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Project Eagle Research Capsules (PERC) #17
January 2005
Summaries of Data from Three Recent Surveys Of Online Education
and "Millennial Students"* in the U. S.
Judith Borreson Caruso
Key Findings
September 2004
The study, done by the Educause Center for Applied Research (ECAR),
included four distinct initiatives: a literature review; a comparison with
a 2003 ECAR study, Faculty Use of Course Management Systems; a survey administered
to 9350 freshmen and 9050 senior students at thirteen higher education institutions,
with 4374 responses; and interviews with 132 students and 23 administrators.
- 93.4% of responding
students owned computers. 70.7% of the seniors owned desktop models, 38.5%
laptops. 57.1% of the freshmen owned desktops, 57.2% laptops. 11.9% overall
owned PDA's.
- 82.2% of freshmen
accessed the Internet via university resources, but the majority (56.4%) of
seniors used commercial access. More than 81% of all students had broadband
access.
- Students used
technology primarily for educational purposes, then communication, and finally
presentation. 99.5% wrote documents and sent e-mail; 97.2% surfed the Internet
for pleasure, and 96.4% surfed for classroom activities.
- Students rated
themselves highest in level of skill in the use of communications, including
instant messaging, word processing and Internet use. Seniors felt more adept
than freshmen with tools like PowerPoint and spreadsheets.
- The highest perceived skills level was reported by business, engineering, and life sciences
students.
- While the written
surveys indicated that students felt they had the needed online skills, interviews
indicated that students tended to know just enough technology to accomplish
their work. They did not have in-depth application knowledge or problem-solving
skills.
- 41.2% preferred
classes that used a moderate amount of technology, 23% classes with limited
technology, and 30.8% classes with extensive use of technology.
- Students' grade
point averages were not a significant factor in determining preference for
any level of technology.
- Students perceived
that the greatest impact of technology in the classroom was improved communication
with the instructors.
- 48.5% of students
cited convenience as the greatest benefit of technology. When combined with
saving time, the percentage increased to 64.6%. Only 12.7% felt the greatest
benefit was improved learning.
- 54.3% reported
some barriers to the use of technology in the classroom. 16.7% said it felt
"like extra work." 14.1% said applications did not run on their computers.
13.4% complained of lack of access to printers, and 9.7% of lack of technical
support.
- 90.1% of seniors
and 78.5% of freshmen had taken a course using course management software
(CMS). 76.1% were positive about the experience, 17.3% neutral, and 6.6% negative.
- CMS features
that students perceived as most benefiting their learning were sharing material
with students (52.8%); faculty feedback on assignments (32%); online readings
(24.9%); and sample exams online (24.%).
*"Millennial students" or "millennials" are defined as the generation of 60 million people born between 1979 and 1994, according to the Center for Digital Education. ECAR refers to them as "digital natives," because they have grown up with technology, as opposed to "digital immigrants,"
who have not.
Center for Digital Education's 2004 Digital Community Colleges Survey
Special Report in T.H.E. Journal
October 2004
The results of this second annual survey,
conducted by the Center for Digital
Education and the American
Association of Community Colleges, were based on responses from colleges
in 44 states.
- The top five
digital community colleges selected in the "large/urban" category were Florida
Community College, Jacksonville; Central Piedmont Community College, NC; Arizona
Western College/Utah Valley State College (tie); Fox Valley Technical College,
WI; St. Petersburg College/Miami-Dade College (tie), both in Florida.
- The top five
in the "midsized/suburban" category were Anne Arundel Community College, MD;
Montgomery County Community College, PA; Indian River Community College, FL;
Hibbing Community College, MN; Brevard Community College, FL/Cerro Coso Community
College, CA (tie).
- The top five
in the "small/rural" category were Skagit Valley College, WA; Minnesota West
Community and Technical College; Rogue Community College, OR; Patrick Henry
Community College, VA; Blue Ridge Community College, VA.
- Categories
surveyed included online admission; registration; student self-service options,
including course management; grade viewing and transcript ordering; technology
skills development for faculty; technology support on campus; and Internet-based
distance education offerings.
- 68% of respondents
had automated all or most of their intake processes for prospective students.
- 39% reported
that students were able to apply for admission online, with the ability to
access, complete and submit admission forms and payments electronically.
- 66% of colleges
allowed students to register and pay online; an additional 24% provided self-serve
registration without payment.
Alfred P. Sloan Foundation
Overview
November 2004
This second annual study of the nature/extent
of online education in U.S. higher education is based on responses from more
than 1100 colleges and universities. PERC #15
reported on the first annual study.
- More than 1.9
million students studied online in the fall of 2003. That number was expected
to grow to more than 2.6 million by the fall of 2004. (Predictions from last year's study
proved highly accurate.)
- The expected
average growth rate for online students in 2004 was 24.8%, up from 19.8% in
2003.
- 40.7% of schools
offering online courses said that students were at least as satisfied with
online courses as with face-to-face. 56.2% were neutral and 3.1% disagreed.
- Medium and
large schools were more inclined to report student satisfaction with online
courses. The smallest schools were the least positive, with only 32.9% agreeing
that online courses were equal or better than face-to-face.
- 53.6% of the
schools felt online education was critical to their long-term strategy. Among
public and private for-profit institutions, more than 65% agreed. The larger
the institution, the greater the belief that online education is critical.
- 75% of academic
leaders at public institutions believed the quality of online learning quality
was equal or superior to face-to-face instruction.
- 75% of all
academic leaders believed that online learning quality will be equal or superior
to face-to-face instruction in three years. The larger the school, the more
positive the view.
www.spjc.edu/eagle/research/perc/perc17.htm
For a list of previous Project Eagle Research Capsules, go to www.spcollege.edu/eagle/research/perc/index.htm
For more information, contact the project manager: lechnerj@spcollege.edu
The contents of PERC were developed under a grant from the U. S. Department of Education (DOE). However, those contents do not necessarily represent the policy of the DOE, and you should not assume endorsement by the Federal Government.
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