An assessment of performance and learning experience of students in a distance-learning program

Abstract

The easy access and efficiency of internet have led to an explosive growth in educational programs offered via distance learning or asynchronous modes. While such programs provide opportunities for students and professionals to advance their education and complete their educational aspirations there have been criticisms on the quality of education and value-added knowledge gained by students. The College of Engineering and Computer Science at this institution has been offering several graduate degree programs via AL learning mode; these programs are identical to those offered to on-campus students. This provided an opportunity to assess and compare performance and learning outcomes of AL Vs on-campus students. This assessment was based on two graduate level courses which had a combined enrollment of over 150 graduate students. While the quality of instruction and knowledge transfer to both the groups was about the same, academic assessment of the two groups showed following characteristics: Although AL students, on average, performed as well as the campus students, the spread in their performance was larger than the campus students. Self-discipline and time management seemed to be some of the major factors contributing to larger standard deviation in various performance categories. The top three quartile of AL students were as well educated and had almost equal learning experience with their counterparts but the last quartile of AL students struggled more than the campus students. Both the groups were well-equipped to handle technology, including the use of computer software to do projects and assignments. On average, the instructor had to devote much more time to AL students' learning and comprehension than the campus students. This paper discusses these and other findings that would help AL program planners and instructors to devote appropriate resources to distance or asynchronous learning programs. © American Society for Engineering Education, 2007.