Student Responses To Internet Based Delivery Programmes At ... · USQOnline for Learning Content Quality / Relevance Quality of Assignment for Submission Reading / Studying Work With

STUDENT RESPONSES TO INTERNET BASED DELIVERY PROGRAMMES AT

INSTITUTE OF BUSINESS AND MANAGEMENT STUDIES (IBMS)

BY

Eugenie Ong

Research Paper Submitted in Partial Fulfilment of the Requirement For the Degree of Corporate Master in Business Administration

Faculty of Economics and Business Universiti Malaysia Sarawak

(2002)

APPROVAL PAGE

I certify that I have supervised and read this study and that in my opinion it conforms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a research paper for the degree of Corporate Master in Business and Administration.

Name of -rCik ~ o r ~ a i d a h w a d Zaidin Supervisor

This research paper was submitted to the Faculty of Economics and Business, UNIMAS and is accepted as partial fulfilment of the requirements for the degree of Corporate Master of Economics and Business.

Assoc. Prof. Dr. Shazali Abu Rlansor Dean, FEB, UNIMAS

DECLARATION AND COPYRIGHT

Name : Eugenie Ong

Matric Number : 00 - 02 - 0474

I hereby declare that this research is the result of my own investigations, except where otherwise stated. Other sources are acknowledged by footnotes giving explicit references and a bibliography is appended.

/ ...... t."' L -.!# t@cl*ql'',a,ak? J #.-. ("-'yt--.. . 1

/ . . Signature : ..................#............................ ""-[;i A &/ ~ O Z - Date ..................... .......................

O Copyright by Eugenie Ong and Universiti Malaysia Sarawak

ACKNOWLEDGEMENTS

Here is my opportunity to acknowledge some of those who made this study possible:

Cik Norzaidahwati Zaidin, my thesis supervisor for being easily accessible and provided much needed perspective and direction for this study.

My CMBA coursemates for making life more interesting and especially Wong Soon Sing who has helped with research, analysis, writing and providing support for many of my CMBA subjects and giving me wonderful advice and inspiration.

My thanks to Joey Ho for assisting in the collection of data for this study to accomplish this milestone efficiently and providing continuous support for many years. I also owe a debt of gratitude to Clement Hii whose friendship and advice have been invaluable to me in kicking off with this study. Next I would like to acknowledge my ex-colleagues at IBMS for making this study possible and providing their invaluable assistance.

Lastly, I would like to thank my mom, brothers and husband who have always given me their encouragement, patience, kindness, and unfailing support throughout the course of my studies. A special thanks goes to my children who dutifully pushed me to get my "homework" done; without their constant reminders, my CMBA would not have been made possible.

LIST OF TABLES

TABLE 1 Demographic Characteristics of Students Enrolling

in Semester 3 2001 Enrolment Date USQ Programme Enrolled Occupation Company in IT Industry Gender Age Previous Highest Education Reason for Enrolling Familiar with the Internet How Often Log In? USQConnect or USQOnline? How Often Log Into USQConnect or USQOnline? Screen Resolution Net Browser Access To Computers and Network Easy To Use USQConnect Easy To Use USQOnline Encounter Difficulties Decision to Enrol - Internet Decision to Enrol - Tutorial Support Chi-Square Analysis of the USQConnect and USQOnline for Learning Content Quality / Relevance Quality of Assignment for Submission Reading / Studying Work With Assignment for Submission Work On-campus Tutor / Unit Leader's Comments Local Tutor Comments Social Communication with Fellow Students Individual Communication With On-Campus Tutor Chi-Square Analysis of the Actual Use of Resources Write to On-Campus Tutor / Unit Leader Write to Fellow Students Write to IBMS Administration Powerpoint Slides / Notes Distributed

