The paradox of online education: Images, perceptions, and interests

Abstract

Recent research findings point to a declining institutional interest in the necessity of online education. This study, therefore, proposes to examine a number of key pedagogical questions pertaining to the student images and perception about the relevance and usefulness of the e-environments to their study habits; their experiences and expectations; and, the effects that the e-environment has on the decision to enroll in online classes. This paper further aims to add to the literature by providing useful information that can aid educators and administrators for enhancing the image and tendencies for a set of desired e-environment in higher education. A random sample of 473 students at a Midwestern liberal arts public university in the United States constituted the working sample in this study. Two additive scales—structural motives and experiential factors—measures the imagery and the reasons for the student preference for a learning environment—i.e., online, ground, or hybrid courses. Descriptive, bivariate and regression analysis supported the model that explained the reasons for the popularity of online learning environment.