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WHO IS THE ONLINE STUDENT?

WHO IS THE ONLINE STUDENT?. Barbara Truman-Davis Director, Course Development & Web Services Dale Voorhees Coordinator, Course Development. The University of Central Florida. The University of Central Florida. Scope of UCF’s Online Program. Half (500) of all full-time faculty engaged

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WHO IS THE ONLINE STUDENT?

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  1. WHO IS THEONLINE STUDENT? Barbara Truman-DavisDirector, Course Development & Web Services Dale VoorheesCoordinator, Course Development The University of Central Florida

  2. The University of Central Florida

  3. Scope of UCF’s Online Program • Half (500) of all full-time faculty engaged • Half (250) of these trained through IDL6543 • 1,000+ WebCT courses • 800+ courses built with production support • Six fully online programs, three graduate certificates

  4. Current Online Degrees • B.A. and B.S. in Liberal Studies • B.S. in Voc. Ed. and Industry Training • R.N. to B.S.N. Nursing • A.A.-A.S. to B.S. in Health Services Administration • M.A. and M.S. in Vocational Education • M.A. in Educational Media • M.S. in Forensic Science (partially online)

  5. Institutional Support for Distributed Learning • Course Development & Web Services: dedicated to online class support • Center for Distributed Learning • marketing • long-range planning • registration • faculty training • Office of Instructional Resources • ITV network

  6. UCF Online Delivery Models Web-based courses: Delivered entirely over the Web, with no regular class meetings Mixed-mode courses: Delivered partially in classroom and partially over the Web (“reduced seat time”) Enhanced courses: Web presence

  7. Online Sections(All Modes)

  8. Online Students(All Modes)

  9. Student Support CD-ROM • Internet tools • Browser test • Tutorials • Assessment • UCF information • Connection tocampus network

  10. Distributed LearningImpact Assessment Students Faculty Criticalthinking Real time surveys Success rates Attitudes Effective instructional tools Demographics Withdrawal rates Quasi-experiments Strategies for success Accreditation Learning styles Assessment techniques Personal theorizing

  11. What We Have Found Regarding Online Students • The majority of students enrolled in fully online (W) courses are also enrolled in F2F courses • The distribution of students by ethnicity is approximately the same for all modalities • Fully online (W) courses consistently have more females than other modalities • On the average, students enrolled in W courses are oldest, followed by those in M sections then face-to-face

  12. Success Rates of Fully Online and Mixed-mode Courses From Fall 1997 Through Spring 2000 Fully online Total N=52,218 students Face-to-face 96 Mixed-mode 94 94 92 91 89 89 89 88 88 88 88 87 87 87 87 86 86 83 83 83 83 82 81 Fall 97 Spr 98 Sum 98 Fall 98 Spr 99 Sum 99 Fall 99 Spr 00

  13. Withdrawal Rates of Fully Online and Mixed-mode Courses From Fall 1997 Through Spring 2000 Fully online Total N=52,218 students Face-to-face Mixed-mode 8 8 8 7 6 6 5 5 5 5 5 5 5 4 4 4 4 4 4 4 3 2 2 1 Fall 97 Spr 98 Sum 98 Fall 98 Spr 99 Sum 99 Fall 99 Spr 00

  14. Percentage of Undergraduate and Graduate Students in Online Courses -- Spring ‘99 79% Fully online (n=1,148) 72% Mixed-mode (n=2,283) 21% 18% Undergraduate Graduate

  15. Gender of Students Enrolled Differing Modalities and UCF Overall -- Spring ‘99 73% 57% 56% 55% 45% 44% 43% 27% UCF overall N=30,009 Face-to-face sections N=4,743 Mixed- mode sections N=2,283 Fully online sections N=1,148

  16. Student Ages -- Spring ‘99 Percentiles Age Mean=30 SD=9.3 Mean=26 SD=8.4 Mean=24 SD=6.9 Face-to-face N=4,743 Media-enhanced N=2,283 Fully-online N=1,148 Type of class

