This document summarizes the results of a survey assessing the co-curricular needs of distance learners at NC State University. Key findings include: - Distance learners were predominantly male, white, non-traditional aged, and part-time students. - Most distance learners rarely visited campus and did so primarily to use computer resources. - Distance learners reported high satisfaction with their computer skills and most had high-speed internet access at home. - Distance learners felt less connected to other students, instructors, faculty, and the university overall compared to on-campus students. - Email was the strongly preferred method of communication for distance learners.

1. Leslie Dare, Ed.D.
Amanda G. Thomas
Lisa P. Zapata, Ph. D.
Student Affairs
Division of
Assessing the Co-Curricular Needs
of Distance Learners:
A Student Affairs Perspective
NASPA Annual Conference
Denver, Colorado
March 29, 2004

2. Presentation Agenda
•Overview of NC State & Division of Student Affairs
•Overview of Distance Education at NC State
•Survey Goals, Process & Methodology
•Respondent Demographics
•Survey Results
•What We Learned
•Suggestions
•Questions & Answers

3. NC State University
•Established 1887: Land-Grant Institution
•29,000+ students
–50 States
–90 Countries
•6,000+ employees
•11 Colleges

4. Division of Student Affairs
•Mission: The Division of Student Affairs facilitates the total
educational growth and development of NC State students to
include personal, social, physical, cultural, leadership, and
intellectual development.
•35 Units
•600 Employees
•Motto: STUDENTS FIRST

5. Division Units & Programs
Women’s Center
University Career Center
ROTC
Upward Bound/Talent Search
University Scholars
Campus Activities
Student Health Services
University Housing
Carmichael Complex
Facilities & Operations
Music
Multicultural Student Affairs
Center State/Arts Outreach
Physical Education
Greek Life
Crafts Center
Caldwell Fellows
Student Conduct
Distance Education
& Technology Services
Gallery of Art & Design
Counseling Center
University Dining
Dance Program
University Theatre
Health Promotions
Campus Recreation
Research & Assessment
Student Leadership, Ethics
& Public Service

6. Why Distance Education and Student Affairs?
•Increasing numbers of distance learners

7. Projected Enrollment Increase:
University Total = 22%
Distance Education = 302%
Distance Education Enrollment
29,854
2,215
36,500
8,908
0
5,000
10,000
15,000
20,000
25,000
30,000
35,000
40,000
Fall 2003 2012
Total
DE

8. Why Distance Education and Student Affairs?
•Increasing numbers of distance learners
•“Students First”
•Accreditation: “Appropriate student development services
must be provided for distance learning programs as well as
on-campus programs.”
•Created leadership position

9. Distance Education & Technology Services
•Help Division units serve distance learners
•Technology Planning & Resources
–Web management
–Online surveys
–Bulk email
–Division equipment

10. 29,854
2,215
36,500
8,908
0
5,000
10,000
15,000
20,000
25,000
30,000
35,000
40,000
Fall 2003 2012
Total
DE
DE is 7.42% of Total
Distance Education Enrollment
DE is 24.40% of Total

11. •“Pure” DE population
-Those students taking only DE courses
•“Hybrid” DE population
-Those students taking both DE and On Campus courses
Distance Education Enrollment

12. Primary
1. Create a baseline understanding of distance learners.
2. Gauge their use, sense of importance, and satisfaction of the various
services, programs and courses emanating from our Division.
Secondary
1. Other units outside of the Division will be provided an opportunity to submit
items for the survey.
2. Develop and maintain partnerships with other service and program units.
Survey Goals
•DELTA •Registration & Records
•Adult Credit Programs •Libraries
•Orientation •Many Others

13. Division Participation
1. Units in the Division were asked to provide
• Descriptions of their units
• Particular survey items they wished to include
2. Units were then provided drafts for review
University Participation
1. Coordination with Distance Education Student Services Response
Team (DESSeRT), a group with campus-wide representation
2. All university service and program units were asked to provide
• Descriptions of their units
• Particular survey items they wished to include
3. DESSeRT and others were then provided drafts for review
Survey Planning

14. 1. Overall DE Experience
2. Technology Resources & Skills
3. Sense of Connection
4. Communication
5. Services and Programs
Survey Topics

