Learning at a Distance: Engaged or Not?

Abstract

Distance learning is the fastest growing segment of postsecondary education. Almost 3 million students took at least one online course in fall 2005, an increase of more than 800,000 over the previous year (Allen and Seaman 2006). At the same time, questions persist about the quality of online learning. In one recent study, about two-fifths of senior academic officers at U.S. degree-granting higher education institutions expressed a belief that distance learning is inferior to face-to-face learning (Allen and Seaman 2006). Although some studies show that distance education learners benefit from their experiences to the same degree as campus-based learners (Dutton, Dutton, and Perry 2002; Neuhauser 2002), most of the work demonstrating positive outcomes in distance learning has focused on older students, who are often more motivated and have the self-discipline to manage effectively the unstructured nature of the distance learning environment (Dibiase 2000; Hardy and Boaz 1997). One important unresolved issue related to the quality of the learning experience is the degree to which online learners are engaged in their educational activities relative to campus-based learners. Engagement is positively related to a host of desired outcomes, including high grades, student satisfaction, and persistence. For this reason, such activities as student-faculty interaction, peer-to-peer collaboration, and active learning are thought to be important in both face-to-face and online learning environments (Brown 2006; Chickering

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