Abstract

The purpose of this document is to share personal experiences with colleagues regarding the delivery of distance learning courses. It discusses issues related to conventional versus Web-based instruction, including student perceptions of the effectiveness of both types of instruction. It also provides recommendations for practice and future research.

It is becoming increasingly difficult within the current learning environment to prepare students from diverse educational backgrounds for a business environment in which graduates are required to be more team-oriented, life-long learning-oriented and technologically literate. 

In addition, college students in this nation, as it is the case in the Richards College of Business Administration at the State University of West Georgia, are becoming increasingly diverse in age, educational background, foundation skills, ethnicity, and gender. In addition, most students are classified as non-traditional because they hold full-time jobs, commute every day, and provide financial support to relatives. The traditional instructional delivery system may not be suitable for serving the needs of this increasingly diverse student population (Ponzurick, France, & Logar, 2000).   However, new teaching and learning models, based on distance learning technology, are assisting institutions of higher education such as the State University of West Georgia, in more effectively and efficiently responding to these challenges (Lichtenberg, 2001; Pryor, 1992). The use of these new models and technologies are fostering a change in the learning environment from a classroom-based, teacher-centered model to a student-centered, technology-based model (Burke, 1994; Doucette, 1994; Guskin, 1994; Phelps, 1994; Riddle, 1995; Sanchez, 1994; Waterhouse & Harris, 2001). Romiszowski (1993) reinforced this point by stating that: “. . . the costs of telecommunications are falling where as the costs of educational space, staffing, and transport are rising, so that over time the economical equation will favor the increased use of telecommunication-based education”.

The purpose of this paper is to share personal experiences with colleagues regarding the delivery of distance learning courses. It discusses issues related to conventional versus Web-based instruction, including student perceptions of the effectiveness of both types of instruction. It also provides recommendations for practice and future research. 

Distance learning has existed for more than a century. European correspondence courses are the earliest form of distance learning (Ponzurick, Russo-France, and Logar, 2000). The number of institutions offering Web-based courses is growing (James, 1997; Johnson, 2001). In the United States, fifty-five percent of colleges and universities now offer distance learning courses (Gubernick & Edling, 1997; Terry, 2000). Worldwide, the e-learning market was predicted to grow from $4 billion to $15 billion between the years of 1998 and 2002 (Cooper, 2001). Technology is changing the manner in which management and business education is conducted. Several researchers (Alavi, Yoo, & Vogel, 1997; Millbank, 1994; Navarro & Schoemaker, 2000; Sankaran & Bui, 2001; Schutte, 1996; Sherry, 1999) found Web-based instruction to be more effective than conventional instruction. 

However, other researchers have found significant technological challenges that instructors encounter when developing and delivering online courses (Brandon & Hollingshead, 1999; Dumont, 1996; Neumann, 1998; Ponzurick, France, & Logar, 2000), as well as when these courses are delivered to multiple sites via interactive video (Webster & Hackley, 1997). It is essential, however, to learn the various student perceptions regarding Web-based courses. Arbaugh (2000) found that students were satisfied with Web-based courses because of the perceived usefulness of the learning software and the flexibility and convenience that the online delivery mechanism provided. Terry (2000) found that: only 2% of the students surveyed felt that the quality of learning was higher in Web-based courses than traditional methods and 48% of responding students felt that Web-based courses diminish the value of the degree earned. In addition, factors such as the flexibility of being able to manage school and work, lowering the indirect cost of education, and allowing more time with family and friends, were reported as advantages of taking Web-based courses by 50% of responding students. 

Mariani (2001) found that while the flexibility and convenience of Web-based courses was the main advantage of distance learning reported by the students, difficulties associated with this type of learning were reported. Among the difficulties cited include: very little physical interaction with peers, hard to visualize concepts, requires a high level of motivation to keep up with the work, and technical problems related to the distance learning software used in the delivery of instruction. 

Furthermore, Ponzurick, Russo-France, and Logar (2000) found that consistent course structure can be achieved across both online and conventional delivery formats with some pedagogical adjustments required for the distance learning format, particularly in the areas of course-related activities and class participation. Another interesting finding was that while students selected online courses because of convenience, students reported that the distance learning format was the least satisfying method of delivery. Hence, it appears that students preferred flexibility over quality. 

Cooper (2001) administered a survey to students enrolled in both the online and conventional versions of the same course. She found that 31% of students surveyed reported that they learned more in the traditional class and only 12.5% of these students believed that they learned more in the online class. Flexibility and convenience were reported to be the primary reasons the students selected the online version of the course. 

Schramm, Wagner, and Werner (2001) found that students, feeling inadequately trained for an online course experience, reported lower levels of communication with their instructors and peers and rated the Web-based method of delivery as the least effective in learning outcomes. More research is needed in this area.

While I have not conducted formal research on the effectiveness of Web-based courses, I have collected relevant information from the experience of having delivered online courses and from formal and informal student interviews and questionnaires.

