Distance Learning Survey of Texas Tech University s. Distance and Off-Campus Students. Five Year Comparison 2005-2009. Administrative Report

Distance Learning Survey of Texas Tech University s Distance and Off-Campus Students Five Year Comparison 2005-2009 Administrative Report September 2011 Office of Planning and Assessment

Introduction The distance programs offered at Texas Tech University are especially relevant for study given that the geographical breadth of its immediate service area is 131,000 square miles which exceeds the area served by the educational system of any state other than California, Alaska, and Texas (Paton, 2006, p. 26). This study consists of a five year comparison of the administrations of the Distance Learning Survey for students enrolled in courses delivered at a distance during the Fall semester of 2005-2009. In 2009, TTU students who were enrolled in hybrid/blended course sections (delivered more than 5 online but less than 85%) were added to this study. The differences in these respondents demographics and experiences is evident throughout the aggregated data and impacts that trends identified in previous reports. Texas Tech faculty members are innovative and entrepreneurial in serving the teaching and learning needs of their students on campus and at a distance. Faculty members utilize many different resources in the electronic delivery of instruction, including online instructional software, Tech video conferencing networks, asynchronous instructional materials (DVD s, streaming videos, audio recordings, etc.), and communication tools that are readily available to students with internet access (e-mail, chat, blogs, wikis, etc.). This partnership between faculty and students generates learning interactions and environments that demand investigation. This survey was conducted in order to gather data about 1) the demographic characteristics of Texas Tech students who enrolled in a course section that was 5 or more electronically delivered, 2) students educational history, 3) students satisfaction with the program including preferred interaction tools, and 4) students sense of community and satisfaction with online course communications and collaboration. In addition, beginning with the survey, questions were added regarding students self-regulation in online learning. We anticipate that this information will (1) be useful to faculty and administrators as they plan future courses and offerings, and (2) ensure that these future learning opportunities meet the needs of Texas Tech distance students. Valerie Osland Paton, Ph.D. Vice Provost for Planning and Assessment valerie.paton@ttu.edu

3 Method The survey questions were developed from several different sources. Demographic Questions (1-15) were developed by the researchers or were taken from U.S. Census Bureau questions utilized in Texas in the 2000 Census, The Third Shift Women Learning Online survey (AAUW Educational Foundation, 2001), or Texas Tech demographics collected for state and federal reports. Educational History Questions (16-19) were developed by the researchers regarding primary reason for enrollment and program degree currently pursued. Program Satisfaction Questions (20-24) were developed by the researchers or stem from national, longitudinal research on student satisfaction. Perceptions of Online Course Communications and Collaboration Questions (25-35) were piloted in Kristyn Rose s Master s project Building Online Learner Communities: Survey Summary (September 2004) and were utilized here with the researcher s permission. This scale is an 11 item scale with a 5 point Likert-type response format with values ranging from strongly agree (5) to strongly disagree (1). Higher total scale scores on this scale indicate more positive perceptions toward online course communications and collaboration while lower total scale scores indicate less positive perceptions. This 11-item scale revealed an acceptable internal consistency of scores obtained from the scale with α =.93. Self-regulation in Online Learning Questions (36-59) were derived from a short form of the Online Self-regulated Learning Questionnaire (OSLQ). The short form of the Online Self-regulated Learning Questionnaire (OSLQ) is a 24-item scale with a 5-point Likert-type response format having values ranging from strongly agree (5) to strongly disagree (1). Higher scores on this scale indicate better self-regulation in online learning by students. The short form was developed from an 86-item long form of the instrument by examining internal consistency and exploratory factor analysis results for data collected from the long form (Lan, 2007). In contrast to the long form of the instrument, the short form consists of six subscale constructs including: environment structuring; goal setting; time management; help seeking; task strategies; and self-evaluation. The internal consistency of scores obtained for the short form of the OSLQ in this study was α =.91. On August 7, 2006, the Texas Tech University Institutional Review Board for the Protection of Human Subjects approved the researchers original claim for an exemption for the proposed Distance Learning and Communication Survey. On July 17, 2007, the Texas Tech University Institutional Review Board approved the researchers addendum to this original claim to introduce questions regarding students self-regulation in online learning. The survey was administered via the subscription service, SurveyMonkey.com, an online survey software that provides an external online site for the development and delivery of survey notifications and instrument.

