ERIC ED369897: Survey of Attitudes toward the Indiana Higher Education Telecommunication System (IHETS Delivery System).

63 Pages·1993·1.1 MB·English

by  ERIC

DOCUMENT RESUME
CE 066 n49
ED 369 897
Simmons, Ivan V.
AUTHOR
Survey of Attitudes toward the Indiana Higher
TITLE
Education Telecommunication System (IHETS Delivery
System).
PUB DATE
93
NOTE
63p.
Statistical
Research/Technical (143)
Reports
PUB TYPE
Data (110)
Plus Postage.
EDRS PRICE
MF01/P'
e Education; Educational Administration;
DESCRIPTORS
*Dista
lucation; Higher Education; Industrial
Health
Education; Information Technology; *Instructional
Systems; Nontraditional Education; Safety Education;
Student Attitndes; Technology Education;
*Telecommunications
*Indiana Higher Education Telecommunications
IDENTIFIERS
System
ABSTRACT
A study surveyed the opinions of 152 Indiana State
University (ISU) students who had taken courses delivered on the
Indiana Higher Education Telecommunication System (IHETS). Of the 365
questionnaires mailed to students enrolled in educational
administration, industrial technology education, and health and
safety, 45.51 percent were returned. Measures of central tendency,
chi-sqUare, and one-way analysis of variance were used to analyze
data. Data supported the conclusion that IHETS was a viable
alternative to "traditional" off-campus classes. The educational
goals of 71% of respondents depended on the IHETS delivery system.
Respondents believed the IHETS delivery system should be used tc.
promote the majors (86.9 percent) and they woulu recommend progrt,s
that were at least partially delivetred by IHETS (87.5 percent). Data
supported the conclusion that IHETS courses provided learning
experiences equal to other classes. However, respondents reported
interactions in the class needed to be improved. They were positive
about the methods and treatment students received in the IHETS
classes and believed that their relationship with instructors and ISU
was very positive and that ISU had made a commitment to delivery of
quality programs. Respondents' opinions were not affected by their
gender but were affected by number of courses taken and distance
traveled to get to an on-site class. On a self-rating scale,
respondents rated themselves as very supportive of the IHETS delivery
system. (YLB)
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Reproductions supplied by EDRS are the best that can be made
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SURVEY OF ATTITUDES TOWARD THE INDIANA
HIGHER EDUCATION TELECOMMUNICATION SYSTEM
(IHETS DELIVERY .SYSTEM)
By
Ivan V. Simmons. Ph.D.
Indiana State University
School of Technology
Industrial Technology Education Department
Terre Haute, IN 47809
Spring 1993
U S DEPARTMENT OF EDUCATION
-PERMISSION TO REPRODUCE
THIS
Office of Educational Research and Improvement
MATERIAL HAS BEEN GRANTED
BY
ATIONAL RESOURCES INFORMATION
ED
CENTER ERIC)
This document has been reproduced as
received from tne person or organization
originating it
O Minor changes have been made to improve
reproduction quality
I.nts of yiess or opinions staled in this docu
TO THE EDUCATIONAL RESOURCES
rnent do not necessarily represent official
OEM position or policy
INFORMATION CENTER (ERIC)."
2
Table of Contents
Page
3
List of Tables
5
Introduction
Problem Statement
5
8
Methods
8
Subject
Opinionnaire
8
Procedures
9
10
Results
45
Discussion
59
Recommendations
60
Summary
62
References
List of Tables
Page
Table
7
Frequency Distribution on Demographic Variables
1
Frequency Data on Respondents Perceptian of IHETS as
2
a Viable Alternative
11
All Respondents
A.
13
Education Administration
B.
15
Industrial Technology Education
C.
17
Health and Safety
D.
Frequency Data Comparing IHETS Courses With
3
Other Courses
18
All Respondents
A.
19
Education Administration
B.
20
Industrial Technology Education
C.
21
Health and Safety
D.