PAGE 27

TABLE 35 Ofien Experiencing Technical / Communication

Problems Turn-around Time Satisfaction With Turn-around Time Correlation Between Turn-around Time and Satisfaction with turn-around Time How Many Hours Free for Internet Access? Is the No. of Hours Given Sufficient? Ever Use IBMS Computer Lab Facilities? Computing Needs Adequately Met? E-mail (read responses) Academic Work Including Research Surfing The Net for Fun or Pleasure Games

PAGE 46

LIST OF FIGURES

FIGURES PAGE

2.1 Diagrammatical Conceptual Framework 23 3.1 Stages in the Research Process 2 5

ABSTRACT

The purpose of this study was to gather and analyse feedback from undergraduate and masters students enrolled in University of Southern Queensland (USQ) programmes at IBMS during the third semester (Nov 01 to Jan 02) regarding the use of the USQConnect and USQOnline in their studies. Questionnaire was distributed and collected during the class. The questionnaire focused on the students' background and their access to the Internet, their views on the USQConnect and USQOnline including aspects such as communication, online learning resources and technical difficulties.

A careful examination of the data indicates that the majority of the students had a positive experience using the USQConnect and USQOnline, both as a means of accessing course materials and as an important resource for completing their assignments. They coped rather well with technical challenges of Internet studies. The study shows that turn-around time is important for the students.

. . . Vl l l

ABSTRAK

Tujuan kajian ini adalah untuk mengumpul dan serta menganalisa maklumbalas dari siswa-siswa dan penuntut sarjana yang mengikuti program USQ (University of Southern Queensland) di DBMS pada semester ketiga 2001 mengenai penggunaan USQConnect dan USQOnline dalam pengajian mereka.

Kertas soal selidik telah diedar dan dikumpul pada waktu kuliah. Soal-selidik menumpukan kepada latarbelakang penuntut dan laluan ke Internet, pandangan mereka ke atas USQConnect dan USQOnline meliputi aspek-aspek seperti komunikasi, sumber pendidikan melalui Internet serta masalah-masalah teknikal.

Kajian tersebut menunjukkan bahawa kebanyakan penuntut mempunyai pengalaman positif tentang penggunaan USQConnect dan USQOnline, kedua-duanya sebagai cara memperolehi bahan- bahan menyiapkan kertas kerja.

Kajian tersebut menunjukan bahawa mereka telah berjaya mengatasi kesulitan teknikal dalam pendidikan melalui Internet dan bahawa 'turn-around time' adalah penting bagi setiap penuntut.

TABLE OF CONTENTS . . .............................................................. Approval Page 11 ... ........................................... Declaration and Copyright Page iii

......................................................... Acknowledgements iv ................................................................. List of Tables v . . ............................................................... List of Figures vii

... ..................................................................... Abstract viii ........................................................................ Abstrak ix

1.0 INTRODUCTION ................................................................ 1 ..................................... ..................................... 1.1 Background ... 1

........................................... 1.2 Distance Education In Malaysia 2 ............ .................... 1.3 The Need For Research ., ........... .. ... .. 2

1.4 Institute Of Business and Management Studies (IE3MS) and USQOnline / USQConnect ............................................................. 3

..................... ......................................... 1.5 Problem Statement ... 5 1.6 Research Questions ........................ .. .................................... 6

.................................................. 1.7 Significance Of The Study 6 . . 1.8 Defimtions .................... .. .... .... ............................... 6

.................................................... 2.0 LITERATURE REVIEW 8 2.1 Introduction ............................................................................. 8 2.2 Definition Of Distance Education ............... .. ....................... 8

.............................................. 2.3 History Of Distance Education 9 ................................................ 2.4 Issues In Distance Education 10

...................... 2.4.1 Driving Forces in Distance Education 10 2.4.2 Design Issues and Roles of Learners and Instructors 11

............................................ 2.4.3 Criticisms and Barriers 12 ........................................ 2.4.4 Learner Support Services 14

................................. 2.5 Characteristics Of Distance Learners 15 ................................... 2.6 Technology And Distance Education 16