15. 1. Census of “Distance Education” population
• All students enrolled in a minimum of one distance
education course during Fall 2003 semester
• N = 2,077
2. Control Group of “On Campus” population
• Students not taking any distance education courses
during Fall 2003 semester
• Matched against census group for gender & ethnicity
• N = 6,190
Methodology – Survey Sample

16. 1. Method
• Web vs. paper
• Online survey (using .asp and MySQL database)
• Paper available (about 10 requests)
2. Correspondence
• Initial invitation
• Two follow-up messages
• Bulk email used for all correspondence
• Email, phone and fax used for troubleshooting
3. Incentive
• Cash rewards via drawings
Methodology – Survey Distribution

17. 20.60%
23.60%
32.80%
29.10%
37.40%
31.60%
0%
5%
10%
15%
20%
25%
30%
35%
40%
Initial Invitation Follow-Up #1 Follow-Up #2
DE
On Campus
*DE Students also received follow-up from faculty just prior to Follow-up #1.
Methodology – Return Rate

18. 1. Gender
2. Ethnicity
3. Age
4. Full-Time/Part-Time Status
5. Classification
Demographics

19. 0%
10%
20%
30%
40%
50%
60%
DE Hybrid DE Pure Total DE On Campus Total Campus
Female
Male
Respondent Profile - Gender

20. 0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
DE Hybrid DE Pure Total DE On Campus Total Campus
African American Asian
Hispanic Native American
Other White
Respondent Profile - Ethnicity

21. 0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
DE Hybrid DE Pure Total DE On Campus Total Campus
Under 18
18 - 22
23 and up
Respondent Profile - Age

22. 0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
DE Hybrid DE Pure Total DE On Campus Total Campus
Full-Time
Part-Time
Respondent Profile - Status

23. 0%
10%
20%
30%
40%
50%
60%
70%
DE Hybrid DE Pure Total DE On Campus Total Campus
Life Long Ed Freshman Sophomore
Junior Senior Graduate
Respondent Profile - Classification

24. Respondent Profile
•Male
•White
•Non-traditional age
•Part-time
•Non-degree seeking

25. Survey
Results

26. 1. Primary Reason for Taking DE Course
2. Frequency of Campus Visits
3. Reasons for Campus Visits
Section 1: Overall DE Experience

27. 0%
10%
20%
30%
40%
50%
60%
70%
80%
Livetoofar
W
ork
Financial
Family
Coursen/aoncampus
Oncampussectionfull
PreferDE
Other
Hybrid DE
Pure DE
Primary Reason for Taking DE Course

28. 0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
Daily Weekly Monthly Once/Twice
a Semester
Never
Hybrid DE
Pure DE
Frequency of Campus Visits

29. 0%
10%
20%
30%
40%
50%
60%
70%UseComputerResources
UseLibraries
Purchase
TextbooksSupplies
MeetAdvisorMeetInstructor
RegisterforCoursesPayforCourses
GetID
Card
AttendNC
StateEvents
TakeTestsandExams
Other
Hybrid DE
Pure DE
Reasons for Campus Visits

30. 1. Satisfaction of Overall Computer Skills
2. Type of Internet Connection at Home
3. Quality of Internet Connection at Home
Section 2: Technology

31. 0%
10%
20%
30%
40%
50%
60%
70%
Very Unsatisfied Unsatisfied Satisfied Very Satisfied
Hybrid DE
Pure DE
On Campus
Satisfaction of Overall Computer Skills

32. 0%
10%
20%
30%
40%
50%
60%
70%
80%
Do not connect Telephone
modem
Highspeed Wireless Don’t know
Hybrid DE
Pure DE
On Campus
Type of Internet Connection at Home

33. 0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
Do not
connect
Unacceptable Poor Adequate Good Excellent
Hybrid DE
Pure DE
Quality of Internet Connection at Home

34. 0%
10%
20%
30%
40%
50%
60%
70%
80%
Do not connect Several times a
day
Once a day Several times a
week
Once a week
Hybrid DE
Pure DE
On Campus
Frequency of Typical Internet Home Use

35. 0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Home Work NC State Campus Public Library Other
Hybrid DE
Pure DE
On Campus
Locations for Internet Connection