Frequency Data Comparing Instructor/Institution
4
Student Relations
22
All Respondents
A.
23
Education Administration
B.
24
Industrial Technology Education
C.
25
Health and Safety
D.
Results of Chi-Square Analyses Comparing Female
5
and Male Respondent's Perception of the IHETS
26
Delivery System
Results of Chi-Square Analysis Comparing
6
Respondents Who Had Taken One IHETS Course With
Respondents Who F.ad Taken Two or More IHETS
29
Courses
Results of Chi-Square Analysis Comparing
7
Respondents Who Traveled Less Than 10 Miles
With Respondents Who Traveled More Than 10 Miles
31
to Get to a Downsite
Results of Chi-Square Analysis Comparing
8
Respondents Who Traveled Less Than 10 Miles
With Respondents Who Traveled More Than 10
Miles to Get to a Traditional Class
33
Results of Chi-Square Analysis Comparing
9
Respondents Who Work in Post-Secondary Education
Institutions with Respondents Who Work in
Secondary Education and Business/Industry/
Government Institutions
35
Results of Chi-Square Analysis Comparing
10
Respondents Who Work in Secondary Education
Institutions With Respondents Who Work in
Post-Secondary Education and Business/
Industry/Government Institutions
37
Results of Chi-Square Analysis Comparing
11
Respondents Who Work in Business/Industry/
Government Institutions with Respondents
Who Work in Post-Secondary Education,
Secondary Education and Department of
Corrections
39
One-Way ANOV Comparing Perceptions of
12
Selected Items Between Groups
41
Frequency Data on Subjects Self Rating of
13
Support or Non Support for the IHETS
Delivery System
44
5
5
Survey of Attitudes Toward the
Indiana Higher Education Telecommunication System
(IHETS Delivery System)
Vocational Education courses have traditionally been delivered to distance sites by
instructors who travel to the sites and deliver "on site" 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 Telecommunication
System (IHETS) provides an alternative for delivering distance education classes. It is not
the purpose of this paper to discuss the advantages and disadvantages of the IHETS delivery
the
system. However, many of these will become apparent through reporting and discussing
data.
The classes meet on a weekly basis. However, because the time is limited on the
IHE rs Network, it 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
classes provide for
or more times on campus or at a centrally located site. The IHETS
interaction between students and the instructor and student and student; and the Saturday
classes provide for face-to-face interaction.
This is an expanded replicate study conducted by Simmons (Jan. 1991) which includes
delivered classes. This survey
programs at Indiana State University (ISU) offering IHETS
included Educational Administration (EA), Industrial Technology Education (ITE), and
Health and Safety (HS).
Problem Statement
The purpose for this research was to survey Indiana State University students, who had
taken courses delivered on IHETS, opinions of the IHETS distant education delivery system.
6
To accomplish the objectives for this study, nine questions were proposed. (Table 1, P. 7)
Did students, who have taken IHETS (T.V.) classes, perceive the IHETS
1.
delivered classes to be a viable alternative to traveling to distant, off campus
classes with an on-site instructor?
Did participants compare their experiences in IHETS (T.V.) delivered classes
2.
favorably with other delivery systems?
Did participants have a positive perception of their relationship with the
3.
instructor/institution?
Did males perceive their experience(s) in IHETS classes different from females?
4.
two or more,
Did the number of IHETS courses the responder had taken, one
5.
affect their attitude toward taking IHETS classes?
Didk the distance participants had to travel to get to an IHETS downsite
6.
(location), 0 to 10 miles vs. 10 or more miles, affect their opinions of the IHETS
delivery system?
Did the distance participants had to travel to get to a traditional class with an on-
7.
site instructor, 0 to 10 miles vs. 10 or more miles, affect their opinion of the
IHETS delivery system?
Did participant3' place of employment significantly affect their opinion of IHETS
8.
(T.V.) taught classes, e.g., post-secondary education institutions, Secondary
Education, Department of Corrections and business/industry/government?