...................... ......................... 2.6.1 Technology Issues .. 16 2.6.2 The Internet as Distance Learning Medium .............. 17

............... 2.6.3 World Wide Web and Distance Education 20 .................. 2.7 Satisfaction And Distance Education ........... .. 21

............................................ 2.8 Interaction In Internet Courses 22 ...................................... 3.0 RESEARCH METHODOLOGY 24 ......................... 3.1 Research Scope .................... .... ....... ..... 24

3.2 Research Objectives ....................... ... ..................... 24 3.3 Research Method ................................... .. ......................... 25

3.3.1 ResearchDesign .................. .. ...... .. ...................... 26 .................................... 3.3.1.1 Primary Research .... . . . 26

.............................................. 3.3.1.2 Secondary Research 27 3.3.2 Reporting ............................................................... 27

........................................... 3.3.2.1 Analysing the Finding 28 .......................................... 3.3.2.2 Discussion Conclusion 29

................................................ 3.3 Constraints and Reservations 29 ................................................................ 3.3.1 Constraints 29

.................................... 3.3.1.1 Methodological Weakness 29 3.3.1.2 Time .................................................................... 29

4.0 FINDINGS ........................................................................... 30 ....................................................................... 4.1 Response Rate 30

4.2 Results ................................ .. ............................................. 30 4.2.1 Some Background Information ................................. 30

4.2.1.1 The Students' Experiences as Background for Their Opinion 30 4.2.1.2 Occupation ............................................................ 31

................................................................... 4.2.1.3 Gender 32 4.2.1.4 Age ....................................................................... 33

................................. 4.2.1.5 Previous Level of Education 33 .......................................... 4.2.1.6 Reasons for Enrolling 33

4.2.2 Internet and Computer Hardware .............................. 34 4.2.3 Access to Computers and Network ........................... 37 4.2.3 Attractiveness of Internet Studies / Distance Education

3 9 4.2.4 Different Didactic Aspects And Their Value For Learning 40 4.2.5 Actual Use Of Learning Resources And Interpersonal . . Communication ...... .. .............................................................. 43

.................. 4.2.6 Material from USQConnect/USQOnline 45 4.2.7 Technical Problems and Difficulties and Support .... 46 4.2.8 Turn Around Time of Replies from On-Campus Tutor

........................................................................... / Unit Leader 46 ..................... 4.2.8 IBMS Computer Laboratory Facilities 48

5.0 DISCUSSIONS .................................................................... 51 ....................................................................... 5.1.1 Gender 51

5.1.2 Age ................................. .. ..................................... 51 ................................ ........................... 5.1.3 Occupation .. 51

......................... 5.1.4 Access to Computers and Networks 51 5.1.5 Requiring Assistance and Encountering Difficulties 52 5.1.6 Attractiveness of Internet Studies / Distance Education

5 3 ....... 5.1.7 Didactic Aspects and Their Value for Learning 53

5.1.8 Actual Use Of Learning Resources And Interpersonal . . ........................................................................ Communication 54 5.1.9 Material from USQConnectAJSQOnline .................. 55 5.2.0 Technical Problems and Difficulties and Support .... 55 5.2.1 IBMS Computer Laboratory Facilities ..................... 57

6.0 CONCLUSIONS AND FUCCOMMENDATIONS ............ 58 6.1 Research Outcome ................................................................ 58 6.2 Recommendations ................................................................. 60

.......................................... 6.2.1 Online Education in Asia 60 6.2.2 Enhancing Awareness of USQConnect and USQOnline ............................................................................... 60

............................................. 6.2.3 Teaching and Learning 60 6.2.3.1 Finding Specific Resources On The Internet ........ 61

6.2.4 Computer Lab Facilities ............................................ 62 6.3 Conclusions And Recommendations For Future Research .. 62

BIBLIOGRAPHY ...................................................................... 64 APPENDIX 1 ................................................................................. 69

