Analysis of distance learner value assessment of distance education in engineering

Agdas, Duzgun, Washington, Simon, Ellis, Ralph D., Agdas, Sevcan and Dickrell, Pamela (2014) Analysis of distance learner value assessment of distance education in engineering. Journal of Professional Issues in Engineering Education and Practice, 140 1: . doi:10.1061/(ASCE)EI.1943-5541.0000166


Author Agdas, Duzgun
Washington, Simon
Ellis, Ralph D.
Agdas, Sevcan
Dickrell, Pamela
Title Analysis of distance learner value assessment of distance education in engineering
Journal name Journal of Professional Issues in Engineering Education and Practice   Check publisher's open access policy
ISSN 1052-3928
1943-5541
Publication date 2014-01-01
Sub-type Article (original research)
DOI 10.1061/(ASCE)EI.1943-5541.0000166
Open Access Status Not yet assessed
Volume 140
Issue 1
Total pages 8
Place of publication Reston, VA, United States
Publisher American Society of Civil Engineers
Language eng
Abstract Numerous research studies have evaluated whether distance learning is a viable alternative to traditional learning methods. These studies have generally made use of cross-sectional surveys for collecting data, comparing distance to traditional learners with intent to validate the former as a viable educational tool. Inherent fundamental differences between traditional and distance learning pedagogies, however, reduce the reliability of these comparative studies and constrain the validity of analyses resulting from this analytical approach. This article presents the results of a research project undertaken to analyze expectations and experiences of distance learners with their degree programs. Students were given surveys designed to examine factors expected to affect their overall value assessment of their distance learning program. Multivariate statistical analyses were used to analyze the correlations among variables of interest to support hypothesized relationships among them. Focusing on distance learners overcomes some of the limitations with assessments that compare off- and on-campus student experiences. Evaluation and modeling of distance learner responses on perceived value for money of the distance education they received indicate that the two most important influences are course communication requirements, which had a negative effect, and course logistical simplicity, which revealed a positive effect. Combined, these two factors accounted for approximately 47% of the variability in perceived value for money of the educational program of sampled students. A detailed focus on comparing expectations with outcomes of distance learners complements the existing literature dominated by comparative studies of distance and nondistance learners.
Keyword Distance learning
Structural equation modeling
Value assessment
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Non-UQ

Document type: Journal Article
Sub-type: Article (original research)
Collection: School of Civil Engineering Publications
 
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