ERIC ED330311: Survey of Student's Attitudes toward the IHETS Delivery System.

24 Pages·0.65 MB·English

by  ERIC

DOCUMENT RESUME
IR 014 926
ED 330 311
AUTHOR
Simmons, Ivan V.
Survey of Student's Attitudes toward the IHETS
TITLE
Delivery System.
PUB DATE
Jan 91
NOTE
24p.
PUB TYPE Reports - Research/Technical (143)
EDRS PRICE
MF01/PC01 Plus Postage.
DESCRIPTORS
Correlation; *Delivery Systems; *Distance Education;
Educational Television; Higher Education; Sex
Differences; Student A.ttitudes; Surveys; Teacher
Student Relationship; Technical Education;
*Telecommunications
*Indiana Higher Education Telecommunications System;
IDENTIFIERS
Industrial Technology Education
ABSTRACT
Questionnaires were mailed to 64 students who had
completed one or more regu.lrly scheduled Industrial Technology
Education courses via the Indiana Higher Education Telecommunications
System (IHETS) to determine their attitudes toward IHETS (T.V.). The
IHETS system provides an alternative for delivering distance
education classes, providing interaction both between teachers and
students and among students. Information was received from 58 (90.8%)
respondents on the following topics: (1) perception of IHETS as a
viablc alternative to traveling to distant sites, small class
unrollments, cancelled classes, and limited class offerings; (2)
(3) teacher student
comparison of IHETS with other delivery systems;
relationships; (4) gender differences in perceptions of IHETS
courses; (5) the influence of the number of IHETS courses taken on
student attitudes; (6) the influence of travelling distance required
to get to a traditional face-to-face class; and (7) influence of
place of employment on perceptions of IHETS classes. Results indicate
that students who have taken IHETS classes are supportive of the
system and find it a viable alternative to trailitional field based
classes. Also, while the comparison between IHETS and other delivery
systems is positive, students believe the teacher student
relationship could improve. Finally, on many of the items, males and
females perceived their IHETS class experiences differently. Of the
students who responded to the survey, 96.5% believe that the IHETS
delivered classes should be contjnued. (DE)
***********************************************************************
Reproductions supplied by EDRS are the best that can be made
*
*
from the original document.
*
*
.k*******************************************************.t**************
Up. DEPARTMENT OF EDUCATION
Office of Educational Research and 111+cm:warner!
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERICI
r This tocurnent nee bon reproduced OS
received NOM Me perlion or Oipanization
orogirklitirra it
C Minor vsonges nave been made to "prove
reproduction clua).ty
points or view or opinions stated in this docu
ment do not necessarily represent otticiai
DE RI position or policy
SURVEY OF STUDENT'S ATTITUDES
TOWARD THE IHETS DELIVERY SYSTEM
By
Ivan V. Simmons, Ph.D.
Indiana State University
School of Technology
Industrial Technology Education Department
Terre Haute, IN
47809
1-800-873-6675
January, 1991
"PERMISSION TO REPRODUCE THIS
BEST COPY AVAILABLE
MATERIAL HAS BEEN GRANTED BY
Ivan V. Simmons
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)."
Table of Contents
Introduction
1
Problem Statement
1
Method
2
Subjk.:ts
2
Table 1:
Demographic Variables
3
The Questionnaire
3
Procedures
4
Results
6
Tables 2A and 28:
IHETS as a Viable Alternative
6,7
Tables 3A and 3B:
Comparing IHETS Courses with other Courses
8
Tables 4A and 4B:
Comparing Instructor/Institution
Student Relations
9
Educational Goals
10
Females Vs. Males
10
Number of Courses Taken
11
Distance
12
Place of Employment
12
Self Rating S,;ale
12
D;scussion
13
Summary
20
3
Survey of Attitudes Toward the
Indiana Higher Education Telecommunication System
(IHETS) Delivery System
Introduction
Vocational Education courses have traditionally been delivered
to
distance sites by instructors who travel to the sites and deliver
face-to-face
instructions.
This method is not an effective expenditure of faculty time and
departmental budgets.
While it is necessary to maintain direct contact with
students, the Indiana Higher Education Telecommunications
System (IHETS)
provides an alternative for delivering distance education classes.