With the emergence of new distance learning technologies, distance education programs are expanding at an ever-increasing rate. However, individuals involved in designing and delivering of online courses become fascinated by the technologies without considering the underlying issues, especially student needs and learning and the quality of education received. New technologies should be judged based upon their effectiveness in enhancing student learning.

Other distance learning issues include student accessibility, lack of standards, equipment costs, and staff development. Both instructors and students must be trained in the proper use of online technologies. Instructors thinking about teaching a course online must keep in mind that Web-based instruction is more impersonal and labor-intensive than conventional instruction. 

While several educators have argued that conventional teaching techniques do not work in a distance education format, this researcher argues that distance education can successfully incorporate traditional teaching techniques if a high-level of interactivity exists among instructors, students, and the learning environment. This interaction may require electronic discussion boards, e-mail, chat rooms, the telephone, group projects, or a combination of these and other methods. That is, pedagogical adjustments must be made to offset the limitations of the distance education format. For instance, active participation in online discussion is dependent on the instructor's emphasis on quantity and quality of discussion time which, in turn, influences students' perceived learning experience and increases learning through engaging in productive dialogue with one another. 

Instructors should recognize the time constraints placed on students when chat sessions are organized and find ways to involve those students who are unable to log on at designated chat session times. Furthermore, instructors should look for ways to post class notes and bulletin board questions that are interesting to students. In short, the goal of both Web-based and conventional instructions should be to achieve the same learning outcomes.

Students believe that the same amount of work can and should be expected from students regardless of the method used in the delivery of instruction. Generally speaking, while students appreciate the flexibility and convenience of online instruction, they prefer the conventional over the Web-based method of instruction because the traditional delivery system better meets their expectations about teacher organization, pace of instruction, and understanding of course layout and grading process. Students tend to be more dissatisfied with Web-based instruction and believe that online course delivery is less effective than conventional methods of instruction with regard to class participation and course activities, content and format.

Because of outside sources such as family, career, and location, students learn to tolerate distance education. However, if students had a choice, they would prefer the face-to-face type of instruction. In other words, it appears that students believe that the convenience and flexibility of online instruction far outweigh its disadvantages.

1. Instructors thinking about teaching a course online must recognize that: 
1. Web-based instruction is more impersonal and labor-intensive than conventional instruction. For instance, discussing complex subjects via email or discussion boards may require lengthy, typewritten messages. On the other hand, a brief face-to-face conversation might do the job.
2. Time constraints are placed on students when chat sessions are organized and ways must be found to involve those students who are unable to log on at designated chat session times.
3. Posting class notes and bulletin board questions that are interesting to students is essential.
4. New technologies should be judged based upon their effectiveness in enhancing student learning. The success of a Web-based course is measured by the achievement of the students enrolled in such a course.
5. Both instructors and students must be trained in the proper use of online technologies. In addition to the orientation session usually held on the first day of classes, on-going technical support may be needed.
6. Students need to have access to a wide range of resources that enrich the course content. A Web site must be made available to the students to download course syllabi and to follow links to other resources. In addition, other support services must be provided to students. For instance, some students may need assistance in dealing with issues handled at the Registrar’s, Admissions, or Financial Aid offices. The laws and regulations that currently govern Federal financial aid limit eligibility in many instances of distance learning.
7. Any Web-based course should be pilot-tested before it is delivered. Overtime, the course must be reviewed and evaluated by an outside expert. Course and program accreditation must be sought.
8. Students must be monitored to ensure academic honesty. Tests must be administered on campus or arrangements must be made to have a proctor to supervise the examination. Asking the students to come to campus once or twice per semester is not unreasonable. 
9. Feedback to students must be provided regularly. Feedback can be given through the use of email, telephone, regular mail, or specialized distance education software. Voice-mail feedback has even more value for the student. Rather than typing out comments, instructor dials a local phone number and records a voice message, which is converted into an audio file and then sent to the student as an attachment.
10. Information about the content and delivery of courses must be made available to prospective students. For instance, the student should be able to talk to the instructor or administrator to gain a better understanding of a Web-based learning experience including expectations and requirements.


2. A well-designed Web-based course: 
1. Engages students in learning activities that address various learning styles.
2. Provides students with opportunities to engage in critical thinking.
3. Includes fair, adequate and appropriate methods and procedures to assess student progress. 
4. Fosters a high-level of interactivity among instructors, students, and the learning environment. This interaction may require electronic discussion boards, e-mail, chat rooms, the telephone, group projects, or a combination of these and other methods.
5. Includes learning activities to accommodate students with disabilities.
6. Contains a good number of assignments to keep students focused. Learning needs to be more continuous to avoid a problem that occurs frequently with online courses: students fall behind in their work because they procrastinate. 

This researcher is currently involved in a study related to student perceptions of Web-based courses at his own institution. Results will be available in the summer of 2003. Researchers are encouraged to conduct a study to determine the effect of Web-based instruction on student learning, perhaps using Web-based and conventional or "control" classrooms.