Information Technology Reference
In-Depth Information
nia, observed that students taking online courses are not isolated and can get to know faculty
and other students by using online discussion boards (Dash, 2000).
Schooley (2001) cited case studies indicating that online education leading to graduate
and undergraduate degrees is developing at a fast pace, and that this approach works well
for the motivated, self-disciplined learner. She further stated that online university courses
are not a substitute for topics but rather a way to communicate with the instructor and other
classmates. The same level of textbook reading will be required as is required for traditional
courses. Exams in an online instruction environment consist of “open book” exams, where
the answer represents a synthesis and application of material provided in the course. Online
instruction requires more interaction, cooperative projects, and online problem solving than
is required in many traditional courses.
Online instruction is offered, in many instances, because it is perceived to be cost
effective. PWC Consulting was awarded a $453 million, five-year contract by the U.S. Army
to develop an electronic university for military personnel that allows them to study from
multiple locations. Some universities offer combination programs. For example, Duke
University's Fuqua School of Business offers MBA degrees that provide about 65% of the
work online and about 35% of the work in residency. Duke charges up to $90,000 for the
program versus $60,000 for its traditional residential MBA degree program (Symonds, 2001).
Online instruction has expanded outside the bounds of degree programs. For example,
General Motors Corporation announced that it is encouraging its 88,000 salaried employees
to take online courses in areas such as marketing, finance, and e-business (Schneider, 2001).
According to International Data Corporation, company spending on online instruction for
employees is expected to grow from $6.3 million in 2001 to more than $23 billion by 2004.
Perceived Quality of Online Classes and Degrees
One critical indicator of the success or failure of any program is the extent to which
graduates are accepted in the job market. Quigley (2001) cited a
Business Week
magazine
survey conducted in 2000 reporting that (based on a survey of 250 corporate recruiters) most
recruiters are “somewhat skeptical of online business school graduates' skills.” Many
executives do not feel that online degree programs have been offered long enough to prove
themselves with on-the-job performance of MBA degree graduates. Many schools do not
distinguish between online degree programs and traditional degree programs.
Some educators are concerned about the rapid growth of online degree programs.
Others have questioned the superiority of online instruction when compared with classroom-
based instruction.
Online Student Demographics and Concerns
Many students currently taking online courses are “nontraditional.” The typical
student enrolled in an online course is older, with a full-time job and a degree. Some have
families and are using online instruction as a way to spend more time at home. Students who
complete online degree programs appear to be highly motivated. Students who are required
to travel as part of their job also find online courses attractive.
Students also look for institutions that provide online instruction in an attractive format.
Many public, as well as private, educational institutions have initiated online degree
programs to meet student expectations. Community colleges and regional universities have
moved into the online arena. Students can earn a large number of different degrees and
certificates online.
