The Survey of American College Students: Use of Distance Education

Published by: Primary Research Group

Published: Mar. 1, 2009

Table of Contents

METHODOLOGY

HOW TO READ THE DATA

THE QUESTIONNAIRE

HOW THE DATA IS BROKEN OUT

List of Tables

SUMMARY OF MAIN FINDINGS

Percentage of Students that Attend Colleges that Offer Online or Distance Education Classes

Percentage of American College Students that Have Ever Take a Distance Learning Course

Percentage of College Students that Plan to Take a College Distance Leanring Course in the Future

Number of Credits Taken Through Distance Learning Courses

Student Self Evaluation of the Technological Preparedness to Take a Distance Learning Course

Chapter 1: Colleges that Offer Distance Learning

Chapter 2: Student Use of Distance Learning

Chapter 3: Future Use of Distance Learning

Chapter 4: Difficulty of Distance Learning

Chapter 5: Total Credits Taken Through Distance Learning

Chapter 6: Student Preparedness for Distance Learning

List of Tables

table 1.1: Percentage Of Students That Attend Colleges That Offer Online Or Other Forms Of Distance Learning Classes Through Which No Or Only Very Little Time Is Spent In The Classroom

Table 1.2: Percentage Of Students That Attend Colleges That Offer Online Or Other Forms Of Distance Learning Classes Through Which No Or Only Very Little Time Is Spent In The Classroom, Broken Out By Age Of The Student

Table 1.3: Percentage Of Students That Attend Colleges That Offer Online Or Other Forms Of Distance Learning Classes Through Which No Or Only Very Little Time Is Spent In The Classroom, Broken Out By Population Intensity Of The Place Of Origin

Table 1.4: Percentage Of Students That Attend Colleges That Offer Online Or Other Forms Of Distance Learning Classes Through Which No Or Only Very Little Time Is Spent In The Classroom, Broken Out By Geographic Region Of Origin Of The Student

Table 1.5: Percentage Of Students That Attend Colleges That Offer Online Or Other Forms Of Distance Learning Classes Through Which No Or Only Very Little Time Is Spent In The Classroom, Broken Out By Freshmen, Sophomores, Juniors & Seniors

Table 1.6: Percentage Of Students That Attend Colleges That Offer Online Or Other Forms Of Distance Learning Classes Through Which No Or Only Very Little Time Is Spent In The Classroom, Broken Out By Broken Out By Income Level Of The Student?s Family Of Origin

Table 1.7: Percentage Of Students That Attend Colleges That Offer Online Or Other Forms Of Distance Learning Classes Through Which No Or Only Very Little Time Is Spent In The Classroom, Broken Out By Level Of Religiosity Of The Student

Table 1.8: Percentage Of Students That Attend Colleges That Offer Online Or Other Forms Of Distance Learning Classes Through Which No Or Only Very Little Time Is Spent In The Classroom, Broken Out By The Political Views Of The Student

Table 1.9: Percentage Of Students That Attend Colleges That Offer Online Or Other Forms Of Distance Learning Classes Through Which No Or Only Very Little Time Is Spent In The Classroom, Broken Out By Grade Point Average Or Equivalent

Table 1.10: Percentage Of Students That Attend Colleges That Offer Online Or Other Forms Of Distance Learning Classes Through Which No Or Only Very Little Time Is Spent In The Classroom, Broken Out By Academic Major Or Focus

Table 1.11: Percentage Of Students That Attend Colleges That Offer Online Or Other Forms Of Distance Learning Classes Through Which No Or Only Very Little Time Is Spent In The Classroom, Broken Out By Gender Of The Student

Table 1.12: Percentage Of Students That Attend Colleges That Offer Online Or Other Forms Of Distance Learning Classes Through Which No Or Only Very Little Time Is Spent In The Classroom, Broken Out By Public And Private College Students

Table 1.13: Colleges That Offer Online Or Other Forms Of Distance Learning Classes Through Which No Or Only Very Little Time Is Spent In The Classroom, Broken Out By Type Of College Living Arrangement

