Identifying critical factors of perceptions of quality: Responses of continuing education students who have taken both on-campus and off-campus credit classes at four-year public institutions.

Abstract

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170 p.

This study reveals critical factors of quality identified by graduate students who have taken both on-campus and off-campus credit classes as part of their degree program. One hundred and eighty-nine respondents from six public institutions in the state of Illinois responded to a 20-question survey, comparing their on-campus and off-campus credit class experiences. The respondents were asked to rate the relevancy of each of the 20 instructional dimensions to the quality of their classes. In addition, the respondents were asked to identify critical factors of quality for their off-campus and on-campus credit classes. Opportunity was given for the respondents to rank order their responses.The seven critical factors identified for on-campus revealed a 74% commonality with those critical factors identified for off-campus. Instructor Expertise was ranked highest on both lists. The other critical factors identified are Adult Learning Environment, Curriculum Relevance, Instructional Methodology, Instructor Enthusiasm, Physical Parameters, and Resource Materials.Critical factors identified for off-campus had more relevance to the quality of the graduate students' credit class experiences than those they identified for on-campus. There was no significant difference based on the variables of age, gender, G.P.A. and major when the ratings for the 20 instructional dimensions were compared for off-campus and for on-campus.Administrators of off-campus classes now have empirical data from the primary stakeholders which supports off-campus programming. The students rated their off-campus programming as comparable to on-campus credit classes and conducive to learning. Some aspects of off-campus class experiences as perceived by the respondents are actually stronger than on-campus.This study provides insights for those who are attempting to defend comparability of their off-campus credit programs to their on-campus credit programs. This has become an urgent issue in the 1990s as dollars have become tighter and programs are more closely scrutinized. Feedback from the students is essential. This research has attempted to make such feedback available to administrators and deliverers of both on-campus and off-campus credit programming.