Results Of Coefficient Alpha .................................................... 69 ................................................................................... APPENDIX 2 70

................................................................................ Questionnaire 70

1.0 INTRODUCTION

1.1 Background

Distance education has evolved and matured over the last century into a complex assortment of delivery systems and instructional methods. It has become more than just a modern version of the isolated self-study or correspondence courses of the past (Vertecchi, 1993). Electronic distance education programmes have gained particular prominence in recent years with the development of the Internet and the popularisation of the World Wide Web (WWW). Virtual communities of interconnected adult learners have begun to sprout up at colleges and universities all around the globe. Using the Web, we can: retrieve multimedia documents from around the world, publish documents globally, run programmes on remote servers and download and run programmes on local machines. Many researches believe that the Internet will enable and encourage distance education programs to become more effective (Froke, 1995).

By 1992 the World Wide Web made access to information around the world possible from desktop computers. Today in some classrooms, faculty are using multimedia, integration of text, video, audio, animation, or graphics, which are often interactive in design. They are also using technology for simulations, acquiring information, communicating with others in the classroom and outside the

, and transmitting assignments electronically. According to Ringle (1996) cited in Smith, K.M. p. 146, technology is now a part of the curriculum.

Higher education institutions are undergoing some major changes as they incorporate technology into the curriculum. Gilbert (1995) stated that although the changes occurring "in education are not the result of technological changes, the character of the changes may be guided . . , by our own thoughtfulness of the role of technology in education" (cited in Petrides, Lisa Ann, 2000 p. 145-146).

Others believe that the Internet promises to become an essential technology for distance learning in the future (Moore & Kersley.

1997). As the Internet begins to be used more throughout education, students will gain more familiarity with using the Web, and perhaps more will experience the benefits of having accessing resources around from around the world to assist them in their learning and take advantage of various distance-learning courses which are now available on the Web. CIearly the Web is an important tool for many applications, including education, and is expected to be so for some years to come.

1.2 Distance Education In Malaysia

Colleges and universities in Malaysia have responded actively to the challenge of the IT revolution and are now administering distance education programmes from fully accredited universities from Australia, United States and United Kingdom. The colleges and universities are being transformed by the convergence of two powerful forces: the need for lifelong learning and the technological revolution of the Internet and its graphical interface, the Web. As the body of knowledge grows at unprecedented speeds in most professional area, students may no longer consider that they have 'finished' their education by the time they graduate.

According to Bates (1 997), there are different models of international technology-based distance delivery:

1. Direct delivery to individuals in another country 2. Inter-institutional direct delivery from one country to another;

and 3. Joint partnership between institutions in different countries.

1.3 The Need For Research

Because the Internet as a distance education delivery medium is relatively new, many questions still remain about the value and effectiveness of online teaching (Guernsey, 1998; MacArthur & Lewis, 1996). In fact, may believe that serious research into most aspects of Internet distance education is severely lacking, or even nonexistent (McGinn, 2000, Noble, 1998 & Wilson, 1998). As a result, much of the growth which Internet distance education has experienced at many colleges and universities has been haphazard

and inadequately planned and researched - the product of knee-jerk reactions to the new technology (Forsyth, 1998).

According to Wilson (198), published journal articles and research studies about Internet distance education are typically restricted to broad policy issues, or only offer anecdotal information. Many researchers agree that the information available about Internet distance education is characteristically only anecdotal in nature (McDonald & Gibson, 1998 & Sherritt & Basom , 1997). Solid research into all aspects of this emerging method of distance delivery is critical to the development of the practice.

According to Sherry (1 996), colleges and universities need to conduct research into which factors affect the successful delivery of courses over the Internet. Less than a decade ago the Internet was an unknown quantity to most educators - a virtual terra incognita. Today, however, the Internet has become an important and rapidly growing component of distance education practice. Researchers should be looking for ways to emphasise and enhance social and academic communication and interaction among all participants in distance education. With more students showing interest in Internet- delivered courses and with universities trying to expand their sphere of influence to greater numbers of students, these research issues have become even more relevant.

