Institutions of higher education are facing many tough questions as to how best to address lower on-campus attendance and budgetary concerns. Many scholars believe the answer lies in distance education. This chapter begins with the description of online learning, online course philosophical approaches, and online course design models that have arisen in higher education in some part to the need to increase revenue. Next, the authors address student preferences and perceptions of online learning, specifically, adult learners and perceptions and preferences of online learning as they relate to teacher interactions/teaching loads/demands. Finally, they propose a solution to the identified key problems.
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In this era of decreased funding in the form of state budget cuts and decreased enrollment rates, IHEs have been forced to find sustainable ways in which to supplement operating costs (Roebber & Meadows, 2012; Pierce, 2014). The current trend of online program delivery is implemented by colleges and universities nationwide and appears to have provided a solution to university enrollment and revenue; however, there is research literature that supports and refutes this solution (Burnette, 2015; Burke, 2004). Online programming is marketed by IHEs as a cost-efficient alternative to traditional face-to-face learning targeting adult learners with the guarantee of providing a more accessible, flexible, and convenient way to obtain a college degree (Auld, Blumberg, & Clayton, 2010). Although IHEs view the online programming format as a means to generate enrollment and revenue, often the student perceptions of online learning are not fully considered in the decision-making process (Clayton et al., 2018; Pierce, 2014; Roebber & Meadows, 2012). Adopting an online program approach is often based on unilateral, academic streamlined decision making by the governance board without feedback from current or future students (Clayton et al., 2018; Pierce, 2014).
Many factors can influence a student’s perception of the value of online education and their preferential choice of a non-traditional or traditional education delivery platform (Burnette, 2015; Clayton et al., 2018; Fengfeng & Xie, 2009). Currently, there is limited information about student learning format preferences and how their attitudes about online learning would inform their decision to choose a traditional or non-traditional course/program (Clayton et al., 2018). Findings of student perceptions of online course/program value can generally be inferred as there is commonly a link between courses that students choose and the importance to their future career goals (Clayton, et al., 2018; Beggs, Bantham, & Taylor, 2008).