The College of Education and Professional Studies at Jacksonville State University provides numerous opportunities for distance education among its various program offerings. The purpose of this study was to compare student attitudes and opinions toward in class and online course instruction.

Teaching without the teacher's personal presence in the classroom to provide direct instruction is a modem day miracle of 21st century education. Computer-related course instruction has made a tremendous impact on the provision of instruction and student learning at colleges and universities (Piotrowski & Vodanovich, 2000). Distance education opportunities have brought the classroom from the university setting to the home. allowing students the privilege to pursue college degrees without the inconvenience of actually traveling to campus for course completion. Literally thousands of students are earning college degrees with little or no traditional college participation and/or interaction with professors or other college students.

The Internet is currently the advanced technological mode used to support distance education course presentation in higher education (Owston, 1997; Rossman, 1992). Published literature supports the advantages of Internet use for instruction. Chamberlin (2001) offers the suggestion that by taking advantage of the pedagogical strengths of on campus and online teaching, instructors can offer students the greatest chance to discover their strengths and weaknesses as learners and the best opportunity to find their path to achieving success. Distance education Internet based instruction translates to the fact that students spend less time in the college classroom and are able to complete course work at their convenience in the privacy of their own homes. Less money is spent on travel since class attendance is often not required or is optional. Additionally, more seats are often available in classes taught by distance education, which tends to reduce the concern that some students have regarding course closure due to high enrollment. Chamberlin (2001) further states that online communication can diminish student inhibitions regarding communication by removing psychological and social barriers to student-teacher and student-student interactions.

While there are advantages to instruction provided through distance education. perceived disadvantages appear to exist. Many students learn best through direct interaction provided by professors and other students. Distance education often prohibits this interaction, making learning and direct involvement less personal. The socialization so traditional to standard college attendance is often lacking, especially if instructors fail m utilize available opportunities for student interaction through various online software packages. In addition, students who lack the technological skills required for various types of distance education may fear approaching learning situations provided through nontraditional modes. Problems related to privacy issues, technological difficulties, and technology rather than content focus have been noted (Piotrowski & Vodanovich, 2000).

The College of Education and Professional Studies at Jacksonville State University provides numerous opportunities for distance education among its various program offerings. One of the most recent opportunities for nontraditional course presentation is through Blackboard. Blackboard is a Web-based server software system that offers industry-leading course management, an open architecture for customization and interoperability, and a scalable design that allows for integration with student information systems and authentication protocols (Yaskin & Gilfus, 2002). Blackboard provides a structured format for teachers to post announcements, assignments, course documents, faculty credentials, and course notes for easy student access. Opportunity for direct communication between teacher and students through Email, Discussion Boards, and the Virtual Chat Room make Blackboard attractive as the chosen distance education format for online instruction for many universities. The Virtual Chat Room can be described as an open forum opportunity for active participation and learning for both students and teachers. It serves as an excellent vehicle for topic discussion, individual and group participation. as well as content and assignment clarification and expansion.

The purpose of this study was to compare student attitudes and opinions toward in class and online course instruction. The course was offered through both on campus and online (Blackboard) instructional formats to graduate students enrolled in Special Education. Attitudes and opinions were determined using a questionnaire that surveyed both on campus and online course instruction.

Participants

The participants were 42 students enrolled in a Characteristics of Severe Disabilities class. Questionnaires were distributed during the final examination period and 25 were collected. Of the respondents, 21 were female and 3 were male. Eleven were aged from 22-35. 10 were 36-50 and 3 were 50+. Seven were enrolled in the non-traditional 5th year program and 16 were in the graduate program. Eight were specializing in the K-6 Collaborative Teacher program, 8 were enrolled in the 6-12 Collaborative Teacher program, 4 were enrolled in both programs and 1 was enrolled in the Early Childhood Education for the Handicapped program. Twenty were teaching full time with 14 residing in Alabama and 11 residing in Georgia.

Setting

This study took place in a university setting in the southeastern United States. Participants were enrolled in the graduate level Characteristics of Severe Disabilities class during the fall semester. The class was conducted using a traditional method of lecture only for the first half of the class with the second half conducted by the instructor using Blackboard to post the lecture notes and supplemental materials for the students. With the material posted on the web, attendance became optional.

Method

Traditional classroom instruction began in the fall semester with 42 students enrolled in the characteristics course. Classroom instruction was to continue for 6 weeks. Then the class was switched to using Blackboard as a supplemental teaching aid. Classroom attendance became optional, as the classroom lecture notes were available outside the lecture hall.

Lecture notes were posted in the Digital Drop Box on Blackboard. Students would then simply log on and double-click on the appropriate file, which would then be opened on their personal computer in either a PowerPoint presentation, in Microsoft Word format or in WordPerfect format.