4 Respondents return their online surveys to SurveyMonkey.com and data is warehoused at this site. Secured access to the data is available to the researchers via password. The survey was administered to students during the fall semesters between 2005 2009. The following table gives a summary of the five administrations. Survey Dates Date Created 06.20.06 07.02.07 10.01.07 10.31.07 11.12.09 Date of First Message 08.08.06 08.08.07 10.04.07 11.4.08 11.17.09 Date of Last Message 08.28.06 09.03.07 10.30.07 12.16.08 1.29.10 Survey Content Demographics Yes Yes Yes Yes Yes Perceptions of Online Course Communications & Collaborations Satisfaction with course/degree program Satisfaction with WebCT, IVC, etc. Self-regulation in online learning Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes No No Yes Yes No Yes Yes Yes Yes Survey Sample Students in Hybrid courses included Students Invited to Participate No No No No Yes 679 677 815 815 1,895 Participants 231 206 379 278 485 Response Rate 34. 30.4% 46.5% 34.1% 25.6%

5 Question 1: What is your gender? Demographic Characteristics (Questions 1 15) Gender 8 7 6 5 4 3 Female 2 1 Male (n=231) (n=204) (n=379) (n=278) (n=485) Question 2: Please enter your zip code. Location of suvey respondents by zip code

Percent of Sample 6 Question 3: What is your age? Age 4 35% 3 18-24 years old 25% 2 25-29 years old 30-34 years old 35-39 years old 15% 40-45 years old 1 5% 46-49 years old 50-54 years old 55-59 years old (n=231) (n=199) (n=373) (n=273) (n=470) 60 years old and over Question 4: Marital Status Marital Status 9 8 7 6 5 4 3 2 1 Single, never been married Living with partner Married/Remarried Separated Divorced Widowed (n=230) (n=201) (n=374) (n=274) (n=481)

Percent of Sample 7 Question 5: Are you employed? Employment Status 9 8 7 6 5 4 3 2 Part-time Full-time Not employed Other 1 (n=231) (n=202) (n=377) (n=277) (n=482) Question 6: What ethnicity do you identfy with? Please select all that apply. Ethnicity 9 8 7 6 5 4 3 2 1 African American or Black Asian American European American or White Hispanic American Indian Non-resident alien No response (n=231) (n=200) (n=378) (n=270) (n=478)

Percent of Sample 8 Question 7: Do you have individuals under the age of 18 living in your home? Living with a Dependent 7 6 5 4 3 2 1 Yes No (n=230) (n=200) (n=377) (n=276) (n=476) Question 8: If so, how many individuals under the age of 18 live in your home? Number of Dependents 5 45% 4 35% one 3 two 25% three 2 15% 1 5% (n=100) (n=184) (n=131) (n=162) four five six seven eight

Percent of Sample 9 Question 9: Are you a caregiver to parents or other adults? Caregiver to Any Adults 10 9 8 7 6 5 4 3 2 1 (n=231) (n=200) (n=372) (n=272) (n=477) Yes No Question 10: If so, how many adults are you caregiver to? Number of Adults 8 7 6 5 4 3 2 1 one two three four five six (n=19) (n=22) (n=18) (n=41)

Percent of Sample 10 Question 11: Relocation to attend on-campus classes is an option for my education. 7 Relocation to attend on-campus classes is an option 6 5 4 3 2 1 Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree (n=230) (n=199) (n=376) (n=276) (n=478) Question 12: Were you eligible for a Pell grant or Stafford loan this academic year? Eligible for a Pell Grant or Stafford Loan 5 45% 4 35% 3 25% 2 15% 1 Yes No Did not apply 5% (n=230) (n=200) (n=374) (n=276) (n=474)

Percent of Sample 11 Question 13: How many credit hours a semester do you prefer to take? 6 Preferred Number of Credit Hours a 5 4 3 2 1 1-3 credit hours 4-6 credit hours 7-8 credit hours 9-12 credit hours 13-15 credit hours 16 or more credit hours (n=228) (n=195) (n=372) (n=252) (n=469) Question 14: How many distance courses (print or online) have you taken, including any in which you are currently enrolled? 7 Number of Distance Courses Taken 6 5 4 3 2 1 0-5 6-10 11-15 16-20 21-25 26-30 more than 30 (n=191) (n=363) (n=256) (n=466)

12 Question 15: What is your approximate household income? 35% Approximate Household Income 3 25% 0-25,000 25,001-50,000 2 50,001-75,000 15% 75,001-100,000 100,001-125,000 1 125,001-150,000 5% 150,001-175,000 175,001-200,000 (n=154) (n=304) (n=199) (n=371) more than 200,000