It is not
the purpose of ehis paper to discuss the advantages and
disadvantages of the
1HETS delivery system.
However, many of these will become apparent through
reporting and discussing the data.
The classes meet on a weekly basis.
However, because the time is limited
on the IHETS Network, i., is necessary to provide other experiences
to meet the
forty-five contact hours required for
a three semester hour course.
Therefore, most IHETS classes meet one
or more times on campus or at a
centrally located site.
The IHETS classes provide for interaction between
students and the instructor and student and student; and
the Saturday classes
provide for face-to-face interaction.
Problem Statement
It was the purpose of this research to determine the attitudes of
students, who have taken iHETS (T.V.) courses, toward that delivery
system.
Did (T.V.) students perceive the IHETS (T.V.) delivered L.:lasses
1.
to be
a viable alternative to traveling to distant sites, small class
enrollments, cancelled classes, and limited class offerings?
2
Did participants compare their experiences in InEIS (T.V.) delivered
2.
classes favorably with other delivery systems?
Did participants perceive their relationship with the
3.
instructor/institution as being ppsitive?
Did males perceive their experience(s) in IHETS courses dtfferent
4.
from females?
Did the number of IHETS courses the responder has taken, one ma. two
5.
or more, affect their perception toward taking IHETS classes?
Did the distance participants have to travel to get to
a traditional
6.
(face-to-face class) 0-10 miles yl. 10 or more miles, affect their
attitude toward the delivery system?
Does the place of employment significantly affect participants
7.
perception of IHETS (T.V.) taught classes e.g., Ivy Tech yi.
Secondary, Industry, and others)?
Method
SOjects
This is the second year in which the Industrial Technology Education
Department has regularly scheduled classes over IHETS (T.V.).
A total of 64
students have completed one or more IHETS classes.
The total population (64)
was mailed a questionnaire with a stamped, return addressed envelope.
Fifty.
eight, 90.62 percent of the questionnaires were returned.
However, these
included a second, follow-up mailing.
The last page on two of the follow-up
questionnaires was inadvertently omitted.
(Table 1, P.3)
3
Table 1
Freaueney DAta 2n Demographic Variables
N Percent
N Percent
Variables
(22.8%)
13
44
Females,
(77.2%);
Males,
Sex:
24
(42.1%)
Two or more,
One course, (57.95);
33
Courses Taken:
(26.4%)
10 or more miles, 15
(73.68);
0-10 miles,
42
Distance Traveled:
(To IHETS)
(63.1%)*
10 or more miles, 35
0-10 miles,
(35.1%)
20
Distance Traveled:
(To Face-to-Face
classes)
29
(50.9%)
Other,
(49.1%)
28
Place of Employment: Ivy Tech,
* missing cases, N
1
The Questionnaire
Respondents on Form I
The questionnaire was a closed form instrument.
checKed an item from a List of suggested responses; on Form II respondents
The
strongly disagree.
strongly agree to SD
circled a response from SA
list of items was designed to answer the questions proposed for this study.
The items were given to a group of professors who had experience in research
The group of experts answered the following
and/or test and measurement.
questions
question, "do these items sample a significant aspect of the
The items were refined or replaced and the questionnaire was
proposed?"
assembled.
The instrument was given a "pilot tc.it" with students who are on campus.
However, these students were the on campus students in the IHETS courses.
While they have access to the professor on campus, they have direct exposure
Then the results of the "pilot test" were discussed with
to the technology.
The
some of the professors who had offered criticism on the items.
Believing that the expertise of the
questionnaire was again refined.
4
estimate of content
professors and the pilot test provided a satisfactory
students who had taken
validity, the questionnaires were mailed to the 64
IHETS courses.
correlation coefficient was
When the data were reduced and analyzed a
The questionnaire
determined for stability over item samples, parallel form.
The correlation coefficient between the two forms
had two Forms I and Il.
Cronbach's
The estimate of internal consistency for Form I using
was .8359.
consistency using Cronbach's
Alpha was .9005, and the estimate of internal
Alpha for Form TI was .8410.
internal consistency for
A split half method was also used to determine
correlated
The scores on the odd numbered items were
both Forms I and II.
with the scores on the even numbered items.
