Web-Based Learning and Non-Traditional Students: A Quantitative Causal-Comparative Study

The purpose of this quantitative, causal-comparative study was to determine if, and to what extent, age, gender, and Internet experience affect nontraditional adult learners’ perceptions of web-based learning in online and hybrid college courses in the United States. A survey called Learners’ Perceptions towards the Web-based Distance Learning Activities/Assignments Portion of the Hybrid Program measured perceptions of web-based learning. Data were collected by using convenience sampling from the target population of nontraditional students, with a final sample of 187 participants. Social constructivism, social presence, and the technology acceptance model were used to guide this study. The research questions were: 1. To what extent is there a statistically significant mean difference between students’ age and their perceptions of Web-based learning in online and hybrid college courses?; 2. To what extent is there a statistically significant mean difference between students’ gender and their perceptions of Web-based learning in online and hybrid college courses?; and 3. To what extent is there a statistically significant mean difference between students’ experience with the Internet and their perceptions of Web-based learning in online and hybrid college courses? ANOVA and the t-test were used to determine whether there were any statistically significant differences between the groups being examined. The findings accepted the null hypotheses for age (F(2,194) = 1.551, p = .215), gender (t(195) = 1.774, p = .078), and Internet experience (F(1, 195) = .000, p = .989). These findings may be used to inform higher education leaders of best practices concerning web-based courses