13 Educational History (Questions 16-19) Question 16: In what degree or certificate program are you enrolled? Degree or Certificate Program Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009 B.G.S. General Studies 15% 9% 8% 7% 4% B.S. Horticulture 1% 1% 5% 5% 1% M. Agr. Agriculture 2% 1% 1% M.A. Technical Communication 6% 5% 4% 3% 2% M.Ed. Educational Leadership 3% 4% 4% 4% 3% M.Ed. Instructional Technology 12% 8% 5% 4% 5% M.Ed. Language Literacy Education 1% M.Ed. Special Education (any specialization) 1 11% 13% 1 6% Certificate Special Education (any specialization) 2% 5% 3% 6% M. Engr. Engineering 2% 1% 3% M.S. Computer Science 3% 2% 1% 1% 2% M.S. Crop Science 1% M.S. Horticulture 3% 1% 1% 2% M.S. Human Development and Family Studies, Gerontology Specialization 1% M.S. Multidisciplinary Science 2% 2% 3% M.S. Restaurant, Hotel, and Institutional Management 1% 1% 1% 1% M.S. Software Engineering 3% 3% 1% 1% 1% M.S.S.E.M. Systems and Engineering Management 3% 5% 3% 4% 3% Ed. D. Agricultural Education w/ Texas A&M University, College Station 4% 9% 1% 1% Ph.D. Technical Communication and Rhetoric 3% 9% 7% 6% 4% Educational Diagnostician 2% 3% 1% 1% 1% Generic Special Education 2% 2% 1% 1% Gerontology K-12 Principal Preparation K-12 Superintendent Preparation 1% Master Reading Teacher Preparation Orientation and Mobility Visual Impairment 5% Post -baccalaureate Secondary Education Teacher Preparation 1% 1% 1% 1% Not Listed 17% 19% 36% 43% 49% Total 10 10 10 10 10

Percent of Sample 14 Question 17: What is your level of study? 7 Level of Study 6 5 4 3 2 Undergraduate Certificate Only Master's Doctoral 1 (n=231) (n=204) (n=379) (n=278) (n=485) Question 18: Is this your first semester taking a course at a distance? First of Distance Education 12 10 8 6 4 2 Yes No (n=202) (n=376) (n=276) (n=477) 3. S

15 Question 19: What was your primary reason for enrolling in your current degree program? 45% 4 Primary Reason for Enrollment 35% 3 Degree completion 25% 2 15% 1 5% Job-related training or preparation Career change or advancement Self-improvement Other (please specify) (n=227) (n=201) (n=376) (n=275) (n=473)

Percent of Sample 16 Program Satisfaction (Questions 20-24) Question 20: Please rate your satisfaction with your experience in your current TTU degree or certificate program. 7 6 5 Satisfaction with Program 4 3 2 1 Very satisfied Somewhat satisfied Neutral Somewhat dissatisfied Not satisfied (n=227) (n=201) (n=376) (n=275) (n=473) Question 21: Would you recommend this program to another student? Would You Recommend this Program 10 9 8 7 6 5 4 3 2 1 Yes No Probably yes Probably not Neutral (n=227) (n=201) (n=376) (n=275) (n=473)

Percent of Sample 17 Question 22: Please rate your satisfaction with print-based courses. Satisfaction with Print-based Courses 45% 4 35% 3 25% 2 15% 1 5% Very satisfied Somewhat satisfied Neutral Somewhat dissatisfied Dissatisfied (n=125) (n=103) (n=196) (n=147) (n=266) Question 23: Please rate your satisfaction with online courses. 7 Satisfaction with Online Courses 6 5 4 3 2 1 Very satisfied Somewhat satisfied Neutral Somewhat dissatisfied Dissatisfied (n=200) (n=183) (n=336) (n=245) (n=443)

18 Question 24: Please rate your satisfaction with IVC (video conferencing) courses. Satisfaction with IVC Courses 5 45% 4 35% 3 25% 2 15% 1 5% Very Satisfied Somewhat satisfied Neutral Somewhat dissatisfied Dissatisfied (n=75) (n=87) (n=117) (n=96) (n=154)

