Faculty and student perceptions of distance education using television : the Ball State University M.B.A. model

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.3Department of Educational LeadershipThesis (D. Ed.