A set of questions was developed to determine student responses to the two modes of instruction -- traditional classroom and Web based. Questions and student responses are detailed in Table !. Further, data were kept on the attendance of students who did come to class. Average attendance before posting notes on the Internet was 37. Attendance after posting was 15, with 7 of these students driving from Georgia to attend class. (See table 1) Written comments:

During the course of the semester, written student comments regarding course presentation were collected. Comments typically provided Support for Internet instruction. Several students continued to favor and participate in both modes of instruction. Table 2 provides a sampling of student written comments. (See table 2)

Discussion

Averages ranged from a high of 4.72 on item 10 (I would recommend this class format to my friends) to a low of 4.28 on item 9 (I prefer to take internet classes to traditional classes). Lower scores were reported in the areas of student interaction (4.36) and helping select curriculum content (4.44). Students reported that the class format allowed them to proceed at an individualized pace (4.68), and allowed them to further their working knowledge of working with students with disabilities (4.64).

Conclusion

This was the first time many of the students had taken an Internet based course. Some expressed concern about the lack of instructor interaction (as did the instructor) and the inability to interact with other students. There were also the hardware and software concerns, as some students expressed their frustrations at trying to connect to the website. However, all students stated that they would take another Internet course, and many said they would take another Internet course, but they preferred interaction with the instructor.

Written comments on the survey tended to focus on flexibility and stress release. Students, especially teachers who work full time, occasionally have problems making classes at given times. Using this format, students who cannot attend class still have access to the instructor's notes and, when used in conjunction with the text, reported that they learned as much as coming to class (average 4.48).

Table 1

Student Questions and Average Responses

  Question                                    Average Response

1. The class content lends itself             4.56
easily for an Internet class

2. I have the opportunity to interact
with other people in the class                4.36

3. The class has allowed me to
further my working knowledge of
students with disabilities                    4.64

4. The class allows for reasonable
accommodations for students
with disabilities                             4.6

5. The class allows me to proceed
at an individualized pace                     4.68

6. This class helped me select
curriculum content for
students with disabilities                    4.44

7. This class helped me learn
new teaching techniques for
students with disabilities                    4.52

8. I learned as much from this
Internet class as I would have
learned from a traditional lecture class      4.48

9. I prefer to take Internet classes
to traditional classes                        4.28

10. I would recommend this class
format to my friends                          4.72

Table 2

Written Comments

• Teaching full time, the day doesn't end at 3:30. Sometimes, it's 4:30-5:30 before I can leave due to meetings, activities, etc. This format gives me the flexibility to do what I need to get done & still attend class, if I can.

• Enjoyed the class discussions. Having a choice seems very fain By using the Internet and coming to class, my old mind seemed to grasp important information.

• I feel I learned a lot from learning about your experiences. This type of practical experience is more valuable in many ways than some of the book theory. I liked the format of the notes on the Internet.

• This class was handled in a manner that I really enjoyed and was very helpful. To be honest, it took a lot of stress off the GA and local students. I look forward to my next semester class with you.

• I enjoyed the class time as well as the flexibility.

• Decrease on long distance driving & works well with a work schedule.

• I choose to get the notes from the Blackboard web page and by coming to class.

• I enjoyed both because it gave me an opportunity to come when I could from GA and not miss that much class. I enjoyed having an option because it gave the class a very relaxed feeling. I truly enjoyed this way of learning.

• Classes need to have some professor contact.

• If I use to attend class as well as use the Internet because if an emergency should arise I would feel comfortable just knowing I could miss and still not get behind because I could get it on the Internet. Just to know it won't be held against me if I wasn't able to make it to class although I prefer being in class.

• Although Internet classes have some advantage for "distance learners" only the live format can offer spontaneous digressions, which may lead to new perspectives, opinions, and so forth.

• I would prefer to take Internet classes because of the distance I have to travel. I have to arrive to class late because I can't leave class to get here.

Chamberlin, W.S. (2001). Face to face vs. cyberspace: Finding the middle ground, Syllabus, 15, 11.

Owston, R. (1997). The World Wide Web: A technology to enhance teaching and learning, Educational Researcher 26 (2). 27-33.

Piotrowski, C. & Vodanovich. S.J. (2000). Are the reported barriers to Internet-based instruction warranted?: A synthesis of recent research. Education. 121.48-53.

Rossman, P. (1992). The emerging worldwide electronic university: Information age global higher education. Westport, CT: Greenwood Press.

Yaskin, D. & Gilfus, S. (2002). Blackboard 5: Introducing the blackboard 5 learning system [On-line]. Available: www.Blackboard.com

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By Lawrence A. Beard, Assistant Professor and Cynthia Harper, Acting Associate Dean, College of Education and Professional Studies Jacksonville State University, Jacksonville, Alabama 36265

Lawrence A. Beard is an Assistant Professor of Special Education in the Department of Curriculum and Instruction at Jacksonville State University, Jacksonville, Alabama.

Cynthia Harper is the Acting Associate Dean in the College of Education and Professional Studies at Jacksonville State University, Jacksonville, Alabama.