A brief presentation describing a survey performed to better understand the factors that students use in determining whether to take a graduate program online.

1. Perceived Value and Usefulness of Online GraduateDegree Programs Eric D. Brown Kevin Williams

2. Introduction We wanted to understand the perceived value of an online graduate degree in 2011. Has the ubiquity of the internet changed the societal outlook on online education? Much research exists in ease of use and technology acceptance (Chiu, et. al., 2005; Compeau & Higgins, 1995; Davis, Bagozzi, and Warshaw, 1989; Doll, Hendrickson, Deng, 1998; Venkatesh & Davis, 2000), but little research as been aimed at factors that influence decision making towards online universities degrees. Drennan, Kennedy, and Pisarski (2005) identify 2 key factors affecting student attitudes toward flexible online learning in management education: a) positive perceptions of technology in terms of ease of access and use of online flexible learning material and (b) autonomous and innovative learning styles. Anecdotal evidence in the past suggested that online degrees and programs were considered to be less valuable and less rigorous than traditional programs Our research attempts to understand the perceptions of current students working on a graduate degree via online learning

3. Survey Respondents were asked if they are currently or have previously taken coursework via an online graduate degree program. If they have completed or are currently enrolled in an online graduate degree program, they were presented with two sets of questions: The first set of Likert-scaled (strongly disagree, disagree, neither agree nor disagree, agree, and strongly agree) questions asked students a series of questions relating to how they feel about the online degree. The next question asked students to rank the factors (from least to most important) involved in the decision making process in selecting an online degree program.

4. Survey – Q1 Those that answered “Yes” (i.e., current or past online graduate students), were asked to rate the following set of questions: Online graduate degrees are just as rigorous as traditional degrees. I would recommend pursuing an online graduate degree to my friends/colleagues. Online graduate degrees are just a valuable as traditional degrees. The reputation of the school was very important when I decided on my online graduate degree program. Flexibility was very important when I decided on my online graduate degree program. Accreditation was very important when I decided on my online graduate degree program.

5. Survey – Q1 Respondents ranked their responses using: Strongly Disagree Disagree Neither agree nor disagree Agree Strongly Agree

6. Survey – Q2 Those that answered “Yes” (i.e., current or past online graduate students), were asked to rank the following factors using a scale from 1 to 6 with 1 being the most important and 6 being the least important: Flexibility Reputation Expense Location Delivery Methods Accreditation

7. Survey Results – Q1

8. Survey Results – Q1 47.4% Strongly Agree that online graduate degrees are just as rigorous as traditional degrees. 56.1% Strongly Agree that they would recommend pursuing an online degree to their friends/colleagues 50.9% Strongly Agree that online graduate degrees are just as valuable as traditional degrees 47.4% Strongly Agree that the reputation of a school was very important in the selection process 67.9% Strongly Agree that flexibility is very important when selecting an online graduate degree 55.4% Strongly Agree that accreditation was important when selecting an online graduate degree

9. Survey Results – Q2

10. Survey Results – Q2 Flexibility was ranked as the highest deciding factor when selecting an online programwith 39.6% of respondents ranking it the highest factor Location was ranked the least important by 30.0% of the respondents Respondents seemed indifferent to the expense of an online graduate degree with 70.3% ranking expense as either 2, 3 or 4 in the ranking scale

11. Discussion During the fall term of 2008, it was reported that more than 4.6 million students took at least one online course, representing a 17% increase in online course enrollment since fall of 2007 (Allen & Seaman, 2009). E-learning has become the norm in delivery of course content, providing a cost savings in many situations (Kruse, 2002).

12. Implications How do we make our online programs more attractive to potential students? How do we retain our current students? Some Answers Maintain a positive reputation. If students cannot come to us, we go to them! Provide instruction in a variety of formats to enhance the learning experience of kinesthetic, audible and visual learners. Provide flexibility in delivery methods of courses and degrees (F2F, Hybrid/Enhanced, online deliveries)

13. Roundtable Discussion

14. References Allen, I. E., & Seaman, J. (2009). Learning on Demand: Online Education in the United States, 2009: BABSON Surevey Research Group. Kruse, K. (2002). Beginner Basics: The benefits and drawbacks of e-learning. Retrieved February 19, 2011 from http://labsel.pesarosviluppo.it/docindexer/Uploads%5C213-Beginner%20Basics.doc Chiu, C. M., Hsu, M. H., Sun, S. Y., Lin, T. C. & Sun, P. C. (2005). Usability, quality, value and E-learning continuance decisions. Computers & Education, 45, 4, 399–416. Compeau, D. R. & Higgins, C. A. (1995). Computer self-efficacy: development of a measure and initial test. MIS Quarterly, 19, 2, 189–211. Davis, F. D., Bagozzi, R. P. & Warshaw, P. R. (1989). User acceptance of computer technology: a comparison of two theoretical models. Management Science, 35, 982–1002. Doll,W. J., Hendrickson, A. & Deng, X. (1998). Using Davis’s perceived usefulness and ease-of-use instruments for decision making: a confirmatory andmulti-group invariance analysis. Decision Science, 29, 4, 839–869. Drennan, J., J. Kennedy, et al. (2005). "Factors Affecting Student Attitudes toward Flexible Online Learning in Management Education." The Journal of Educational Research 98(6): 331-338. Venkatesh, V. & Davis, F. D. (2000). A theoretical extension of the technology acceptance model: four longitudinal field studies. Management Science, 46, 2, 186–204.