The
N-8; even, N-.8).
The total number of items for Form I was 16 (odd,
using the Spearman-
reliability coefficients between the groups was .9276
This method yields lower correlation because of the
Brown prophecy formula.
The Cronbach
items.
reduction in size to two tests of half the number of
items and .8212 for odd
Alpha for consistency within groups was .8011 for even
items.
The
11, even ... 12).
The total number of items for Form II was 23 (odd
The Cronbach Alpha for
correlation coefficient between forms was .7186.
.7467 for odd items.
consistency within groups was .7072 for even items and
Procedures
The questionnaire was prepared.
1.
assembled of all Industrial
A list of names and addresses was
2.
taken IHETS (T.V.)
Technology Education (ITE) students who have
courses.
7
5
A numbering machine was used to number the
A mailing was prepared.
3.
This system
questionnaire, return envelope, and mailing list.
After
assisted us to determine when all responses had been returned.
They
three weeks, a second mailing wax sent to the non-responders.
were also contacted by telephone and encouraged to respond.
When all questionnaires had been received, the questionnaires were
4.
given to the testing center with instructions on what data will be
Also, the analysis
needed and the way the data should be grouped.
techniques were discussed with a research consultant in the testing
center.
The data printout was discussed with the research consultant in the
5.
testing center.
The data was analyzed and the -eport was prepared.
6.
6
Results
Frequency data are grouped and presented in
the following tables.
Table 2A*
Frequency Data on Perception of IHRTS
as a Vlable Alternative
Statement
Agree
Disagree
Undecided
Total N
Enrollment in IHETS courses
44(78.6%)
5(8.8%)
(Stabilize)
56**
will increase in the future
7(12.3%)
If you were choosing
a pro-
(A good
(A _oor
(Average
57
gram now, would you choose
choice)
choice)
choice)
a program which uses an
45(79.0%)
6(10.5%)
6(10.5%)
IHETS delivery system
Few courses which I took
24(42.1%)
19(32.40
14(24.68)
57
were more successful than
the IHETS course(s)
I would use the IHETS
50(87.8%)
3(5.3%)
4(7.0%)
57
delivery system to sell
the ITE programs
To someone interested in
(strongly)
2(3.5%)
2(3.5%)
57
a college program I would
41(71.9%)
recommend the ISU/ITE
program
(with reser-
vation)
12(21.1%)
On the whole students taking
50(87.8%)
5(8.8%)
2(3.5%)
57
IHETS classes are satisfied
I feel that the IHETS
55(96.5%)
2(3.6%)
0(0.0%)
57
classes should be continued
Generally speaking I believe
50(87.%)
4(7.0%)
3(5.3%)
57
that IHE1;.: courses are a good
alternative to "traditional
field based"
courses
IIMMIMDMIMP==
mimmipowammr
* Form 1 data
** Missing Cases 1
7
Table 2B*
Frequency Data on Perception of IHETS as a Viable Alternative
11111MMIimm4=1.Mim
Statement
Agree
Undecided
Disagree
Total N
The outcome of my educational
38(70.4%)
54**
11(19.3%)
5(8.81)
goal(s) depends on IHETS
courses.
I would encourage everybody
39(69.6%)
6(10.5%)
56**
11(19.3%)
to take IHETS courses.
IHETS delivery of classes is
45(80.4%)
4(7.2%)
56**
7(12.3%)
one of the most promising
instructional technologies
in education today.
48(85.7)
The advantages of IHETS
6(10.5%)
2(3.6%)
56**
courses far outweigh thc
disaevantages.
IHETS courses force me to be
36(64.3%)
9(15.8%)
11(19.3%)
56**
efficient in my school work.
IHETS classes serve the needs
48(85.7%)
2(3.6%)
6(10.5%)
56**
of a large number of students.
My likes and dislikes for
37(66.1%)
11(19.3%)
8(14.0%)
56**
IHETS courses balance one
another.
Generally the IHETS delivery
44(80.0%)
6(10.5%)
56**
5(8.8%)
system worked well.
IHETS delivery did/does save
52(94.5%)
0(0.0)
3(5.3%)
55**
me time and money.
Form 2 data
*
** Missing cases (N-57)