  17. Employment StatusReported by Students Fully online (n=341) Mixed-mode (n=181) 51% 42% 37% 33% 21% 16% Full time Part time Do not work

  18. Reported Location ofStudent Computers Fully online (n=341) 88% 81% Mixed-mode (n=181) 51% 22% 20% 13% 3% 6% At home At campus At job Other

  19. Drive Time to UCF CampusReported by Students Fully online (n=341) Media-enhanced (n=181) 35% 31% 24% 24% 21% 17% 17% 16% 11% 2% <15 15-30 31-60 61-90 90+ Minutes

  20. Reasons Given by Students for Enrolling in Fully Online and Mixed-Mode Courses Fully online (n=341) Mixed-mode (n=181) 79% 44% 43% 34% 22% 20% 20% 19% 19% 16% 14% Only available Try it Schedule conflicts Other Instructor Convenience

  21. Reported Student SatisfactionWith Online Courses 54% Fully online (n=341) Mixed-mode (n=181) 43% 34% 31% 12% 7% 7% 5% 3% 3% Very unsatisfied Unsatisfied Neutral Satisfied Very satisfied

  22. Student Attitudes Toward Taking Another Online Course Spring ‘99 (N=341) 70% Fully online (n=341) Media-enhanced (n=181) 43% 43% 19% 8% 4% 5% 4% 2% 2% Definitely not Probably not Not sure Probably Definitely

  23. UCF is responding to my needs I am more active in my learning I feel personally empowered My learning is more convenient My learning is self-paced The Transition of Student Affect Regarding Online Courses …then (1998) …and now (2000)

  24. Advice Students Would Give to Others Considering an Online Course • Keep up and don’t procrastinate • Attend the orientation • Be disciplined • Develop your computer skills • Ask for help • Keep in touch with the professor • Check the forum daily

  25. Aggressive Independent high energy action-oriented not concerned with approval speaks out freely gets into confrontational situations Passive Independent low energy not concerned with approval prefers to work alone resists pressure from authority Aggressive Dependent high energy action-oriented concerned with approval rarely expresses negative feelings performs at or above ability Passive Dependent low energy concerned with approval highly sensitive to the feelings of others very compliant A Summary of LongBehavior Types

  26. Distribution of Long Types andTraits for Online Students PD 7% 73% 40% AD 53% AI 23% 33% 21% PI 17% (n=342)

  27. Distribution of Long Types and Traits for CHM 1020 PD 19% 60% 55% AD 37% AI 27% 31% 22% PI 18% (n=133)

  28. Student Reasons for Withdrawing From Fully Online Courses (N=52) 25% 23% 23% 8% 8% 8% 6% Technology issues Too much work/ time Personal conflicts Web stuff confusing Lack of class organization Instructor issues Other

  29. Student BenefitsCited by Online Faculty • Improved learning flexibility • Improved student interaction and feedback • Technology as a learning resource • Enhanced student responsibility • Convenience

  30. UCF Distributed Learning Impact Evaluation Website http://reach.ucf.edu/~research

  31. Additional Contacts at the University of Central Florida For information regarding UCF’s Distributed Learning Impact Evaluation: Chuck Dziuban, Ph.D. University of Central Florida Distributed Learning Impact Evaluation P.O. Box 161250 Orlando, FL 32816-1250 dziuban@pegasus.cc.ucf.edu Patsy D. Moskal, Ed.D. University of Central Florida Distributed Learning Impact Evaluation P.O. Box 161250 Orlando, FL 32816-1250 pdmoskal@pegasus.cc.ucf.edu For information regarding UCF’s institutional approach to distributed learning: Steve Sorg, Ph.D. University of Central Florida Center for Distributed Learning 12424 Research Parkway, Suite 264 Orlando, FL 32826 sorg@mail.ucf.edu

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