Impact on Student Learning and Access

Searcy and Others (1993) and Nixon (1992) conducted studies to determine whether students learn as well via distance education as traditional education. Both Searcy (1993) and Nixon (1992) found no significant difference in average GPAs between telecourse and traditional formats. However, Searcy did find that student completion rates might be higher in the traditional sections than in the telecourse sections. This finding raises other questions concerning the factors that may impede student course completion. For example, will distance education be able to equally serve students who need more guidance or more extensive interaction with faculty?

Another student-related issue is access. Access to education for those who do not attend classes on campus can be a question of their access to technology, i.e., the higher or more exotic the technology, the fewer the students who have means to use it (Lemke and Others, 1992). Low-income, minority, and underrepresented students are likely to be among those who may not have access to the technology or have the technological experience necessary to take advantage of distance education courses. Will these circumstances create a divide between the "technology rich" and the "technology poor?" Clearly, how distance education affects access and student learning needs to be closely monitored.