36. 0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Do not connect Telephone
Modem
Highspeed Wireless Don’t know
Hybrid DE
Pure DE
On Campus
Type of Internet Connection – Other Than Home

37. 0%
10%
20%
30%
40%
50%
60%
Do not
connect
Unacceptable Poor Adequate Good Excellent
Hybrid DE
Pure DE
On Campus
Quality of Internet Connection – Other Than Home

38. 0%
10%
20%
30%
40%
50%
60%
70%
80%
Several times
a day
Once a day Several times
a week
Once a week Less than
once a week
Connect from
home
Hybrid DE
Pure DE
On Campus
Frequency of Typical Internet Use – Other Than Home

39. 1. Students in course
2. Other students in general
3. Instructor
4. Academic advisor
5. Academic department
6. Faculty in general
7. NC State in general
Section 3: Sense of Connection With…

40. 0%
10%
20%
30%
40%
50%
60%
Very Unimportant Unimportant Important Very Important
Hybrid DE
Pure DE
On Campus
R-Square of .1391
All three relationships are statistically significant.
Sense of Connection: Other Students in Course

41. 0%
10%
20%
30%
40%
50%
60%
Very Unimportant Unimportant Important Very Important
Hybrid DE
Pure DE
On Campus
R-Square of .1555
All three relationships are statistically significant.
Sense of Connection: Other Students in General

42. 0%
10%
20%
30%
40%
50%
60%
70%
Very Unimportant Unimportant Important Very Important
Hybrid DE
Pure DE
On Campus
R-Square of .0032
Pure/Campus is not statistically significant.
Sense of Connection: Instructor

43. 0%
10%
20%
30%
40%
50%
60%
Very Unimportant Unimportant Important Very Important
Hybrid DE
Pure DE
On Campus
R-Square of .0795
All three relationships are statistically significant.
Sense of Connection: Academic Advisor

44. 0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
Very Unimportant Unimportant Important Very Important
Hybrid DE
Pure DE
On Campus
R-Square of .0803
All three relationships are statistically significant.
Sense of Connection: Academic Department

45. 0%
10%
20%
30%
40%
50%
60%
Very Unimportant Unimportant Important Very Important
Hybrid DE
Pure DE
On Campus
R-Square of .0279
Hybrid/Campus is not statistically significant.
Sense of Connection: Faculty

46. 0%
10%
20%
30%
40%
50%
60%
Very Unimportant Unimportant Important Very Important
Hybrid DE
Pure DE
On Campus
R-Square of .0385
Hybrid/Campus is not statistically significant.
Sense of Connection: NC State University

47. •Receiving Initial Communication
•Receiving Subsequent Communication
•Sending Communication
Section 4: Communication Preference

48. 0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Mail Email Website Chat Phone In person
Receive Initial
Receive Subsequent
Send
Communication Preference – DE Pure

49. 0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Mail Email Website Chat Phone In person
Receive Initial
Receive Subsequent
Send
Communication Preference – On Campus

50. •Academic Advising - Credit Programs Office
•Academic Advising - Faculty Advisors
•Academic Advising - Virtual Advising Center
•All Campus Student ID Card
•Bookstores
•Career Center
•Cashier’s Office
•Center Stage
•Chaplains’ Cooperative Ministry
•Club Sports
•Computing Help Desk - College
Section 5: Services and Programs
•Rating on Importance and Satisfaction
•Computing Help Desk - University
•Counseling Center
•Crafts Center
•Dance Program
•Dining
•Financial Aid
•Fitness/Wellness
•Gallery of Art and Design
•Greek Life
•Gym Facilities
•Health Promotion

51. Section 5: Services and Programs
•Rating on Importance and Satisfaction
•Housing
•Intramural Sports
•Library Services
•Multicultural Student Affairs
•Music
•Orientation
•Online Leadership Development Series
•Outdoor Adventures
•Parents and Families Services
•Physical Education
•Registration & Records
•Student Center
•Student Conduct
•Student Government
•Student Handbook
•Student Leadership, Ethics & Public Service
•Student Health Services
•Student Legal Services
•Student Media
•Student Organizations
•Theatre Programs
•WolfCamp
•Women’s Center

