A Study of Computer-Modem Students: A Call for Action.

Autor/inn/en	Richards, Irving; und weitere
Titel	A Study of Computer-Modem Students: A Call for Action.
Quelle	(1995), (48 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Access to Information; College Students; Computer Mediated Communication; Computer Uses in Education; Distance Education; Electronic Mail; Higher Education; Listservs; Modems; Student Attitudes; Student Surveys + Suchen Sie Ihr Suchwort? Collegestudent; Computerkonferenz; Computernutzung; Distance study; Distance learning; Fernunterricht; Elektronischer Briefkasten; Hochschulbildung; Hochschulsystem; Hochschulwesen; Modem; Schülerverhalten; Schülerbefragung
Abstract	Offering participation in courses via modem can benefit both colleges, which are often coping with downsizing or insufficient classroom space, and students, who may face prohibitive work schedules, a need to remain at home, physical handicaps, or incarceration. This study assembles demographic information on higher education students who participate in computer/modem instruction: their age range, gender, employment status, part-time or full-time enrollment status, and final grades achieved compared to "traditional" students. The inquiries also provided a forum for these distance education students to express reasons why they chose to take a course via modem, disadvantages they might feel in the lack of face-to-face interaction with the instructor, or suggestions they might offer for instructional improvements. A survey was sent to 217 computer/modem students and 263 students enrolled in traditional on-campus versions of the same classes. Ten randomly selected computer/modem students were also interviewed. Findings in this case indicated that the typical computer/modem student was part-time (64%), female (71%), older than the traditional student (26-35 years old), white (76%), and employed full-time (49%). Traditional students tended to be younger and unemployed. More computer/modem students (63%) achieved a grade of 8 or better than traditional students (27%). Large groups of respondents (54%) saw no difference in the difficulty of computer/modem classes versus traditional ones and 56% claimed not to miss the social aspects of classroom interaction. In addition, 79% of respondents felt their basic educational needs were met by the format. Most cited the convenience and self-paced nature of the format as assets, and online time limitations and delays in instructor feedback as chief barriers to success. The prevailing suggestion for improvement was to offer classes in more subject areas. Questions used in both the survey and the interviews are provided along with summaries of comments. Six figures illustrate the data. (Contains 74 references.) (BEW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC