Interactive Distance Learning: Impact on Student Course Evaluations

TLDR

Many higher education institutions use distance learning technologies to serve part‑time and off‑campus students. This study examines how interactive television instruction affects student evaluations of course content and instructors. The authors compared data from courses without interactive distance facilities to those using on‑campus and off‑campus interactive classrooms. Interactive distance learning influenced student evaluations, mainly through instructor teaching style and interaction, with stronger effects in undergraduate courses, suggesting the technology may be better suited for graduate programs.

Abstract

To meet the needs of part-time and off-campus students, many institutions of higher education are using distance learning technologies. This study addresses the impact of the interactive television instructional technology on student evaluations of the course, its content, and the instructor. Data from courses not using the interactive distance facility were collected to compare to both the on-campus and off-campus interactive classroom instruction facilities. The use of inter-active distance learning did have an impact on student evaluations of the course. Most of the differences dealt with the instructor’s teaching methodology and style and his or her interaction with students. Because most of the differences were found with undergraduate courses rather than with graduate courses, it appears that the distance learning technology is better suited for graduate programs than for under-graduate programs.