Perceptions of Technology: A Factor in Distance Education Course Achievement?

Abstract

The purpose of this study was to examine an instrument designed to measure student perceptions concerning “distance education technology” and “self-regulated learning” across numerous synchronous distance education courses and determine whether either of these factors had an impact on student perceptions of distance learning and student achievement. Eight distance education courses, all in different disciplines, were taught from six different locations to a minimum of one satellite location. A total of 178 students from these classes filled out a 42-item post-course questionnaire. The factor labeled “distance education technology” was found to have predictive value in: a) determining whether students would choose to enroll in future distance education courses; b) whether they would recommend such courses to other students; and c) in predicting their final course grade. Student perceptions of their “self-regulated learning” skills proved of little value in predicting student achievement or willingness to enroll in future distance education courses. Additional quantitative statistical analyses were conducted to explore other areas that might prove helpful in formulating future distance education classes. Recommendations regarding the development of future distance education classes are provided.