52. •Career Center
•Club Sports
•Crafts Center
•Dance
•Gallery of Art & Design
•Intramurals
Importance, R-Square: 5 – 10%
•Multicultural Student Affairs
•New Student Orientation
•Parents & Families Services
•Registration & Records
•Student Leadership, Ethics & Public Service
•Student Legal Services
•Women’s Center

53. •Financial Aid
•Fitness/Wellness
•Libraries
•Music
•Student Conduct
•Student Government
•Student Media
•Theatre
Importance, R-Square: 11 - 15%

54. •Gymnasium
•Health Promotion
•Student Center
•Student ID Card
•Student Organizations
•Student Health Services
•University Dining
•University Housing
Importance, R-Square: 15 - 32%

55. Likeliness
•Club Sports
•Intramurals
•Outdoor Adventures
•Fitness/Wellness
•Gymnasium
•Counseling Center
•Student Legal Services
•Student Health Services
•Online Leadership Development Services
•Virtual Orientation

56. 55%
30%
9%
5%
0%
10%
20%
30%
40%
50%
60%
Very Unlikely Unlikely Likely Very Likely
Club Sports - Likeliness

57. 53%
32%
10%
5%
0%
10%
20%
30%
40%
50%
60%
Very Unlikely Unlikely Likely Very Likely
Intramurals - Likeliness

58. 46%
34%
15%
5%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
Very Unlikely Unlikely Likely Very Likely
Outdoor Adventures - Likeliness

59. 36%
26%
25%
13%
0%
5%
10%
15%
20%
25%
30%
35%
40%
Very Unlikely Unlikely Likely Very Likely
Fitness/Wellness - Likeliness

60. 31%
25%
21%
23%
0%
5%
10%
15%
20%
25%
30%
35%
Very Unlikely Unlikely Likely Very Likely
Gymnasium - Likeliness

61. 37% 34%
22%
8%
0%
5%
10%
15%
20%
25%
30%
35%
40%
Very Unlikely Unlikely Likely Very Likely
Counseling Center - Likeliness

62. 33%
39%
21%
7%
0%
5%
10%
15%
20%
25%
30%
35%
40%
Very Unlikely Unlikely Likely Very Likely
Student Legal Services - Likeliness

63. 35%
33%
16% 16%
0%
5%
10%
15%
20%
25%
30%
35%
Very Unlikely Unlikely Likely Very Likely
Student Health Services - Likeliness

64. 33% 35%
25%
6%
0%
5%
10%
15%
20%
25%
30%
35%
Very Unlikely Unlikely Likely Very Likely
Online Leadership Development Series - Likeliness

65. 34% 36%
23%
7%
0%
5%
10%
15%
20%
25%
30%
35%
40%
Very Unlikely Unlikely Likely Very Likely
Virtual Orientation - Likeliness

66. Ah Ha! (And the light bulb came on…)
•Accurate profile of distance learners
•Success with online survey and bulk email
•Good skills, good connections
•Importance is slippery
•If we build it, they will come

67. Suggestions
•Investigate campus resources
•Figure out how distance education is administered and funded
•Not everybody understands “Distance Education”
•Be aware of the politics
•Be aware that not everyone is committed to serving this population
•Follow-ups help return rates
•Look for data already collected at your institution
•Create an administrative web site with all your information

68. Questions
& Answers

69. Assessing the Co-Curricular Needs of Distance Learners:
A Student Affairs Perspective
Leslie A. Dare, Ed.D.
Amanda G. Thomas
Lisa P. Zapata, Ph.D.
Division of Student Affairs
NC State University
Campus Box 7301
Raleigh, NC 27695-7301
919.515.2446
leslie_dare@ncsu.edu
amanda_thomas@ncsu.edu
lisa_zapata@ncsu.edu
•This Presentation
http://www.ncsu.edu/student_affairs/survey/de_articles.html
•This Project
http://www.ncsu.edu/student_affairs/survey/de.html
•Distance Education & Technology Services (Student Affairs, NC State)
http://www.ncsu.edu/student_affairs/dets/
•Research & Assessment (Student Affairs, NC State)
http://www.ncsu.edu/student_affairs/sara/
•Division of Student Affairs (NC State)
http://www.ncsu.edu/student_affairs/