The Survey of American College Students: Use of Distance Education


METHODOLOGY	2
HOW TO READ THE DATA	4
THE QUESTIONNAIRE	6
HOW THE DATA IS BROKEN OUT	7
List of Tables	9
SUMMARY OF MAIN FINDINGS	15
Percentage of Students that Attend Colleges that Offer Online or Distance Education Classes	15
Percentage of American College Students that Have Ever Take a Distance Learning Course	16
Percentage of College Students that Plan to Take a College Distance Leanring Course in the Future	17
Number of Credits Taken Through Distance Learning Courses	18
Student Self Evaluation of the Technological Preparedness to Take a Distance Learning Course	18
Chapter 1: Colleges that Offer Distance Learning	20
Chapter 2: Student Use of Distance Learning	25
Chapter 3: Future Use of Distance Learning	30
Chapter 4: Difficulty of Distance Learning	37
Chapter 5: Total Credits Taken Through Distance Learning	42
Chapter 6: Student Preparedness for Distance Learning	48

 
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	20
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	20
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	20
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	20
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	21
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	21
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	21
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	22
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	22
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	22
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	22
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	23
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	23
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	23
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	23
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	24
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	24

Table 2.1:	Students That Have Taken a Distance Learning Class	24
Table 2.2:	Students That Have Taken a Distance Learning Class, Broken Out by Age of the Student	24
Table 2.3:	Students That Have Taken a Distance Learning Class, Broken Out by Population Intensity of the Place of Origin	24
Table 2.4:	Students That Have Taken a Distance Learning Class, Broken Out by Geographic Region of Origin of the Student	24
Table 2.5:	Students That Have Taken a Distance Learning Class, Broken Out by Freshmen, Sophomores, Juniors & Seniors	25
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	25
Table 2.7:	Students That Have Taken a Distance Learning Class, Broken Out by Level of Religiosity of the Student	25
Table 2.8:	Students That Have Taken a Distance Learning Class, Broken Out by The Political Views of the Student	25
Table 2.9:	Students That Have Taken a Distance Learning Class, Broken Out by Grade Point Average or Equivalent	26
Table 2.10:	Students That Have Taken a Distance Learning Class, Broken Out by Academic Major or Focus	26
Table 2.11:	Students That Have Taken a Distance Learning Class, Broken Out by Gender of the Student	26
Table 2.12:	Students That Have Taken a Distance Learning Class, Broken Out by Public and Private College Students	26
Table 2.13:	Students That Have Taken a Distance Learning Class, Broken Out by Type of College Living Arrangement	27
Table 2.14:	Students That Have Taken a Distance Learning Class, Broken Out by Student Employment Situation	27
Table 2.15:	Students That Have Taken a Distance Learning Class, Broken Out by Type of College	27
Table 2.16:	Students That Have Taken a Distance Learning Class, Broken Out by Size of Enrollment of College	27
Table 2.17:	Students That Have Taken a Distance Learning Class, Broken Out by Publicly Claimed Mean SAT Acceptance Score of the College Attended	28
Table 3.1:	Likelihood of the Student to Take Such a Class in the Future	29
Table 3.2:	Likelihood of the Student to Take Such a Class in the Future, Broken Out by Age of the Student	29
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	29
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	29
Table 3.5:	Likelihood of the Student to Take Such a Class in the Future, Broken Out by Freshmen, Sophomores, Juniors & Seniors	30
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	30
Table 3.7:	Likelihood of the Student to Take Such a Class in the Future, Broken Out by Level of Religiosity of the Student	31
Table 3.8:	Likelihood of the Student to Take Such a Class in the Future, Broken Out by The Political Views of the Student	31
Table 3.9:	Likelihood of the Student to Take Such a Class in the Future, Broken Out by Grade Point Average or Equivalent	32
Table 3.10:	Likelihood of the Student to Take Such a Class in the Future, Broken Out by Academic Major or Focus	32
Table 3.11:	Likelihood of the Student to Take Such a Class in the Future, Broken Out by Gender of the Student	32
Table 3.12:	Likelihood of the Student to Take Such a Class in the Future, Broken Out by Public and Private College Students	33
Table 3.13:	Likelihood of the Student to Take Such a Class in the Future, Broken Out by Type of College Living Arrangement	33
Table 3.14:	Likelihood of the Student to Take Such a Class in the Future, Broken Out by Student Employment Situation	34
Table 3.15:	Likelihood of the Student to Take Such a Class in the Future, Broken Out by Type of College	34