Table 1.14: Colleges That Offer Online Or Other Forms Of Distance Learning Classes Through Which No Or Only Very Little Time Is Spent In The Classroom, Broken Out By Student Employment Situation

Table 1.15: Colleges That Offer Online Or Other Forms Of Distance Learning Classes Through Which No Or Only Very Little Time Is Spent In The Classroom, Broken Out By Type Of College

Table 1.16: Colleges That Offer Online Or Other Forms Of Distance Learning Classes Through Which No Or Only Very Little Time Is Spent In The Classroom, Broken Out By Size Of Enrollment Of College

Table 1.17: Colleges That Offer Online Or Other Forms Of Distance Learning Classes Through Which No Or Only Very Little Time Is Spent In The Classroom, Broken Out By Publicly Claimed Mean Sat Acceptance Score Of The College Attended

Table 2.1: Students That Have Taken a Distance Learning Class

Table 2.2: Students That Have Taken a Distance Learning Class, Broken Out by Age of the Student

Table 2.3: Students That Have Taken a Distance Learning Class, Broken Out by Population Intensity of the Place of Origin

Table 2.4: Students That Have Taken a Distance Learning Class, Broken Out by Geographic Region of Origin of the Student

Table 2.5: Students That Have Taken a Distance Learning Class, Broken Out by Freshmen, Sophomores, Juniors & Seniors

Table 2.6: Students That Have Taken a Distance Learning Class, Broken Out by Broken Out by Income Level of the Student?s Family of Origin

Table 2.7: Students That Have Taken a Distance Learning Class, Broken Out by Level of Religiosity of the Student

Table 2.8: Students That Have Taken a Distance Learning Class, Broken Out by The Political Views of the Student

Table 2.9: Students That Have Taken a Distance Learning Class, Broken Out by Grade Point Average or Equivalent

Table 2.10: Students That Have Taken a Distance Learning Class, Broken Out by Academic Major or Focus

Table 2.11: Students That Have Taken a Distance Learning Class, Broken Out by Gender of the Student

Table 2.12: Students That Have Taken a Distance Learning Class, Broken Out by Public and Private College Students

Table 2.13: Students That Have Taken a Distance Learning Class, Broken Out by Type of College Living Arrangement

Table 2.14: Students That Have Taken a Distance Learning Class, Broken Out by Student Employment Situation

Table 2.15: Students That Have Taken a Distance Learning Class, Broken Out by Type of College

Table 2.16: Students That Have Taken a Distance Learning Class, Broken Out by Size of Enrollment of College

Table 2.17: Students That Have Taken a Distance Learning Class, Broken Out by Publicly Claimed Mean SAT Acceptance Score of the College Attended

Table 3.1: Likelihood of the Student to Take Such a Class in the Future

Table 3.2: Likelihood of the Student to Take Such a Class in the Future, Broken Out by Age of the Student

Table 3.3: Likelihood of the Student to Take Such a Class in the Future, Broken Out by Population Intensity of the Place of Origin

Table 3.4: Likelihood of the Student to Take Such a Class in the Future, Broken Out by Geographic Region of Origin of the Student

Table 3.5: Likelihood of the Student to Take Such a Class in the Future, Broken Out by Freshmen, Sophomores, Juniors & Seniors

Table 3.6: Likelihood of the Student to Take Such a Class in the Future, Broken Out by Broken Out by Income Level of the Student?s Family of Origin

Table 3.7: Likelihood of the Student to Take Such a Class in the Future, Broken Out by Level of Religiosity of the Student

Table 3.8: Likelihood of the Student to Take Such a Class in the Future, Broken Out by The Political Views of the Student

Table 3.9: Likelihood of the Student to Take Such a Class in the Future, Broken Out by Grade Point Average or Equivalent

Table 3.10: Likelihood of the Student to Take Such a Class in the Future, Broken Out by Academic Major or Focus

Table 3.11: Likelihood of the Student to Take Such a Class in the Future, Broken Out by Gender of the Student

Table 3.12: Likelihood of the Student to Take Such a Class in the Future, Broken Out by Public and Private College Students

Table 3.13: Likelihood of the Student to Take Such a Class in the Future, Broken Out by Type of College Living Arrangement

