradministrator has all the kinks worked out. If for some reason the server does not respond whenyou want to take the survey, please try again later. It is a new server, and is temperamental.
The URL of the introductory page is:http://fbox.vt.edu:10021/L/lbayless/stu-dlsurvey.html
If your "click" feature doesn't work, please copy and paste the following address into your browserfollowing the "http://":
fbox.vt.edu:10021/L/lbayless/stu-dlsurvey.html
Thanks so much! I look forward to hearing from you.
Laura
Laura A. BaylessDoctoral Student, Virginia Tech506 Francis Lane NE #6Blacksburg, VA [email protected]/552-2531
Laura A. Bayless506 Francis Lane NE #6 [email protected], VA 24060 (540) 552-2531
EducationDoctor of Philosophy, Higher Education AdministrationVirginia Polytechnic Institute and State University, Blacksburg, VA May 2001Dissertation Topic: Non-academic Needs of Distance Learners; completed all degree requirementsMaster of Science, College Student Personnel ServicesMiami University, Oxford, OH 1991Bachelor of Arts, Speech Communications/Mass MediaDenison University, Granville, OH 1989
Honors McComas-Chambless Scholarship, 2000 RecipientPhi Kappa Phi, inducted Spring 1999Omicron Delta Kappa, inducted Fall 2000
ExperienceGraduate Assistant, Higher Education and Student Affairs Program, Virginia TechBlacksburg, VA, Academic years, 1998-presentCo-facilitate university’s mid-level manager leadership development institute. Facilitate program five-yearreview process. Edit and publish program newsletter. Facilitate the program’s student recruitment process.Assist faculty with commitments to professional organizations. Serve on the Student AffairsComprehensive Program Review Committee. Design the College of Human Resources and EducationDiversity Resources brochure. Represent the Graduate Student Assembly on the Commission for StudentAffairs and Commission for Administrative and Professional Faculty.
Research Assistant, Academic Assessment Office, Virginia TechBlacksburg, VA, Summers, 1999 and 2000Evaluated the courses in an area of the Core Curriculum to determine if they meet Core goals. Designed the2000-2001 Core Curriculum brochure. Analyzed the results of the advising survey for the College ofArchitecture. Entered data for the 2000 Senior Survey.
Graduate Assistant, Dean of Students Office, Virginia TechBlacksburg, VA, August 1997 – May 1998Advised student judicial committee. Adjudicated violations of university policy, including violations of theacceptable computer and internet use policy. Served on the Student Affairs Assessment and ResearchCommittee. Assisted the Dean of Students in research projects for the Division of Student Affairs. Servedon the Internal Review Committee for Residential and Dining Programs.
Intern, Office of the Vice President for Business Affairs, Radford UniversityRadford, VA August -December, 1997Assisted the Vice President in the development of the proposed Roanoke Higher Education Center.Assessed the current and projected impact of Radford’s institutional commitment of scholarships involvingresidence hall room waivers. Gained a broader understanding of the Division of Business Affairs at a mid-sized, public institution.
Assistant Director/Area Coordinator, Radford UniversityRadford, VA, June 1994-June 1997Responsible for administration, judicial process, staff development and crisis intervention of a co-edresidential area with three specialty halls. Trained, supervised, and evaluated 4 graduate assistant ResidentDirectors.
Laura A. Bayless, Page 2
Collaborated with student affairs professionals and faculty on the Freshman Connections program, aspecially-designed academic program based in the residence hall. Facilitated the design andimplementation of the Living and Learning Center for Cultural Diversity, a residence hall promotingunderstanding and appreciation of differences. Created and implemented a residence hall with a Visual andPerforming Arts emphasis.
Chair departmental committees and tasks. Highlights include Diversity, RA Selection, Staff Appreciationand Recognition, Training and Development, the credit-bearing RA Class, and administration andfacilitation of RU Aware (RU's alcohol prevention and intervention model).
Served division-wide needs. Highlights include the Substance Abuse Advisory Council, SelectionCommittees for the Assistant Director of the Center for Counseling and Student Development and theAssistant Director of Student Activities and Leadership, mentoring ten incoming students through theFreshman Advocate program, working directly with two academically challenged students with "Studentson the Road to Success" (SORTS), teaching University 100 as well as a seminar designed to challenge andsupport SORTS students.