Table 3.16:	Likelihood of the Student to Take Such a Class in the Future, Broken Out by Size of Enrollment of College	34
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	35
Table 4.1:	General Feeling Toward Distance Learning Classes Compared to Traditional Classes	36
Table 4.2:	General Feeling Toward Distance Learning Classes Compared to Traditional Classes, Broken Out by Age of the Student	36
Table 4.3:	General Feeling Toward Distance Learning Classes Compared to Traditional Classes, Broken Out by Population Intensity of the Place of Origin	36
Table 4.4:	General Feeling Toward Distance Learning Classes Compared to Traditional Classes, Broken Out by Geographic Region of Origin of the Student	36
Table 4.5:	General Feeling Toward Distance Learning Classes Compared to Traditional Classes, Broken Out by Freshmen, Sophomores, Juniors & Seniors	37
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	37
Table 4.7:	General Feeling Toward Distance Learning Classes Compared to Traditional Classes, Broken Out by Level of Religiosity of the Student	37
Table 4.8:	General Feeling Toward Distance Learning Classes Compared to Traditional Classes, Broken Out by The Political Views of the Student	38
Table 4.9:	General Feeling Toward Distance Learning Classes Compared to Traditional Classes, Broken Out by Grade Point Average or Equivalent	38
Table 4.10:	General Feeling Toward Distance Learning Classes Compared to Traditional Classes, Broken Out by Academic Major or Focus	38
Table 4.11:	General Feeling Toward Distance Learning Classes Compared to Traditional Classes, Broken Out by Gender of the Student	38
Table 4.12:	General Feeling Toward Distance Learning Classes Compared to Traditional Classes, Broken Out by Public and Private College Students	39
Table 4.13:	General Feeling Toward Distance Learning Classes Compared to Traditional Classes, Broken Out by Type of College Living Arrangement	39
Table 4.14:	General Feeling Toward Distance Learning Classes Compared to Traditional Classes, Broken Out by Student Employment Situation	39
Table 4.15:	General Feeling Toward Distance Learning Classes Compared to Traditional Classes, Broken Out by Type of College	40
Table 4.16:	General Feeling Toward Distance Learning Classes Compared to Traditional Classes, Broken Out by Size of Enrollment of College	40
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	40
Table 5.1:	Mean, Median, Minimum and Maximum Total Number of Credits That the Student Has Taken Through Distance Learning	41
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	41
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	41
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	42
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	42
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	42
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	43
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	43
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	44
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	44
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	44
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	45
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	45
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	45
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	46
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	46
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	46
Table 6.1:	Student Rating of Their Own Technological Preparedness for Taking a Distance Learning Class	47
Table 6.2:	Student Rating of Their Own Technological Preparedness for Taking a Distance Learning Class, Broken Out by Age of the Student	47
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	47
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	48
Table 6.5:	Student Rating of Their Own Technological Preparedness for Taking a Distance Learning Class, Broken Out by Freshmen, Sophomores, Juniors & Seniors	48
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	48
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	49
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	49
Table 6.9:	Student Rating of Their Own Technological Preparedness for Taking a Distance Learning Class, Broken Out by Grade Point Average or Equivalent	50
Table 6.10:	Student Rating of Their Own Technological Preparedness for Taking a Distance Learning Class, Broken Out by Academic Major or Focus	50
Table 6.11:	Student Rating of Their Own Technological Preparedness for Taking a Distance Learning Class, Broken Out by Gender of the Student	50
Table 6.12:	Student Rating of Their Own Technological Preparedness for Taking a Distance Learning Class, Broken Out by Public and Private College Students	51
Table 6.13:	Student Rating of Their Own Technological Preparedness for Taking a Distance Learning Class, Broken Out by Type of College Living Arrangement	51
Table 6.14:	Student Rating of Their Own Technological Preparedness for Taking a Distance Learning Class, Broken Out by Student Employment Situation	51
Table 6.15:	Student Rating of Their Own Technological Preparedness for Taking a Distance Learning Class, Broken Out by Type of College	52
Table 6.16:	Student Rating of Their Own Technological Preparedness for Taking a Distance Learning Class, Broken Out by Size of Enrollment of College	52
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	52
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