• Student Participation in Distance Education
• Distance Education Delivery
• Satisfaction With Distance Education
• References

Students responding to the 1999–2000 National Postsecondary Student Aid Study (NPSAS:2000) were asked, "During the 1999–2000 school year, did you take any courses for credit that were distance education courses? By distance education, I mean courses delivered off campus using live, interactive TV or audio; prerecorded TV or audio; CD-ROM; or a computer-based system such as the Internet, e-mail, or chat rooms." Students who reported taking distance education courses were asked about their experiences with distance education.

This report uses data from NPSAS:2000 to address several research questions:

• Which students participated in distance education in 1999–2000? Were any student characteristics related to participation in distance education?
• Which types of technology did students use to take their distance education courses?
• How satisfied were students with their distance education courses?

Students' overall participation, as well as their participation by type of distance education technology, is examined in terms of numerous student characteristics, including demographics (such as gender, race/ethnicity, and age); indicators of socioeconomic status (such as parents' highest level of education and students' family income); family status (marital status and whether students had dependent children); institution and academic characteristics (such as institution type, and students' class level, degree program, and field of study); and employment characteristics. This report also includes a multivariate analysis that shows how various student characteristics were related to participation in distance education after controlling for the covariation of related variables.

The findings of this study suggest that even though distance education participation rates were relatively low in 1999–2000 (8 percent of undergraduates and 10 percent of graduate/first-professional students reported taking distance education courses), clear patterns of participation emerged for both undergraduates and graduate/first-professional students. Students who reported participating tended to be those with family responsibilities and limited time. They were more likely to be enrolled in school part time and to be working full time while enrolled.

Among undergraduates, characteristics associated with family and work responsibilities (such as being independent, older, married, or having dependents) were associated with higher rates of participation in distance education. Gender was related to participation as well: females were more likely than males to participate (figure A). The participation rates of undergraduates attending public 2-year institutions and those seeking associate's degrees also tended to be higher than those of their counterparts in other types of institutions and degree programs. In addition, participation in distance education varied by undergraduate field of study. Undergraduates majoring in education participated in distance education at a higher rate than did those majoring in most other fields of study.

Students who reported participating in distance education were asked if their entire program was taught through distance education. Among undergraduates who participated in distance education, those who had characteristics associated with higher overall rates of participation were also generally more likely than those who lacked these characteristics to report that their entire program was taught through distance education.

Figure A. Percentage of 1999–2000 undergraduate and graduate/first-professional students who participated in distance education, by gender

Similar patterns of participation emerged among graduate and first-professional students. While a gender difference was not detected, married students and those with dependent children were more likely than their counterparts to participate in distance education. Greater work intensity also appeared to contribute to higher participation. Due to low incidence and resulting small sample sizes, it was not possible to conduct subgroup comparisons of the availability of graduate and first-professional students' entire programs via distance education.

Among those who took distance education courses, both graduate/first-professional and undergraduate students were more likely to do so via the Internet than via either live or prerecorded TV or audio (figure B). Graduate and first-professional students were less likely than undergraduates to participate in distance education courses via prerecorded TV or audio but were more likely than undergraduates to participate via live TV or audio or via the Internet.

Figure B. Among 1999–2000 undergraduate and graduate/first-professional students who participated in distance education, percentage who participated via live TV or audio, prerecorded TV or audio, or the Internet

Undergraduate and graduate/first-professional students who participated in distance education were asked, "Compared to other courses you've taken, are you more satisfied, equally satisfied, or less satisfied with the quality of instruction you've received in your distance education courses?" About one-half of both undergraduates (47 percent) and graduate/first-professional students (51 percent) reported being equally satisfied with their distance education courses and their regular classroom courses (figure C). However, a higher proportion of undergraduates reported being less satisfied with distance education courses (30 percent) than reported being more satisfied (23 percent). Among graduate/first-professional students, 27 percent reported being less satisfied and 22 percent reported being more satisfied.

Figure C. Among 1999–2000 undergraduate and graduate/first-professional students who participated in distance education, percentage distribution according to satisfaction with quality of instruction in distance education relative to classroom-based courses