Did the program in which participants were enrolled affect their opinions of the
9.
IHETS delivery system?
7
Table 1
Frequency Distribution On Demographic Variables
Variable
Percent
Percent
Missing
N
N
Case
Females
Males
1(.7)
36.8
56
Sex:
62.5
95
One
Two or
Courses:
6(3.9)
52.0
67
79
44.1
more
Distance Traveled:
0-10 miles
10 or more
1(.7)
59.2
90
40.1
61
(TO IHETS Class)
miles
Distance Traveled:
10 or more
0-10 miles
83.6
1(.7)
24
14.9
127
(To On Site Class)
Place of
All Others
Post-Second.
25.7
73.7
39
1(.7)
112
Employment:
All Others
Secondary
23.0
35
76.4 1(.7)
116
Industry
All Others
31.6
67.8
48
1(.7)
103
Other
All Others
1(.7)
80.3
29
122
19.1
HS + ITE
Program:
Ed. Admin.
29
0
80.9
123
19.1
EA + ITE
ITE
59.9
0
40.1
91
61
EA + HS
HS
40.8
62
59.2
90
0
Total N = 152
8
Methods
Subjects (N=152)
Students enrolled in Education Administration, Industrial Technology Education, and
Health and Safety at Indiana State University, who had taken one or more courses delivered
on IHETS since the Fall of 1987, had an opportunity to participate in this study. The total
population (N=365) was mailed an opinionnaire with
stamped, returned addressed
envelope. Thirty-one, 8.49 percent of the opinnionaires were not delivered because the
addresses were incorrect. Three hundred and thirty-four opinnionaires were delivered, and
45.51 percent of the opinionnaires delivered were returned (N=152).
The Opinionnaire
The opinionnaire was a closed form instrument. Respondents were asked to check
an item from a list of suggested responses, e.g. SA = strongly agree to SD = strongly
disagree. The list of items was designed to arrwer the questions proposed for this study.
The items were given to a group of professors who had experience in research and/or test
and measurement. The group of experts answered the following question, "do these items
sample a significant aspect of the questions proposed?" The items were refined or replaced
and the questionnaire was assembled.
The instrument was given a "pilot test" and refined. Simmons (Jan, 1991) used the
instrument in a previous study. However, the instrument has been refined and the response
format changed. Therefore, when the data were reduced and analyzed new statistical data
were run on the refined instrument.
An estimate of internal consistency using Cronbach's Alpha yielded a coefficient of
reliability .9579. A split half method was used to determine internal consistency for the
9
opinionnaire. The scores on the odd numbered items were correlated with the scores on the
even numbered items. The total !limber of items was 29 (15 items in part 1; 14 items in
part 2). The reliability coefficients between Part 1 and Part 2 using the unequal length
Spearman-Brown prophecy formula was .9676. The Cronbach Alpha for consistency within
This method yields lower correlation
groups was .9093 for Part 1 and .9173 for Part 2.
because of the reduction in size to two tests of half the number of items.
Procedures
The questionnaire "User's Opinions of T.V. (IHETS) Classes" (Simmons, Jar,.
1.
1991) was refined.
A list
and addresses was assembled
of
include Education
to
2.
narn,..,s
Administration (EA), Health and Safety (HS), and Industrial Technology
Education (ITE) students who have taken IHETS (TN.) delivered courses since
the Fall 1987.
A mailing was prepared. A numbering machine was used to number the
3.
opinionnaires, return envelopes, and mailing list. This system assisted the
researchers to determine which responses had been returned. This would assist
Also, we were able to assign
the researchers to follow-up nonrespondents.
responses to categories to facilitate data analysis.
A date was set by which time all opinionnaires must be returned.
4.
The opinionnaires were given to the testing center with instructions on what data
5.
will be needed for analysis and the way the data should be grouped. The data
analysis techniques were discussed with a research consultant in the testing
center.