19 Perceptions of Online Course Communications and Collaboration (Questions 25-35) 25. Online communications with my INSTRUCTOR helped with the learning process in my online courses. 26. Online communications with my CLASSMATES helped with the learning process in my online courses. 27. I felt like I was part of a community with my classmates in my online course. 28. Using online communication tools helped me feel a sense of a community with my classmates. 29. Collaborative lessons (or group activities) help me feel a sense of community with my classmates. 30. Online classes that do not use communications between students make me feel isolated from my classmates and/or alone. 31. Online classes without collaborative (group) activities make me feel isolated from my classmates and/or alone. 32. The connections or relationships I make in one online class carry over to other online classes. 33. I communicate online with my classmates even when the assignment does not require it. 34. I will keep in contact with some of my classmates when my course/degree is finished. 35. A sense of community among online students is important to their satisfaction and success. A single score was created from these eleven questions for each participant by summing responses using the following codes for each response: "strongly disagree" = 1, "disagree" = 2, "neutral" = 3, "agree" = 4, "strongly agree" = 5). Note that nine of the eleven online course communications and collaboration questions also had an extra response option that signified that the question does not apply (e.g., Did not communicate with my instructor online ). These responses were coded as 0. The summed score is used to summarize the responses for each administration in the table and graph below. Online Course Communications and Collaboration Mean 34.72 35.58 33.74 33.85 32.85 Standard Deviation 12.60 12.64 11.19 11.16 10.89 Number of Participants 181 180 330 240 436

20 Online Course Communications and Collaboration 5 45% 4 35% 3 25% 2 15% 1 5% 0-15 16-25 26-35 36-45 46-55 (n=181) (n=180) (n=330) (n=240) (n=436)

21 Self-Regulation in Online Learning (Questions 36-59) Goal Setting (Questions 36-40) Preferences 36. I set standards for my assignments in online courses. 37. I set short-term (daily or weekly) goals as well as long-term goals (monthly or for the semester) 38. I keep a high standard for my learning in my online courses. 39. I set goals to help me manage studying time for my online courses. 40. I don t compromise the quality of my work because it is online. A single score was created from these five questions for each participant by summing responses using the following codes for each response: "strongly disagree" = 1, "disagree" = 2, "neutral" = 3, "agree" = 4, "strongly agree" = 5). The summed score is used to summarize the responses for each administration in the table and graph below. Goal Setting Mean 22.67 22.39 22.21 21.92 Standard Deviation 2.55 2.81 2.83 3.20 Number of Participants 172 310 224 417 8 Goal Setting 7 6 5 4 3 2 1 5-10 11-15 16-20 21-25 (n=172) (n=310) (n=224) (n=417)

22 Environment Structuring (Questions 41-44) 41. I choose the location where I study to avoid too much distraction. 42. I find a comfortable place to study. 43. I know where I can study most efficiently for online courses. 44. I choose a time with few distractions for studying for my online courses. A single score was created from these four questions for each participant by summing responses using the following codes for each response: "strongly disagree" = 1, "disagree" = 2, "neutral" = 3, "agree" = 4, "strongly agree" = 5). The summed score is used to summarize the responses for each administration in the table and graph below. Environment Structuring Mean 17.90 17.51 17.36 17.45 Standard Deviation 2.25 2.40 2.39 2.46 Number of Participants 176 311 224 421 7 Environment Structuring 6 5 4 3 2 1 4-8 9-12 13-16 17-20 (n=176) (n=311) (n=224) (n=421)

23 Task Strategies (Questions 45-48) 45. I try to take more thorough notes for my online courses because notes are even more important for learning online than in a regular classroom. 46. I read aloud instructional materials posted online to fight against distractions. 47. I prepare questions before joining in the chat room and discussion. 48. I work extra problems in my online courses in addition to the assigned ones to master the course content. A single score was created from these four questions for each participant by summing responses using the following codes for each response: "strongly disagree" = 1, "disagree" = 2, "neutral" = 3, "agree" = 4, "strongly agree" = 5). The summed score is used to summarize the responses for each administration in the table and graph below. Task Strategies Mean 12.59 12.71 12.82 12.91 Standard Deviation 3.09 3.02 3.05 3.19 Number of Participants 174 310 225 415 5 Task Strategies 45% 4 35% 3 25% 2 15% 1 4-8 9-12 13-16 17-20 5% (n=174) (n=310) (n=225) (n=415)

