Content Analysis of Sports Illustrated
Abstract
The proposed study will examine respondents’ opinions about online courses in higher education. This study will also examine some of the fundamental questions about the nature and extent of online education. These questions are as followed: Has the growth of online enrollments begun to plateau? Who is learning online? What types of institutions have online offerings? Have perceptions of quality changed for online offerings? What are the barriers to widespread adoption of online education? A non-random survey will be used to collect data. Two hundred questionnaires will be distributed to students at St. Cloud State University. Respondents’ opinions will be measured using a five-point Likert scale (1=strongly disagree, and 5= strongly agree). Results will be reported using a summary statistics, graphs, and charts. The study will have important implications for better understanding public opinion and effects on online courses in higher education.
Introduction Online education is a relatively new phenomenon in higher education. The earliest it dates back is just over a decade ago. Allen and Seaman (2007) cite that “15 percent of institutions with current online offerings introduced their first online courses prior to 1999. While many institutions have had online offerings for a number of years, institutions new to online continue to be added; fully one in five institutions with online courses introduced their first offerings this past year.” According to Margaret Cambre (1991), in the late 1950 's and early 1960 's, “television production technology was largely confined to studios and live broadcasts, in which master teachers conducted widely-broadcast classes. Unfortunately, teachers who were expert in the subject matter were not necessarily the best and most captivating television talent, nor were the dull "talking head" medium the best production method for holding the interest of the audience.” Today, public interest in online education is
The proposed study will examine respondents’ opinions about online courses in higher education. This study will also examine some of the fundamental questions about the nature and extent of online education. These questions are as followed: Has the growth of online enrollments begun to plateau? Who is learning online? What types of institutions have online offerings? Have perceptions of quality changed for online offerings? What are the barriers to widespread adoption of online education? A non-random survey will be used to collect data. Two hundred questionnaires will be distributed to students at St. Cloud State University. Respondents’ opinions will be measured using a five-point Likert scale (1=strongly disagree, and 5= strongly agree). Results will be reported using a summary statistics, graphs, and charts. The study will have important implications for better understanding public opinion and effects on online courses in higher education.
Introduction Online education is a relatively new phenomenon in higher education. The earliest it dates back is just over a decade ago. Allen and Seaman (2007) cite that “15 percent of institutions with current online offerings introduced their first online courses prior to 1999. While many institutions have had online offerings for a number of years, institutions new to online continue to be added; fully one in five institutions with online courses introduced their first offerings this past year.” According to Margaret Cambre (1991), in the late 1950 's and early 1960 's, “television production technology was largely confined to studios and live broadcasts, in which master teachers conducted widely-broadcast classes. Unfortunately, teachers who were expert in the subject matter were not necessarily the best and most captivating television talent, nor were the dull "talking head" medium the best production method for holding the interest of the audience.” Today, public interest in online education is
References: Allen, I. E., & Seaman, J. (2007). Online Nation: Five Years of Growth in Online Learning. Needham, MA.: Sloan-C. Allen, I. E., & Seaman, J. (2006). Making the Grade: Online Education in the United States, 2006 (Southern ed.). Needham, MA: Sloan Consortium. Allen, I. E., & Seaman, J. (2008). Staying the Course: Online Education in the United States, 2008. Needham, Mass.: Sloan Consortium. Sherry, L. (1996). Issues in Distance Learning. International Journal of Educational Telecommunications, 1(4), 337-365. Retrieved November 1, 2013, from http://home.comcast.net/~lorraine.sherry/publications/issues.html (2002) Congress, Office of Technology Assessment. (1988). Power on! New tools for teaching and learning. Washington, DC: US. Government Printing Office.