Residence Hall Director, University of Wisconsin-River FallsRiver Falls, WI, June 1991-June 1994.Administered a co-ed, 270 student residence hall, including training, supervision and evaluation of theResident Assistant and desk staff. Provided short term and crisis counseling, primary disciplinary contact,and advised student groups.
Served on university-wide and departmental committees, including the annual Spring Student LeadershipRetreat, advising Inter-Residence Hall Council, and serving on the Joint Foods Committee during contractnegotiations.
Assistant in the Dean of Students Office (Collateral Experience), University of Wisconsin-River Falls,1991-1993.Chaired NAMES Quilt Host Committee, comprised of university and community members, in organizing asuccessful display of the NAMES Project AIDS Memorial Quilt attended by over 3,000 people. Raisedover $3,000 from local businesses to contribute to the event (December, 1992).
Organized campus-wide AIDS Awareness Week. Orchestrated the involvement of Panhellenic and Inter-Fraternity Councils, Hagestad Union Board, the Department of Residence Life, the Dean of StudentsOffice and the university student media (Spring, 1992).
Graduate Assistant, Miami University, Oxford, OH, 1989-1991.Residence Hall Director for a 200 student, all-female residence hall (1989-91).Practica at the Marcum Conference Center (staff development and training) and in the Office of StudentLeadership Development (peer education).
Assistant for Student Life Programs (ACUHO-I Internship),Rochester Institute of Technology, Rochester, NY, Summer 1990.Assisted the Vice President for Student Affairs in the design and development of the Student LeaderAlumni Association. Designed an on-going, comprehensive nine-month orientation/programming series forinternational students.
Laura A. Bayless, Page 3
Related "Group Interventions in College Student Personnel" (EDL 663), MiamiExperience University, Fall 1990. Co-facilitated Master's level course.
Facilitated Leadership Development and RA Training Classes at Radford University,UW-River Falls and Miami University.
Certifications Instructor, On Campus... Talking about Alcohol Evaluator, Measure of Epistemological Reflection
Publications “An Assessment of Computer Skill Levels among User Groups on Campus,” Collegeand University Media Review, V5(2), Spring 1999, p. 11-27.
“College and University Liability for Alcohol-Related Incidents,” Perspectives,College Student Personnel Program, Miami University, Spring 1998.
"An Experience Like No Other," Talking Stick, Association of College andUniversity Housing Officers-International, October 1990.
"Finding Common Ground in the Northeast Region," Talking Stick, Association ofCollege and University Housing Officers-International, October 1990.
Selected What are the Non-Academic Needs of Distance Learners?, American College PersonnelProfessional Association, Boston, MA, 2001.Presentations
General Education Assessment: Case Studies from Entomology, Psychology, andGeology, Association for General and Liberal Studies, Chicago, IL, 2000.
Assessing General Education, Association for Institutional Research Annual Convention,Cincinnati, OH, 2000.
Evaluating Academic Assessment Web-sites, Southern Association for InstitutionalResearch Annual Convention, Chattanooga, TN, 1999.
Diversity: Continuing the Journey, American College Personnel Association AnnualConvention, Baltimore, MD, 1996.
On Campus: Talking about Alcohol: A Prevention Program that Works, AmericanCollege Personnel Association Annual Convention, Baltimore, MD, 1996.
Alcohol and Drug Prevention in Virginia Colleges, Virginia Association of Drug andAlcohol Prevention, Williamsburg, VA, 1995.
Community New River Arts Council, 1997-present (President, 1999-present; Editor, ExpressionsInvolvement Magazine, 1999-present)
Blacksburg Community Strings, 2000 – presentNew River Valley Community Chorus, 1994-present (Treasurer, 1995-1997)Radford Noon Rotary, 1995-1997 (Secretary, 1996-1997)
Professional American College Personnel Association (Directorate, Commission I)Affiliations Association for Institutional Research
National Association of Student Personnel AdministratorsVirginia College Personnel Association