1.4 Institute Of Business and Management Studies (IBMS) and USQOnline / USQConnect

IBMS is a local institute of higher education in Kuching, established in 1989, with a starting population of five (5) and has grown to 1,500 students to-date. They offer a wide range of ourses in business, management, commerce, tourism, law and information technology.

Once of the successful partnerships that IBMS has is with University of Southern Queensland (USQ) which is currently working towards being an e-University. USQ is a regional university with an international mission. Almost 75 percent of the students study off campus, and more students study off shore through flexible learning modes with USQ than with any other Australian university. USQ was awarded the Institutional Prize of Excellence by ICDE (International Council for Open and Distance Learning) for a dual

mode institution in recognition of the University's very significant contribution to providing education at a distance to the world and in recognition of its leadership and innovation in the field of distance leaming, while at the same time maintaining a thriving traditional on- campus operation.

At IBMS, current students of 130 enrolling in USQ's undergraduate and postgraduate courses under the Faculty of Business, which have been offered at the institute since 1999, are on Internet based delivery mode via USQOnline. USQOnline, which takes Internet delivered Australian higher education to a new level of pedagogical and technological quality and sophistication. While the students are on distance education mode, IBMS have also arranged for tutorial support by local lecturers or tutors for the units offered to the students.

USQOnline was developed for students who would like to enhance their career and/or attain university-accredited qualifications by study via the Internet. USQOnZine is a way for people all over the world in many different situations to continue their education and enhance their professional skills. USQOnline students are provided with access to all of their course materials online. No printed course materials are produced for USQOnZine studies. All the information the students need to successfully complete their studies is provided via the Internet.

Study and technical support are guaranteed and interaction with other students and teaching staff is available via email, discussion and chat groups.

Unit and course materials including content modules and resources are available via USQOnEine. Materials may also include power point slides, lecture materials, unit specific online exercises, interactive problem solving or online quizzes with immediate feedback, and past examination papers.

The USQConnect facility offers students electronic access to a vast amount of information, as well as access to communication with other students and the lecturer via discussion groups.

4

1.5 Problem Statement

There is a danger assuming that replacing traditional teaching techniques with new technologies can cause a significant improvement (Dede, 1996; Moore, 1996) cited in Carswell et al, 2000, p.29. There are many examples where attempts have been made to use electronic communication to cope with increasing student numbers (Daniel, 1998) (and proportionately diminishing resources) or to improve learning outcomes (Bischoff et al., 1996; Scardamalia and Bereiter, 1992; Moskal et al., 1997). However, it is vital to discover whether the pressure to increase student numbers overshadows the need to provide students with a meaningful educational experience, and whether course appraisal techniques disguise the quality of the courses that are presented. According to Carswell (2000), "improvements in student performance should not come at the expense of the student experience".

The interest should be on the effects of new technology on the student who is remote from both teacher and fellow students. The Internet could be a life-line for students in remote areas: it is a means for combating their isolation, extending their knowledge, and gaining proficiency in its use (Franks, 1996). It gives students a communications technology that cheaply and quickly connects them to the rest of the world, giving them ready access to information. The issue is how to harness effectively the benefits of the Internet in order to provide students with a fulfilling educational experience (Bates, 1991).

Although the Web breaks down the long-standing physical and temporal barriers of access to education, it can create new kinds of barriers for students. These include computer hardware that malfunctions, difficulty in setting up software to access an educational institution or Internet service provider, and encountering constant busy signals when dialing up from home (Owston, 1997). Hence, technical support from the lecturers/tutors and the institution is an essential component of an online course.

1.6 Research Questions

Based on a review and analysis of the literature, the researcher had two aims:

To identify the personal experiences of students enrolling in the Internet-based delivery mode via USQOnline; To identify means of improving the service to students by use of appropriate technology.

