Online and Distance Education Commons^™

Student Perceptions Of Online Courses For School Administrators, Robert Thiede

School Leadership Review

Online courses are the fastest growing student enrollment at the university level during the last decade. Between the time period 2003-2009, the number of students who had taken online courses doubled to 3.9 million which outpaced the growth in traditional college settings by a 12% margin (Mashable/Tech,2010). However, this online programming movement still remains in its early stages of development. Thus, faculty members and designers of online education need to know more about online courses. Momin (2003) stated that this growth, in online education, has been accompanied by increased questions about the effectiveness of online courses. More research needs to …

Factors Affecting Doctoral Educational Leadership Program Selection, Lesley F. Leach, Pam Winn, Susan Erwin, Liza Benedict

School Leadership Review

Although recruitment has always been vital to sustained university admissions, it is true perhaps now more than ever as traditional public university programs face fierce competition for students from digitally-delivered and for-profit programs. Competition is fierce at every level of higher education, including the doctoral level. As competition has increased, so have the number of universities offering doctoral degrees (U.S. Department of Education [DOE], 2013). In 2011, Texas ranked fourth behind California, Florida, and North Carolina in the number of doctoral degrees granted in the United States. Furthennore, the number of doctoral degrees conferred in Texas grew from 8,959 in …

The Effects Of Motivation, Technology And Satisfaction On Student Achievement In Face-To-Face And Online College Algebra Classes, Hanan Jamal Amro, Marie-Anne Mundy, Lori Kupczynski

TxDLA Journal of Digital Learning

Demand for online learning has increased in recent years due to the convenience of class delivery. However, some students appear to have difficulties with online education resulting in lack of completion. The study utilized a quantitative approach with archival data and survey design. The factors of demographics, motivation, technology, and satisfaction were compared for face-to-face and online students. MANCOVA tests were performed to analyze the data while controlling age and gender to uncover significant differences between the two groups. The sample and population for this study were predominantly Hispanic students.

Motivation and Technology were non-significant, but satisfaction was proven to …