24 Time Management (Questions 49-51) 49. I allocate extra studying time for my online courses because I know it is time-demanding. 50. I try to schedule the same time every day or every week to study for my online courses, and I observe the schedule. 51. Although we don t have to attend daily classes, I still try to distribute my studying time evenly across days. A single score was created from these three questions for each participant by summing responses using the following codes for each response: "strongly disagree" = 1, "disagree" = 2, "neutral" = 3, "agree" = 4, "strongly agree" = 5). The summed score is used to summarize the responses for each administration in the table and graph below. Time Management Mean 10.90 10.85 10.84 10.95 Standard Deviation 2.76 2.54 2.56 2.59 Number of Participants 174 312 225 410 5 Time Management 45% 4 35% 3 25% 2 15% 1 3-6 7-9 10-12 13-15 5% (n=174) (n=312) (n=225) (n=410)

25 Help Seeking (Questions 52-55) 52. I find someone who is knowledgeable in course content so that I can consult with him or her when I need help. 53. I share my problems with my classmates online so we know what we are struggling with and how to solve our problems. 54. If needed, I try to meet my classmates face-to-face. 55. I am persistent in getting help from the instructor through e- mail. A single score was created from these four questions for each participant by summing responses using the following codes for each response: "strongly disagree" = 1, "disagree" = 2, "neutral" = 3, "agree" = 4, "strongly agree" = 5). The summed score is used to summarize the responses for each administration in the table and graph below. Help Seeking Mean 13.77 13.41 13.43 13.39 Standard Deviation 2.88 3.08 3.05 2.93 Number of Participants 173 314 228 407 5 Help Seeking 45% 4 35% 3 25% 2 15% 1 4-8 9-12 13-16 17-20 5% (n=173) (n=314) (n=228) (n=407)

26 Self Evaluation (Questions 56-59) 56. I summarize my learning in online courses to examine my understanding of what I have learned. 57. I ask myself a lot of questions about the course material when studying for an online course. 58. I communicate with my classmates to find out how I am doing in my online classes. 59. I communicate with my classmates to find out what I am learning that is different from what they are learning. A single score was created from these four questions for each participant by summing responses using the following codes for each response: "strongly disagree" = 1, "disagree" = 2, "neutral" = 3, "agree" = 4, "strongly agree" = 5). The summed score is used to summarize the responses for each administration in the table and graph below. Self Evaluation Mean 13.74 13.29 13.20 12.88 Standard Deviation 3.43 2.94 2.88 3.15 Number of Participants 172 310 222 404 5 Self Evaluation 45% 4 35% 3 25% 2 15% 1 4-8 9-12 13-16 17-20 5% (n=172) (n=310) (n=222) (n=404)

27 Related Publications and Presentations Barnard-Brak, L., Paton, V.O., & Lan, W. Y. (2010). Profiles in self-regulated learning in the online learning environment. International Review of Research in Open and Distance Learning, 11(1). Barnard-Brak, L., Paton, V. O., & Lan, W. Y. (2010). Self-regulation across time of firstgeneration online learners. Journal of Association of Learning and Technology, 18(1), 61-70. Barnard, L., Lan, W., To, Y., Paton, V., & Lai, S. (2009, January). Measuring self-regulation in online and blended learning environments. Internet and Higher Education 12(1). Barnard, L. Lan, W., Crooks, S., & Paton, V.O. (2008, September). The relationship between epistemological beliefs and self-regulated learning skills in the online course environment. MERLOT Journal of Interactive Online Learning, 4 (3). http://jolt.merlot.org/. Barnard, L., Paton, V. O., & Lan, W. Y. (2008). Online self-regulatory learning behaviors as a mediator in the relationship between online course perceptions with achievement. International Review of Research in Open and Distance Learning, 9(2), 1-11. Barnard, L., Paton, V.O., Rose, K. (2007). Perceptions of online course communication and collaboration. Online Journal of Distance Learning Administration, X (IV). Paton, V. (/Spring 2006). The scope of our country: Expanding access to higher education through community partnerships with Texas Tech University [Special issue]. Journal of Higher Education Outreach and Engagement, 11(1), 25-39. Book Chapters Barnard-Brak, L., Lan, W. Y., & Paton, V. O. (2011). Measuring and profiling self-regulated learning in the online environment. In Giuliana Dettori and Donatella Persico (Ed.), Fostering Self-Regulated Learning through ICTs. Hershey, PA: IGI Global. Paton, V.O., Baker, M., Hickerson, R. & Demel, A. M. (2009). Rural prosperity and distributed learning: Texas Tech s commitment to rural communities. In K. Mohrman, J. Shi, S. Feinblatt & K. Chow (Eds.), Public universities and regional development (pp. 267-287). Sichuan, China: Sichuan University Press and Arizona State University, University Design Institute.