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Student Interest in Online and Distance Education

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Abstract:

Objective: To evaluate the impact of technology curriculum delivery on graduating high school student in the selection of post-secondary education programs.

Methodology: An exploratory study was conducted in collaboration with the ACT testing organization. A national random sample of 2,500 high school seniors interested in the health professions were surveyed with a 33-question questionnaire following completion who took the ACT Assessment administered at varied times. Proportional time zone sampling was used and matched to census data to give appropriate geographic weighting to the sample. Data collection was accomplished by ACT using a modified Dillman survey methodology.

Results: 680 surveys were returned (27.7% response rate). Findings regarding respondent learning preferences indicated self-directed, motivated, and disciplined learners comfortable with an online environment. Results regarding attitudes about online learning indicated that respondents did not think Internet-based courses were as rigorous as traditional courses, had limited comfort learning online, that very few would choose an online-only program for college, and that an institution’s technology reputation was important when selecting a college or university. Finally, results regarding technology and Internet literacy found the respondents proficient in the use of technology and used it for a variety of educational uses.

Implications: Respondents demonstrated traits consistent with successful distance learning and technology literacy sufficient to support learning online, but respondent comfort with online and distance learning was not consistent with the large growth of distance learning programs focused on this potential market.
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Association:
Name: American Association of Colleges of Pharmacy
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http://www.aacp.org


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URL: http://citation.allacademic.com/meta/p118038_index.html
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MLA Citation:

Robinson, Evan. and Stull, Richard. "Student Interest in Online and Distance Education" Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA, Jul 05, 2006 <Not Available>. 2013-12-16 <http://citation.allacademic.com/meta/p118038_index.html>

APA Citation:

Robinson, E. T. and Stull, R. , 2006-07-05 "Student Interest in Online and Distance Education" Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA <Not Available>. 2013-12-16 from http://citation.allacademic.com/meta/p118038_index.html

Publication Type: Abstract
Abstract: Objective: To evaluate the impact of technology curriculum delivery on graduating high school student in the selection of post-secondary education programs.

Methodology: An exploratory study was conducted in collaboration with the ACT testing organization. A national random sample of 2,500 high school seniors interested in the health professions were surveyed with a 33-question questionnaire following completion who took the ACT Assessment administered at varied times. Proportional time zone sampling was used and matched to census data to give appropriate geographic weighting to the sample. Data collection was accomplished by ACT using a modified Dillman survey methodology.

Results: 680 surveys were returned (27.7% response rate). Findings regarding respondent learning preferences indicated self-directed, motivated, and disciplined learners comfortable with an online environment. Results regarding attitudes about online learning indicated that respondents did not think Internet-based courses were as rigorous as traditional courses, had limited comfort learning online, that very few would choose an online-only program for college, and that an institution’s technology reputation was important when selecting a college or university. Finally, results regarding technology and Internet literacy found the respondents proficient in the use of technology and used it for a variety of educational uses.

Implications: Respondents demonstrated traits consistent with successful distance learning and technology literacy sufficient to support learning online, but respondent comfort with online and distance learning was not consistent with the large growth of distance learning programs focused on this potential market.

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