Expectations of Adult Graduate Students in an Online Degree Program

Abstract

This study was conducted to examine the expectations of adult graduate students enrolled in an online degree program at a research university in the mid-South United States. Students who were pursuing their master of education degree were invited to participate in an e-Focus group regarding their expectations of the degree program. Focus groups were conducted through an online message board which was password-protected. Analysis of e-Focus group transcripts yielded three primary themes related to adult graduate student expectations. Those themes included expectations about learning outcomes, expectations of faculty related to teaching, and expectations related to support systems offered by the university. Keywords: electronic focus (e-Focus) groups, graduate students, working adults ********** In 1990 Beaudoin stated that thousands of students had been served through distance education programs and that countless others could be served through further growth and development of quality and credible distance education programs (Beaudoin, 1990). Indisputably, growth and systematic development have occurred among distance education programs over the past couple of decades. For example, Zirkle, Norris, Winegardner, and Frustaci (2006) stated that multimedia technology has changed the landscape of distance education while at the same time driving growth and change which affects how researchers examine the potential benefits of distance education. In order to examine benefits associated with distance education, this study explored expectations of adult graduate students in an online degree program. This exploration of expectations among adult graduate students focused on experiences while enrolled in the online degree program. Study Objective and Research Questions The objective of this study was to examine the expectations of adult graduate students enrolled in an online degree program. The accessible population was graduate students enrolled in an online master of education degree program at a research university in the mid-South. The results of this study are transferable to other graduate degree programs that are offered exclusively online which primarily serve adult graduate students. The specific research questions which guided this study were: 1. What were the expectations of adult graduate students enrolled in the online graduate degree program? 2. Were expectations consistent with adult graduate students' experiences while enrolled in the online degree program? 3. How did expectations influence adult graduate students' sense of satisfaction with the online degree program? Significance of the Study Hannum (2009) called for new direction for research about distance education including the use of optimization studies that seek to improve the from using a specific technology or approach (p. 172). Such studies should focus on identifying those variables within distance education that influence outcomes (Hannum, 2009, p. 172). This study sought to investigate those variables and experiences among adult graduate students which influenced of the online master of education degree program. This study was not limited to students' experiences in courses as it also examined student experiences with student services, academic support, and technical support. Adult graduate students discussed their experiences and spoke of while considering their expectations upon enrollment in the degree program. Theoretical Framework The results of Reiff and Ballin's (2008) study which explored adult graduate students' ideas concerning good and bad learning experiences were adopted as the theoretical framework for this study. Reiff and Ballin's study included adult graduate students from five cohorts at different universities. In their research adult graduate students were asked to name and describe both good and bad experiences related to their enrollment experiences in graduate studies. …