1.7 Significance Of The Study

The purpose of this study was to gather and analyse students' responses to internet-based delivery programmes at IBMS and their use of the Internet. This study may be useful to other educational institutions in Malaysia who intend to provide distance education programmes from universities abroad. In addition, this study may provide new ideas about how to deliver quality educational programmes via Internet to students from other countries.

1.8 Definitions

Asynchronous Communication between two or more communication persons that is not concurrent in time.

Discussion Board An online "bulletin board' where class members can post and review responses to messages arranged by topics. Also referred to as a threaded discussion list.

Distance education Any form of instruction used to bridge the distance in time andlor space between a learner and an instructor

Electronic mail (Email) Electronic messages sent to others via the Internet

Interaction The act of communicating with or reacting to another person.

Internet A global consortium of computer networks that allows computer users to access information on remote coinputers or to communicate with other users. Also referred to as the "Net'"

Internet Service Provider A company that provides dial-up access to (Isp) the Internet for its customers

Lifelong Learning The act of continuously engaging in planned learning activities throughout one's life.

Online Being connected to the Internet via an ISP.

Synchronous Communication between two or more communication persons that occurs at the same time.

World Wide Web A communications interface for the (WWw) Internet that allows for the use of graphics

and point-and-click navigation. Also referred to as the "Web".

2.0 LITERATURE REVIEW

2.1 Introduction

The review of the literature focused on articles, studies and related research in the field of distance education. It sought information and research associated with the delivery of educational institutions courses via the Internet. Specifically, the chapter provides a definition of distance education, sumarises the history of distance education, and discusses various issues in distance education. Additionally, the chapter describes characteristics of distance learners, defines the floes of technology in electronic distance education, presents factors which can affect satisfaction with distance education and the need for and importance of interaction in distance education courses.

2.2 Definition Of Distance Education

Distance education has gone through significant changes during the last century. The introduction of numerous distance delivery mediums and techniques during the last seventy years has necessitated that educators develop a working definition of the practice. In a broad sense, distance education, or distance learning, is any form of instruction used to bridge the distance between a learner and an instructor (Keegan, 1994). More specifically, distance education is typically comprised of four components: An instructor, a learner, a subject, and a communications system (Keegan, 1993). Keegan (1993) m h e r stated that the learner and the instructor must be separated from each other. The separation is more than geographical; it is a separation in space andor time. In distance education, the concern for space and time is replaced by a focus on the 'process' of teaching and learning (Cantelon, 1995). Keegan (1993) asserted that the condition of separation is the crux of the problem that faces distance education, but it also is the reason for its existence. Distance, and technologies to bridge that distance, introduces opportunities for educators to contact learners who were previously beyond their reach,

Moord (1995) agreed that a physical separation must exist between the learner and the instructor, at least most of the time, some form of communications system t be utilised to overcome the distance. Additionally, he stated education, an educational institution must be involved in the instructional process, and that two-way communication must exist between the learner and the instructor.

According to Nunan (1993), distance education is more than a technique - it is also a value statement. D

can address the issues of educational access and equity better than traditional edu . In ow modern era, the consumer er) to live near the consumer (learn). As such, distance e and more equitable access to learning opportunities than traditional methods of delivery.

2.3 History Of Distance Education

Weinstein (1 997) identified five stages:

1. Correspondence courses which gained their foothold in the late 1800s

2. Radio broadcasts beginning in the 1920s 3. evision in the 1950s 4. 5 . Internet-delivered courses in the 990s

According to Aoki and Pogroszewski (1998), distance education has ent of the personal

onal computer, and t. The Internet, as an

ement of the nce schools more than a century

1s (1 996) claimed that the use of the Internet in schools would change forever the way

ce education was conducted.