Table 3.14: Likelihood of the Student to Take Such a Class in the Future, Broken Out by Student Employment Situation

Table 3.15: Likelihood of the Student to Take Such a Class in the Future, Broken Out by Type of College

Table 3.16: Likelihood of the Student to Take Such a Class in the Future, Broken Out by Size of Enrollment of College

Table 3.17: Likelihood of the Student to Take Such a Class in the Future, Broken Out by Publicly Claimed Mean SAT Acceptance Score of the College Attended

Table 4.1: General Feeling Toward Distance Learning Classes Compared to Traditional Classes

Table 4.2: General Feeling Toward Distance Learning Classes Compared to Traditional Classes, Broken Out by Age of the Student

Table 4.3: General Feeling Toward Distance Learning Classes Compared to Traditional Classes, Broken Out by Population Intensity of the Place of Origin

Table 4.4: General Feeling Toward Distance Learning Classes Compared to Traditional Classes, Broken Out by Geographic Region of Origin of the Student

Table 4.5: General Feeling Toward Distance Learning Classes Compared to Traditional Classes, Broken Out by Freshmen, Sophomores, Juniors & Seniors

Table 4.6: General Feeling Toward Distance Learning Classes Compared to Traditional Classes, Broken Out by Broken Out by Income Level of the Student?s Family of Origin

Table 4.7: General Feeling Toward Distance Learning Classes Compared to Traditional Classes, Broken Out by Level of Religiosity of the Student

Table 4.8: General Feeling Toward Distance Learning Classes Compared to Traditional Classes, Broken Out by The Political Views of the Student

Table 4.9: General Feeling Toward Distance Learning Classes Compared to Traditional Classes, Broken Out by Grade Point Average or Equivalent

Table 4.10: General Feeling Toward Distance Learning Classes Compared to Traditional Classes, Broken Out by Academic Major or Focus

Table 4.11: General Feeling Toward Distance Learning Classes Compared to Traditional Classes, Broken Out by Gender of the Student

Table 4.12: General Feeling Toward Distance Learning Classes Compared to Traditional Classes, Broken Out by Public and Private College Students

Table 4.13: General Feeling Toward Distance Learning Classes Compared to Traditional Classes, Broken Out by Type of College Living Arrangement

Table 4.14: General Feeling Toward Distance Learning Classes Compared to Traditional Classes, Broken Out by Student Employment Situation

Table 4.15: General Feeling Toward Distance Learning Classes Compared to Traditional Classes, Broken Out by Type of College

Table 4.16: General Feeling Toward Distance Learning Classes Compared to Traditional Classes, Broken Out by Size of Enrollment of College

Table 4.17: General Feeling Toward Distance Learning Classes Compared to Traditional Classes, Broken Out by Publicly Claimed Mean SAT Acceptance Score of the College Attended

Table 5.1: Mean, Median, Minimum and Maximum Total Number of Credits That the Student Has Taken Through Distance Learning

Table 5.2: Mean, Median, Minimum and Maximum Total Number of Credits That the Student Has Taken Through Distance Learning, Broken Out by Age of the Student

Table 5.3: Mean, Median, Minimum and Maximum Total Number of Credits That the Student Has Taken Through Distance Learning, Broken Out by Population Intensity of the Place of Origin

Table 5.4: Mean, Median, Minimum and Maximum Total Number of Credits That the Student Has Taken Through Distance Learning, Broken Out by Geographic Region of Origin of the Student

Table 5.5: Mean, Median, Minimum and Maximum Total Number of Credits That the Student Has Taken Through Distance Learning, Broken Out by Freshmen, Sophomores, Juniors & Seniors

Table 5.6: Mean, Median, Minimum and Maximum Total Number of Credits That the Student Has Taken Through Distance Learning, Broken Out by Broken Out by Income Level of the Student?s Family of Origin

Table 5.7: Mean, Median, Minimum and Maximum Total Number of Credits That the Student Has Taken Through Distance Learning, Broken Out by Level of Religiosity of the Student

