This study was designed to identify faculty and participant perceptions regarding Ball State University's distance education model known as MBA/TV and report on its apparent effectiveness. A second purpose was to examine both motivations for and barriers to participation in this distance education model.Two surveys (faculty and student) were designed to collect data for this study. Responses from faculty included their perceptions of student performance, student inquiries and participation, administrative and logistical support services, technology (performance and limitations), and program strengths/limitations. Responses from students included their demographic profile, motivations for participation (logistical, personal, and career), perceptions of the program strengths/limitations, faculty, technology, and administrative support services. Responses to all questions were reported by number and percentage. Responses to open-end questions were separated into categories and reported by number.The major findings included: Males (67%) outnumbered females (32%) by more than two to one. More students were married (78.9%) than single (20.1%). Nearly all (96.1%) had experienced good TV reception at their site. Many rated issues such as receiving the program in their hometown(s) (71.1%) and offering it at convenient times (80.8%) as important. Other issues rated as important by participants included: the opportunity to earn an MBA (90.9%); the opportunity to upgrade work skills (75.1%); and the opportunity to learn more about business concepts (83.2%).Analysis of the faculty survey revealed the following: 75100 percent of the MBA/TV students demonstrated understanding and resourcefulness in completing class assignments (78.9%); less than fifty percent of the students contributed to the quality of class discussions (78.9%); and mail communication with students had either minor problems (solved) or had always gone smoothly (78.9%).Additional investigation was needed regarding educational resource and training needs of both students and faculty. Also, attitudes of faculty toward distance learners and administrative dictates requiring televised instruction should be further explored.3 / Department of Educational Leadership

Computer-based distance education, as a vehicle for overcoming barriers such as time and place, is a vital new opportunity for enhancing lifelong learning.The purpose of this study was to investigate the computer and communication skills of teachers who have taught computer-based distance education classes and of the students who registered in computer-based distance education in the Fall 1996 in any of the higher education institutions in Indiana. Teacher and student questionnaires were developed for data collection. Both questionnaires were available in printed and World Wide Web versions. Teachers and students from six higher education institutions in Indiana responded to various questions about technical skills in computer and communication tools and applications, training and support programs, motivation and objectives of participants, concerns about computer-based distance education, and advantages of this method of education.Analysis of faculty data revealed that nearly all the faculty were competent in the use of computer for communication and in access to resources. About 57% of the faculty responded that they had competence in designing computer educational applications. The majority of faculty had training in computer connections (52.9%) and the use of computer resources (76.5%), but only 11.8% had training in instructional design for computer-based distance education. The faculty had many concerns such as student/teacher communication (94.2%) and lack of personal interaction among students (94.1%) in computer-based distance education. The faculty saw many advantages such as new opportunities for adult education (100%), and the teacher's role as facilitator (64.7%) in computer-based distance education.Analysis of student data revealed that the majority of students had adequate skills in e-mail (98.2%), File Transfer Protocol (61.4%), and WWW (80%). The students had concerns for training and support programs in higher education institutions in Indiana. Over 57% of the students were married and 95% were studying toward a degree. The main motivations for participation were educational value (61%), career promotion (47.5%) and improving job performance (23.7%). The students had many concerns such as teacher/student communication (98.3%), training program by university (86%), and connection costs (91.2%). Students also saw many advantages such as flexibility of time and place (90.7%) and variety of learning resources (76.6%) in computer-based distance education.The results of this study indicate that higher education institutions should design faculty development programs beyond technical skills to include instructional design. Furthermore, a practical training program based on needs assessment and an off hours support program are essential for the success of a computer-based distance education program and for positive educational experience for teachers and students.There are tremendous needs for research in computer-based distance education in areas such as computer and communication skills of teacher and student, student objectives for participation, effectiveness of training and support programs, effectiveness of instructional design, educational experience of teachers and students, the teacher's role, and subjects and contents which are feasible online. / Department of Educational Leadership