9

2.4 Issues In Distance Education

Traditional classroom education is not well suited to meet the lifelong learning needs of most learners (Knight, 1998). While traditional educational methods are not likely to disappear, the line between distance and traditional education will conceivably become blurred in the future (Keegan 1993). Distance education is not a fad nor a trend; it is here to stay, and is changing the way that education is being delivered (Betts, 1998)

Higher education has begun to see the opportunity that distance education can offer, and is beginning to target traditional and non- traditional students through distance education efforts (Lewis et al., 1997). However, along with its strengths and opportunities, distance education still faces many challenges and barriers in the future as well.

2.4.1 Driving Forces in Distance Education

Distance education has, and will continue to grow, as a result of increasing demand from learners for non-traditional educational delivery methods in order to accommodate their present life commitments. According to Sherritt (1993), changing demographic and technological factors will bring them a promising future for distance education. Asoki and Pogroszewski (1998) contended that three factors have been fueling the current growth in distance education:

1. Institutions' ambitions to increase enrolments; 2. A desire to meet the needs of adult learners; 3. New technologies which enable institutions to offer distance

education courses and programs more effectively.

Internet distance education has been propelled by many of the same forces and issues that confront distance education in general. More than any other delivery medium the Internet is perceived as a truly global educational tool. Factors that have acted as forces in promoting this methods of delivery include "global economic competition, non-traditional learner, labour force requirements, bewitched computer users, high technology industries, and politicians" (Sherritt & Basom, 1997, p.2). Because Internet distance

education can offer from an individual’s home or place of employment, the additional benefits that accrue to the learner over

support for lifelo

2.4.2 Design Issues and Roles of Learners and Instructors

itional classroom education where the for the educational process, successful

components of successful, high quality distance education programs. These include dependable technology, trained course designers, and trained instructors. Additional indicated that a critical factor of a successful di

y. Betts (1998) conducted a s ion as a faulty member, the

experts in all aspects p technical support. The idea among

discouraged many from getting involved.

Economies of scale tend to dictate that distance education is most efficiently administered by large, centralised instituti 1994). However, this does not mean that individual courses should be taught in large, impers learner versus the control

ess. The roles of instmc

information to a participant r’s role become

but should also be extended to what to study (Mood, 1995).

11

Sherry (1996) indicated that the ability of a learner to work independently is critical to an individual's success in a distance learning environment. However, because of increased independence, Dawes (19980 stated that distance education may not be suited for all learners. Many individuals, he feels, have a difficult time dealing with the lack of structure and conventional interaction to wliich they are accustomed in a traditional classroom. Less-motivated individuals, and those who need greater degrees of visual contact, may fid it difficult to perform well in a distance education environment. In fact, Moore (1996) identified learner motivation as the most important variable in determining an individual's success in a distance learning environment. However, Laws (1996) stated that even highly self-disciplined learners could find it difficult to stay motivated in a distance education course. Developing support groups, especially in Internet courses, can help students stay motivated; resulting in higher completion rates and improved learning outcomes.

2.4.3 Criticisms and Barriers

While the distance education 'bandwagon' has witnessed a significant increase in support over the last decade, it continues to receive its share of criticism also. Most criticisms can be categorised as either organisational or perceptual. Organisational criticisms include issues with the administration, logistics, resources, and services involved in distance education. Perceptual criticisms deal with the issues of quality of experience, learning outcomes, and teaching methods.

Wolcott (1997) asserted that distance education is not as effective as it could be because many universities and colleges lack a true commitment to it. She claims that because it is removed from the institution's mission and central focus, distance education often exists on the fringes of academia. In order to achieve its full potential, distance education needs to become an integral part of an institution's mission instead of being merely an incidental consideration (Berge, 1998; Turoff, 1998; Wolcott, 1997). It is also essential for individual college and university administrators to embrace distance education both philosophically and financially. Sherritt (1993) asserted that university administrators have largely resisted distance education programs, and for varied reasons. Financial considerations are a real