Learners' perceptions of internet-based learning in the college of education at Oklahoma State University

Abstract

Scope and Method of Study: The purpose of this study was to describe Internet learners' perceptions through the Blackboard learning process in the College of Education at Oklahoma State University. This study employed a mix of quantitative and qualitative methods to investigate learners' perceptions among gender, age, marital status, educational level, family considerations, job responsibilities, satisfaction, modes of assessment, learners' autonomy, timescales for learning, knowledge and accessibility, attitudes and prior computer proficiency, course design, convenience, communication and interaction. A survey entitled,"Internet Learner's Perception Questionnaire", was distributed to the targeted subjects by emails for collecting data. The survey was sent to 71 subjects from 3 courses; 48 of the subjects returned the completed questionnaires that were used to generate the findings and conclusions of this study. Measures of central tendency and variability, and cross-tabulations were applied to illustrate and describe the results.

Findings and Conclusions: Due to the privacy policy, difficulties of retrieving and obtaining enrolled students' email lists, and institutional barriers and regulations; the actual available sample was limited; the results could not be generalized to other populations. In this study, more than 80% of subjects were adult learners who were older than 25 years old. More positively perceived aspects by learners were timescales for learning, learners' autonomy, modes of assessment, convenience, and knowledge and accessibility; which should be shared with other faculty. Less positively perceived aspects by learners were course design, communication and interaction, attitudes and prior computer proficiency, and satisfaction; which should be further studied and addressed. The results of the study indicate the autonomy of the learners was highly appreciated but learners felt instant communications and interactions were lacking. Furthermore, learners who had more family considerations and job responsibilities tended to have more positive perceptions than learners who had fewer family considerations and job responsibilities. Males tended to have more positive perceptions of Internet-based learning than females; and older learners tended to have more positive perceptions of Internet-based learning than younger learners.