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From the review of the related literature, there is an abundance of research on the perceptions of undergraduate and sometimes masters degree students about online education (Thomas, King, & Cetinguc, 2004; Kortemeyer, Hall, Parker, Minaei-Bidgoli, Albertelli, Bauer, & Kashy, 2005; Meisner, Hoffman, Strickland, Christian, & Tlitus, 2000; Loving, 2000, Harmes & Barron, 2001; McDonald, Yanchar, & Osguthorpe, 2005). However, the available body of research fails to address the perceptions of doctoral students relative to their views toward the online learning format and online degree programs. It is well established in the literature that the average institution has doubled its investment in information technology (Office of Higher Education, 2001). In a study by Schiffman, Vignare, and Geith (2006), the authors surveyed students at various degree levels in higher education to examine the reasons institutions embrace online learning formats. According to their findings, these institutions are primarily focused on attracting new students and contributing to extension efforts by introducing online programs. However, these efforts are more in line with the goals of the institution with little interest in how students may view this online format. Instead, as suggested by Christo-Baker (2004), the importance of this technology (online) in education should be determined by its effectiveness in facilitating the accomplishment of the education goals. Hence, the educational goals ought to be as Groves and Zemel (2000) argued as valued for their contribution to teaching and learning and not by using computer delivery systems as ends in themselves and especially as marketing tools. Other issues according to Cookson (2000) include tradition, consensus, governance, roles, and responsibilities.