Table 5.8: Mean, Median, Minimum and Maximum Total Number of Credits That the Student Has Taken Through Distance Learning, Broken Out by The Political Views of the Student

Table 5.9: Mean, Median, Minimum and Maximum Total Number of Credits That the Student Has Taken Through Distance Learning, Broken Out by Grade Point Average or Equivalent

Table 5.10: Mean, Median, Minimum and Maximum Total Number of Credits That the Student Has Taken Through Distance Learning, Broken Out by Academic Major or Focus

Table 5.11: Mean, Median, Minimum and Maximum Total Number of Credits That the Student Has Taken Through Distance Learning, Broken Out by Gender of the Student

Table 5.12: Mean, Median, Minimum and Maximum Total Number of Credits That the Student Has Taken Through Distance Learning, Broken Out by Public and Private College Students

Table 5.13: Mean, Median, Minimum and Maximum Total Number of Credits That the Student Has Taken Through Distance Learning, Broken Out by Type of College Living Arrangement

Table 5.14: Mean, Median, Minimum and Maximum Total Number of Credits That the Student Has Taken Through Distance Learning, Broken Out by Student Employment Situation

Table 5.15: Mean, Median, Minimum and Maximum Total Number of Credits That the Student Has Taken Through Distance Learning, Broken Out by Type of College

Table 5.16: Mean, Median, Minimum and Maximum Total Number of Credits That the Student Has Taken Through Distance Learning, Broken Out by Size of Enrollment of College

Table 5.17: Mean, Median, Minimum and Maximum Total Number of Credits That the Student Has Taken Through Distance Learning, Broken Out by Publicly Claimed Mean SAT Acceptance Score of the College Attended

Table 6.1: Student Rating of Their Own Technological Preparedness for Taking a Distance Learning Class

Table 6.2: Student Rating of Their Own Technological Preparedness for Taking a Distance Learning Class, Broken Out by Age of the Student

Table 6.3: Student Rating of Their Own Technological Preparedness for Taking a Distance Learning Class, Broken Out by Population Intensity of the Place of Origin

Table 6.4: Student Rating of Their Own Technological Preparedness for Taking a Distance Learning Class, Broken Out by Geographic Region of Origin of the Student

Table 6.5: Student Rating of Their Own Technological Preparedness for Taking a Distance Learning Class, Broken Out by Freshmen, Sophomores, Juniors & Seniors

Table 6.6: Student Rating of Their Own Technological Preparedness for Taking a Distance Learning Class, Broken Out by Broken Out by Income Level of the Student?s Family of Origin

Table 6.7: Student Rating of Their Own Technological Preparedness for Taking a Distance Learning Class, Broken Out by Level of Religiosity of the Student

Table 6.8: Student Rating of Their Own Technological Preparedness for Taking a Distance Learning Class, Broken Out by The Political Views of the Student

Table 6.9: Student Rating of Their Own Technological Preparedness for Taking a Distance Learning Class, Broken Out by Grade Point Average or Equivalent

Table 6.10: Student Rating of Their Own Technological Preparedness for Taking a Distance Learning Class, Broken Out by Academic Major or Focus

Table 6.11: Student Rating of Their Own Technological Preparedness for Taking a Distance Learning Class, Broken Out by Gender of the Student

Table 6.12: Student Rating of Their Own Technological Preparedness for Taking a Distance Learning Class, Broken Out by Public and Private College Students

Table 6.13: Student Rating of Their Own Technological Preparedness for Taking a Distance Learning Class, Broken Out by Type of College Living Arrangement

Table 6.14: Student Rating of Their Own Technological Preparedness for Taking a Distance Learning Class, Broken Out by Student Employment Situation

Table 6.15: Student Rating of Their Own Technological Preparedness for Taking a Distance Learning Class, Broken Out by Type of College

Table 6.16: Student Rating of Their Own Technological Preparedness for Taking a Distance Learning Class, Broken Out by Size of Enrollment of College

Table 6.17: Student Rating of Their Own Technological Preparedness for Taking a Distance Learning Class, Broken Out by Publicly Claimed Mean SAT Acceptance Score of the College Attended

Abstract

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